STUDENTS’ INTEREST IN LEARNING MATHEMATICS AS

A MEANS OF ECONOMIC RECOVERY

ADIGUN, Olatunde Thomas Ph.D.

Department of General Education
School of Education
The College of Education, Lanlate
Email: thomasadigun@yahoo.com

Abstract
Mathematics is regarded as the bedrock for the development of science and technology
of any nation. Its importance to advance the nation’s economic and technical
development makes it a compulsory subject at both junior and senior secondary school
levels. Therefore, this paper considers the need for motivating students to love and have
interest in learning Mathematics, using new methods of teaching and learning as a way
out. It looks at the major factors that could influence students’ interest in Mathematics.
It also looks at empirical studies on interest as a factor in learning Mathematics. The study
was conducted at Ogbomoso North and South Local Government Areas of Oyo state,
Nigeria. The study adopted a survey research design. A total of two hundred and sixteen
senior secondary school II students from eighteen co-education schools out of twenty-one
participated in the study. Mathematics’ Interest Inventory (MII) containing ten (10) items
was constructed by the researcher and used for the study. Findings of this study revealed
that major factors that could influence students’ interest in learning Mathematics include
parents’ encouragement, friends and classmates, career prospects and job opportunities
among others. Finally, ways of motivating students to love and have interest in learning
Mathematics were suggested, while appropriate recommendations and conclusions were
equally made.

Keywords: Learning, Students' Interest, Economic Recovery, Mathematics

Introduction
Learning is a changed of performance brought about through conditions of activities,
practice and experience. To learn means to gain knowledge, to gain skill, to grow better
or to make progress through study (Oyeniran, 2003). Before knowledge in any form can
affect character, there must be interest. The mind must get absorbed in the facts with
which it has to deal and make them its own. The implication of this is that there is need
for interest as a condition for learning.
Obodo (1997) stated that interest is a very strong factor in the teaching and learning of
Mathematics. The researcher further remarked that the degree and direction of attitude
towards Mathematics are largely determined by the kind of interest developed by
students for the subject.
Nworgu (1991) stated that interest is a motivational construct from educational and
psychological points of view which spur one into action in addition to giving direction to
one’s activities. The researcher explains further that interest could be regarded as the
condition of wanting to know or learn about some object and also, as the trait which
arouses concern or curiosity which holds ones attention on an object.
Udegbe (2009) described interest as a disposition, attitude and feelings of an individual
towards an activity, which shows behaviorally, the extent at which the person likes to
participate in the activity. Any student with positive attitude towards Mathematics,
studies the subject because he likes or has pleasure in it. Such student derives pleasure
from acquiring mathematical concepts. The reason is that students are likely to work
diligently and most effectively at task in which they are genuinely interested. Thus, any
student who has genuine interest in Mathematics might develop a positive attitude
towards the subject, since interest and attitude are much more related.
Obodo (1997) noted that there is generally low interest in the study of
Mathematics and Mathematics related disciplines at all levels of education in Nigeria. The
subject demands regularity. It is a sequence subject, and if a student is absent in it even
for a few days, the sequence is broken and he fails to comprehend the subsequent steps.
Those who stay in the class, pay little or no attention to their teachers. If students are
given option; most of them will prefer not to have anything doing with the study of
Mathematics. An irregular student cannot do well in the subject. Likewise, irregularity in
home work also makes the students lag behind (Kulbir, 2012). As a result, students’ poor
performances in Mathematics examinations, which increase students’ hatred for
Mathematics and other Mathematics related courses, will be eradicated. Table1 shows
the result of senior secondary school certificate examination in Oyo State, Nigeria in
thirteen (13) consecutive years (2004-2016).

Table 1
Results of Senior Secondary School Certificate Examination in General Mathematics in Oyo
State, Nigeria, May/June WAECSSCE 2010 -2016
Total Number Number with Number with ordinary pass and
Year
Registered Credit Pass (%) below (%)

2004 30 225 8 826 (29.20) 21 400 (70.80)

2005 34 225 5 494 (16.05) 28 731 (83.95)
2006 45 703 9 330 (20.44) 36 373 (79.56)
2007 49 743 8 943 (17.98) 40 800 (82.02)
2008 51 343 20 692 (40.30) 30 651 (59.70)
2009 49 535 25 454 (51.39) 24 081 (48.61)
2010 52 041 16 110 (30.96) 35 931 (69.04)
 2011 46 971 6 895 (14.68) 40 076 (85.32)
2012 41 359 8 423 (20.37) 32 937 (79.63)
2013 43 357 11 565 (26.67) 31 792 (73.33)
2014 45 591 14 335 (31.44) 31 256 (68.56)
2015 54 404 12 553 (23.07) 41 851 (76.93)
2016 40 934 16 861 (41.19) 24 073 (58.81)

Source: Oyo State Ministry of Education, Planning, Research and Statistics (PR&S)
Department, Secretariat, Ibadan (2017)
Table 1 shows students level of disaffection for the learning of Mathematics. In a
situation where student is afraid of any task, he will try to avoid the task. If it is compulsory
for him/her to face the task, he/she does it with complete lack of interest (Udegbe, 2009).
Hence, the most difficult problem in improving the teaching and learning of Mathematics
Curriculum in Nigeria is to establish a basis for positive attitude or interest in the students
towards the subject.
Arousing and maintaining the students’ interest in learning Mathematics is a difficult
problem for the teacher. But loss of interest in Mathematics is one of the principal causes
of students’ failure and students work most effectively at tasks in which they are genuinely
interested. Students become interested in things which are new or producing excitement
for which they can perceive practical values and which involve puzzle elements.
Therefore, student interest is easily caught by anything new. Kulbir (2012) noted that it is
easier to interest students in their work than it is to keep them interested after the
newness of the work has worn off. The elements of newness, usefulness and sheer
intellectual curiosity are the primary stimuli for the awakening of interest. Kulbir (2012)
futher explained that intellectual activity is governed by three motives: thirst for
knowledge, love of truth and beauty, and desire to interpret and control environment.
Statement of the Problem
My experiences as a Mathematics teacher in public secondary schools and college of
education in Oyo State, Nigeria have shaped my understanding that many secondary
school students do not have interest in Mathematics. Many students I speak to often tell
me that they have “never been good at Mathematics” and they have “never liked
Mathematics”. Results of senior secondary school certificate examination in General
Mathematics in Oyo State, Nigeria, May/June WAEC, SSCE 2010 -2016 are evidence that
students do not like Mathematics. Students’ performance has been persistently low. The
researcher feels that students’ feelings about Mathematics and students’ self-concepts
about mathematical ability have strong influence in their engagement in Mathematics
classes and their interest in studying Mathematics. Therefore, this paper considers the
need for motivating students to love and have interest in learning Mathematics, using new
teaching and learning techniques and to identify some factors that could enhance
students’ interest towards Mathematics as a way out.
Purpose of the Study
The main purpose of the study is to consider the need for motivating
students to love and have interest in learning Mathematics and to identify some factors
that could enhance students’ interest towards Mathematics. The study specifically:
1. Determine some factors that could influence students’ interest towards learning
Mathematics in senior secondary school.
Research Question
Q1: What are the factors that could influence students’ interest towards
Mathematics in the senior secondary school?
Research Methodology
The study was descriptive type. It was conducted using twelve (12) out of twenty-
one (21) randomly sampled senior secondary co-educational schools in Ogbomoso North
and Ogbomoso South Local Government Areas of Oyo State, Nigeria. Due to large
population, survey design was used and the study was limited to a sample size. Eighteen
(18) senior secondary II students (nine male and nine female) were randomly sampled
from each of selected schools. A total of two hundred and sixteen (216) students
participated in the study. Mathematics’ Interest Inventory (MII) containing ten (10) items
was constructed by the researcher and used for the study. The inventory was administered
by the research assistants (Mathematics teachers in the sampled schools).
The instrument (MII) is a questionnaire which requires information on the factors
that influence senior secondary school students’ interest towards Mathematics. The
instrument is on a four- point scale of (Strongly Agreed, Agreed, Disagreed and Strongly
Disagreed). MII was validated by two Mathematics Educators and two experts in
Measurement and Evaluation of the Federal College of Education (Special), Oyo. An item
with a mean value of 2.5 and above is agreed, while a mean value below 2.5 is
disagreement to the item statement. Cronbach Alpha formula was used to determine
Reliability co-efficient of 0.91 using 30 students outside the study area. The instrument
was administered to the subjects and collected after 30 minutes by the research assistants
of the sampled schools. Data collected was analysed using descriptive statistics of mean
and standard deviation.
Table 2
Mean and Standard Deviation of Factors that Influence Students’ Interest towards
Mathematics in Senior Secondary School

STANDARD
S/N ITEM MEAN REMARK
DEVIATION
My parents encourage me to study
1. Mathematics because they wanted me 2.76 1.23 AGREE
to become an engineer.
I study Mathematics because people
2. said that Mathematics inculcates self- 2.22 1.13 DISAGREE
reliant skills.
I study Mathematics because our
3. 1.78 0.89 DISAGREE
Mathematics teacher always loves me.
I study Mathematics because it is a
4. compulsory subject for advancement 2.89 1.14 AGREE
of economic recovery.
I study Mathematics because it will
5. help me to become a scientist in the 3.18 1.13 AGREE
future.
I study Mathematics because there are
6. many opportunities for anyone that 2.77 1.12 AGREE
studies the subject.
I study Mathematics because of quiz
7. and competition with prize organised 2.89 1.23 AGREE
by our teacher.
I study Mathematics because of the
8. 2.98 1.11 AGREE
influence of my friends and classmates.
I study Mathematics because the
9. subject is for both male and female 2.21 1.10 DISAGREE
students.
I study Mathematics because it
prepares students for technical and
10. 2.95 1.01 AGREE
vocations where Mathematics is
applied.
From table 2, item 1 has mean 2.76 and standard deviation 1.23, item 4 has mean
2.89 and standard deviation 1.14 and item 5 has mean 3.18 and standard deviation 1.13.
Other items that have agree remark are 6, 7, 8, 9 and 10 with means and standard
deviation 2.77 (1.12), 2.89 (1.23), 2.98 (1.11), and 2.95 (1.01) respectively. Analysis shows
that major factors that could influence students’ interest towards the learning of
Mathematics as a means of economic recovery include parental encouragement to their
children, benefit of the subject to be recognised as a scientist and Mathematics as a
subject that give students high opportunity for job prospect. Other factors that could
influence students’ interest to study Mathematics for economic recovery are influence of
friends and classmates, quiz and competition with prize as well as compulsory nature of
the subject.
Empirical Studies on Interest as a Factor in Learning Mathematics
Nwosu (1989) investigates the use of games in arousing the interest of students in
Mathematics. The researcher seeks to determine the extent game could help in building
interest in Mathematics students. Two schools were sampled out in Port-Harcourt for the
study. The result showed that the subject taught with games indicates significantly higher
interest in Mathematics than those taught without games.
Udegbe (2003) investigates the effect of the use of template and rolliograph on students’
achievement and interest in geometry. The study was carried out in Onitsha Education
Zone of Anambra State, Nigeria. Five hundred and forty (540) junior secondary school
students from four (4) schools were used for the study. The result of the study showed
that students taught with templates and rolliograph achieved more and showed more
interest than those taught with expository method.
Ugwuda (2005) conducts a quasi-experiment study on the effect of scaffolding on
students’ achievement and interest in simultaneous linear equation. Multiple-stage
random sampling and simple random sampling techniques were used to select 320 JSS III
students drawn from four schools male and female students in Ogbaru Local Government
Area of Onitsha Educational Zone of Anambra State. Two instruments; Simultaneous
Achievement Test (SAT) and Simultaneous Equation Inventory (SEI) were used for data
collection. A table of specification guided the development of the SAT, which contained
20 items-4-options multiple choice objective text and 5-item easy test. The SEI contained
20 items, these instruments were validated and trial tested on a sample school within
Nsukka Educational zone. The instruments were pre-tested and post-tested of the study.
Two lesson plans were drafted, one for the scaffolding technique and the other one for
the conventional approach. Mathematics teachers from the sampled schools were
trained and used for the study which lasted for four weeks.
Results of the study showed that students exposed to the scaffolding technique achieved
more and showed greater interest in the simultaneous linear content than students who
were taught with conventional method. (Mean achievement score of 42.27 and a
standard-deviation of 15.59 and mean interest score of 63.12 with a standard deviation
of 9.4) than students who were taught with conventional method with (Mean
achievement score of 35.10 and standard deviation of 13.24and a mean interest score of
57.65 with a standard deviation of 8.15).
Uchendu and Mbah (2007) carry out a study on the effect of peer interaction in Problem-
Based Learning (PBL) context on students’ achievement and interest in sciences. Quasi-
experimental design was used, 304 SSII students in four selected science schools were
used for the study. The experimental group received PBL instruction whereas the control
group received the traditional lecture method of instruction. The result showed that peer
interaction learning strategy has positive effect on students’ interest in science than the
traditional lecture-based learning pattern.
Ohakwe (2007) carried out a study on awakening and sustaining children’s interest in
Mathematics through aesthetic Mathematics. The paper views that the use of aesthetics
in the teaching and learning of Mathematics should be given more attention. The
researcher explains that children like observing and paying very close attention to
colourful things. In addition, the use of such opportunities can help children learn a lot of
mathematical concepts. The paper discusses the needs for aesthetic Mathematics, how
the features can be identified and how they can be used in awakening and sustaining the
interest of children in learning some concepts in mathematics. The data collected was
analysed using simple percentage.
Adaramola (2011) revealed that boys and girls are equally likely able to do well in
Mathematics when they are taught in an activity-oriented environment. He stress that
games can also be used to introduce interests and excitement into the child in learning
programmes as it helps the child to attain a wide range of competencies and basic
intellectual skills to problem solving. Mathematical games will give enough room for
participation, give concrete experience, thus reducing the abstract level of the concept
intended to be taught. Students exert control over their social environment by switching
from being a passive consumer of information to being active decision makers; thus
introducing good habits in the class, (Adaramola, 2011).
Dimakos, Tyrlis and Spyros (2012) investigated factors that influence students to do
Mathematics in a level higher than the usual level arising from the usual syllabus. The
sample was 339 students who participated in 25th National Mathematical Olympiad
“Archimedes” in March 2008. The results of the study show that the move important
factors affecting students to do mathematics are: Mathematical competition, their
fathers, books, their school teachers, the publication of the Hellenic mathematical society
and their mothers.
Safiyeh and Ali (2014) investigate factors and conditions that motivate and encourage
students towards the Mathematics class and factors that make this class an attractive and
lovely one. The results show that separation of educational classroom of Mathematics
from the main classroom (which is decorated with crafts created by students themselves
with regard to Mathematics book including article, wall newspaper, figures and formulas),
peer, size and appearance of Mathematics book, first grade teachers in each educational
level, among whom the Elementary first grade teachers had more importance and impact,
were among the most influential and important factors in creating students’ interest in
Mathematics. Then, school environment, family, conducting research related to
Mathematics, its application to daily life and history of mathematics were categorized as
important factors that would increase the students’ interest in Mathematics.
Adigun (2017) investigated the effects of incentive and gender on fraction problems
solving skill acquisition. The participants comprised of 40 (20 males and 20 females) senior
secondary II students selected through a simple random study. The design of the study
was an experimental control group research design and t-test statistics was used to test
the hypotheses. The null hypothesis HO1 was rejected at 0.05 level of significant. There
was statistically significant difference in the fraction problems solving skill acquisition
between incentive group and no incentive group. The null hypothesis HO2 was accepted
at 0.05 level of significant. There was no statistically significant difference in the fraction
problems solving skill acquisition between males and females incentive group.
The results of empirical studies above show that the elements of newness, usefulness and
intellectual curiosity are the primary stimuli for the awakening of students’ interest in
Mathematics. These new techniques or strategies of teaching and learning of
Mathematics will help to bring a total change in the performance of students in
mathematics.
How to Motivate Students to Have Interest in Mathematics
According to Janelle (2016) effective Mathematics teacher must take the following
strategies into consideration in order to build students’ interest in Mathematics:
1. Build on skills students have mastered: When you build on skills students feel
comfortable with, it will give them a sense of accomplishment. You will also be
learning how to motivate students to want more.
2. Demonstrate the Usefulness of Mathematics in the Real World: An effective
element to switching students to Mathematics is to show them how it is used in
their lives. Many children do not understand that the tools they use every day
(Twitter, instagram and texting) come from an engineer. When you help students
make this connection, and they will be able to appreciate how Mathematics can
translate into career.
3. How to Motivate Students to Set Achievable Goals:Help students to start and set
a small goal to work towards, if they achieve their first goal, move to a higher one.
Once students get a taste of achieving their aims on a regular basis, it will motivate
them to strive for even more.
4. Present a Reasonable Challenge: Present your students with a challenge that is
both within their reach and can ignite their excitement. After all, it’s difficult to
motivate a love for Mathematics if there is no enthusiasm behind it. Children love
a challenge and this can very well be the key factor to get your students hooked
on the subject.
5. Incorporate Technology into Lesson: Children love technology and any time that
you can incorporate it into your lesson, the better. There are numerous
Mathematics applications on the market that provide students with challenging
games or at the very least, a different point to approach the problems. Make use
of them generously.
6. Mathematics Teacher must be Enthusiastic while Teaching: Children tend to attach
a value to each subject, and when they see their teacher values mathematics, and
then they too will understand its importance.
7. Entice Students with a Magical Mathematics Problem: Magic is something that
mystifies people, and sometimes all it takes to motivate a student to love
Mathematics is to give them one bewildering problem that can get them hooked.
 8. Play Games: Make Mathematics interesting by using recreational Mathematics to
motivate students, such as puzzles, board games, and manipulative chess can
teach students to strategize and calculate, while other games can teach
Mathematics related skills to help keep their minds sharp.
9. Incorporate Music into your Lessons: Many students do not realize how closely
related music is to Mathematics-every genre of the former uses calculation in
some way and your classroom will greatly benefit from understanding this
relationship. In today’s classroom, Mathematics is taught as a procedural tool and
nothing more. Effective teachers will take the strategies listed above to not
motivate students to understand the lessons, but also see Mathematics in a new,
more applicable light. Present this difficult subject in a way that students will love
and see its effects take shape.

Discussion of Findings
Parental encouragement to their children to study Mathematics is considered to
be factoring influence of students’ interest towards the learning Mathematics. This finding
of the study is in agreement with the finding of Dimakos, Tyrlis and Spyros (2012) and
Safiyeh and Ali (2014) which states that students’ fathers and their mothers are important
factors that affecting their interest in learning Mathematics.
The study also revealed that friends and classmates are important factor that
influence the interest of students in learning mathematics. This confirms the studies of
Uchendu and Mbah (2007) and Safiyeh and Ali (2014) who found that peer interaction
learning strategy has positive effect on students’ interest in science than the traditional
lecture-based learning pattern. The researchers stressed that school environment, family,
conducting research related to Mathematics, its application to daily life and history of
Mathematics were categorised as important factors that would increase the students’
interest in Mathematics.
In addition, the finding that quiz and competition with prize encourage students
to develop interest in learning Mathematics agrees with the study of Adigun (2017) who
stated that there was statistically significant difference in the fraction problems solving
skill acquisition between incentive group and no incentive group.
Recommendations
Based on the findings of this study, the following recommendations are made.
1. Parents should always encourage their children on the usefulness of
Mathematics in their day to day activities;
2. Mathematics teachers should organize quiz and completion with prize if
possible on weekly bases or fortnightly. The empirical studies above
revealed that the use of new methods, making known usefulness of the
concepts and intellectual curiosity are the primary stimuli for the awakening of
students’ interest and achievement in Mathematics. It is therefore
recommended that mathematics teachers should incorporate these techniques of
teaching to bring a total change in teaching mathematics concepts in order to increase
students’ achievement and interest in mathematics;
3. Textbook should be written to illustrate more on the application of new techniques
of teaching on different content areas in Mathematics;
4. Students should be encouraged to solve problems on their own and not to depend
on the teachers’ solution always;
5. Federal and State Ministries of education, Professional bodies like Science
Teachers Association of Nigeria (STAN), Mathematical Association of Nigeria (MAN),
National Mathematical Centre (NMC), and Nigeria Educational Research Council (NERC)
etc. should organize seminars and workshops on zonal bases on the use of these new
techniques so as to sensitize Mathematics teachers on the benefit derivable from using
them;
6. Higher institutions of learning responsible for training teachers should incorporate
the new techniques in the Mathematics method course content. This will prepare the
teachers in training ahead on how to use these techniques.
Conclusion
Interest is a very powerful factor in improving the teaching and learning of Mathematics
in Nigeria. The degree and direction of attitude towards Mathematics are largely
determined by the kind of interest developed by students for Mathematics. Any student
with positive attitude towards Mathematics studies Mathematics because he likes or has
pleasure from acquiring mathematical concepts. Students are likely to work diligently and
most effectively at task in which they are genuinely interested. A student who is not
interested in Mathematics tends to absent himself from Mathematics classes. But the
subject demands regularity and it is a sequence subject. If a student is absent even for a
few days, the sequence is broken and he fails to comprehend the subsequent steps. It is
the duty of the teacher to motivate and sustain students’ interest in the Mathematics
classes so as to advance the nation’s economic and technical development. Findings of
this study revealed that major factors that could influence students’ interest in learning
Mathematics include parents’ encouragement, friends and classmates, career prospects
and job opportunities among others.
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