CHAPTER ONE

 INTRODUCTION

Background of the Study

Mathematics is a branch of knowledge dealing with measurements numbers and quantities. It’s such an important subject that currently, it’s been made compulsory for admitting candidates into all discipline in tertiary institutions in Nigeria. Therefore, for students to achieve success in their desired academic career, they are expected to pass the subject properly with at least a credit pass.

According to Cohen, O’Donoghue & Fitzsimons (2000), mathematics is the language of science, as a discipline. It is the pivot around which the whole essence of living revolves. Again mathematics is viewed as the basis for scientific and technological analysis. According to Gillings (1982), for analysis of weather to be accurate, mathematical calculations are necessary.  Also Mckee (2002) opined that, every new body of discovery is mathematical in form. This is because, variables such as time and age, must be calculated mathematically, since it is concerned with symbols and is necessary for any meaningful involvement in modern civilization. This is why adolescents, who must fit positively into society, are expected to understand the basic concepts and principles of the subject mathematics by constantly practicing the rudimentary concepts involving figures, particularly in the basic areas of factorization, like and unlike terms, simultaneous equation, quadratic equation and word problems in mathematics, as their usefulness is relevant in everyday dealings. 

For this reason, the subject must be embraced by restructuring the cognitive pattern of thinking in the adolescents, which society, peer group, and adults have irrationally and erroneously misconstrued in the adolescents’ mind, through what they say and how they react even when the subject is merely mentioned. 

Accordingly to Benson (2000), for transactions in relation to buying and selling to succeed, ones cognitive abilities must be tuned to a point that he understands some level of mathematical symbols and calculations. This he believes will eliminate cheating amongst the parties involved, to a large extent, which is why cognitive skills of students should be sharpened through cognitive restructuring techniques to reduce or eliminate the phobia associated with learning the fundamental mathematical concepts, particularly in the adolescent age. 

It’s as a result of the importance of mathematics that it has been made one of the compulsory and pre-requisite subjects that science and arts students must pass at the school certificate level in order to be admitted into the University. This is one of the moves by the Federal Government of Nigeria to make mathematics popular. Also with the inclusion of scientific and technological development in the National Development Plan, it becomes obvious that if mathematics achievement is not enhanced among the adolescents in secondary schools using appropriate cognitive restructuring techniques, national progress and development would be adversely affected (Okoye, 2006).

As regards school subjects, the irrational belief that some school subjects are difficult to comprehend begins to register in the adolescents’ subconscious, based on environmental and societal irrational beliefs. Probably, this could be the reason why most students do not achieve the desired pass in some dreaded school subjects like mathematics. Gal in 2000, emphasized that some contributory factors to students’ lack of mathematics achievement are the students’ attitude towards the subject, which is based on fear and the general impression created by the society, who believe that mathematics is difficult to comprehend. Also, the teacher’s method of teaching the subject content which seems to be complex particularly if the subject is not taught with the right models.

This invariable affects the students level of achievement. 

1. 1. This material content is developed to serve as a GUIDE for students to conduct academic research work
2. 2. As a source for additional understanding of the subject.
3. 3. As a source for ideas for your own research work (if properly referenced).
4. 4. For PROPER paraphrasing (see your university definition of plagiarism and acceptable paraphrase)
5. 5. Direct citing (if referenced properly)
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