Influence of Cognitive Style and Gender on Students’ ‘Achievement in Selected Areas of Mathematics
Influence of Cognitive Style and Gender on Students’ ‘Achievement in Selected Areas of Mathematics.
ABSTRACT
This study was undertaken to determine the influence of cognitive style and gender on students’ achievement in selected areas of mathematics. The study was motivated by the poor achievement of students in senior secondary school mathematics.
The study therefore looked at achievement of male and female students, categorized under field independent and field dependent students in geometry, algebra and statistics. Six research questions and six research hypotheses guided the study.
The study adopted the ex-post factor research design. The population of the study consisted of 3,932 SS2 mathematics students of 2011/ 2012 academic year in the five co-education schools of Ogoja Education Zone of Cross river state.
The sample of the study is 620 mathematics students selected through multi-stage sampling techniques. The instruments for data collection were Group Embedded figure Test (GEFT) and Mathematics Achievement Test (MAT).
Data collected were analyzed using spss (special packages for social sciences) to determine mean, standard deviation and t-Test results. The results of the findings reveal that field independent students achieved better than the field dependent students in geometry, algebra and statistics.
There is significant difference in the mean achievement scores of field independent and dependent students in these areas of mathematics.
Male students achieved higher than female students in geometry and algebra while in statistics there was no significant difference in achievement of male and female students.
There was significant difference in the mean achievements of male and female students in geometry while Gender was a significant factor on students’ achievement in geometry. The results have implications for learners, teachers, and professional bodies.
Based on the results some recommendations were made, which include use of instructional materials and techniques that can make males and females develop critical thinking abilities to improve teaching and learning of mathematics.
This will help to eliminate gender imbalance in class-room instructions and achievement because the objective of teaching is to make pupil learn or achieve higher irrespective of sex.
TABLE OF CONTENTS
Title Page…………………………………………………………. i
Approval page……………………………………………………… ii
Certification page…………………………………………………… iii
Dedication……………………………………………………………. iv
Acknowledgements…………………………………………………… v
Table of contents…………………………………………………….. vi
Abstract……………………………………………………………… vii
CHAPTER ONE INTRODUCTION
Background of the study ………………………………………………. 1
Statement of the problem……………………………………………… 7
Purpose of the study………………………………………………..….. 7
Significance of the study ……………………………………………… 8
Scope of the study ………………………….………………………… 10
Research questions …………………………………………………… 10
Hypotheses ……………………………………….…………………. 11
CHAPTER TWO REVIEW OF LITERATURE
Conceptual frame work…………………………….….……………. 13
Teaching and learning of Mathematics……………………………….. 13
Concept of Achievement………………………………………………. 20
Cognitive style………………………………………………………. 21
Gender and differences in science…………………………….……. 28
Theoretical framework …………………………………………….. 30
Ausubel theory of learning……………………………………………. 30
Bruner theory of learning…………………….……………………… 31
Gagne theory of learning…………………………………………… 33
Piaget theory of learning………………………… 33
Review of Empirical Studies………………………………………… 34
Cognitive style and achievement in Mathematics…………………… 34
Gender and achievement in Mathematics…..………..……………… 39
Summary of Literature Review ……………………………………. 42
CHAPTER THREE RESEARCH METHOD
Design of the study…………………………………………………. 44
Area of the study………………………………………………….… 44
Population of the study……………………………………………… 45
Sample and sampling technique……………………………………. 45
Instrumentation for data collection…………………………………. 45
Validation of instrument…………………………………………… 47
Reliability of instrument……………………………………………. 47
Method of data collection…………………………………………… 48
Method of data analysis……………………………………………. 48
CHAPTER FOUR:Results
Research question one…………………………………………….. 49
Research question two…………………………………………… 50
Research question three…………………………………………….. 50
Research question four……………………………………………. 51
Research question five……………………………………………. 52
Research question six……………………………………………… 52
Hypothesis one…………………………………………………….. 53
Hypothesis two……………………………………………………. 54
Hypothesis three…………………………………………………… 54
Hypothesis four……………………………………………………… 55
Hypothesis five………………………………………………………. 56
Hypothesis six………………………………………………………. 56
CHAPTER FIVE Discussion of findings, conclusion, implication, recommendation, and Summary
Discussion of results………………………………………………… 59
Conclusion…………………………………………………………. 62
Educational implications……………………………………………… 63
Recommendations…………………………………………………… 64
Limitation of the study………………………………………………. 64
Suggestions for further studies……………………………………… 65
Summary of the study……………………………………………… 65
References …………………………………………………………. 67
Appendices…………………………………………………….. 76
INTRODUCTION
1.1 Background of the study
Mathematics is one of the key subjects at both the primary and secondary school education system in Nigeria. According to the Federal Government of Nigeria (FGN, 2004), mathematics is a compulsory subject taught at the primary and secondary levels of education in Nigeria.
Its function and relevance to education and the society makes it to be regarded as the bedrock of science and technological development. In view of this, Okafor (2005) argued that no nation can develop scientifically and technologically without proper foundation in mathematics.
Hardy (2003) posits that mathematics is an aid to representing and attempting to resolve situation in all disciplines. Thompson, (2004) opines that mathematics is a subject that teaches critical thinking and problem solving in a much applied form.
Thompson maintained that science and mathematics are two fields of studies that work together, towards the natural and physical relationship with other sciences.
This may be why Stroud (2000) stated that mathematics should be seen beyond a subject to be taught and understood by students rather than as a service to other sciences. Therefore, one cannot avoid considering the utilitarian aspects of mathematics in preparing people for useful living.
According to Federal Republic of Nigeria (FRN, 2004), the general objective of secondary education is to generate interest in mathematics for everyday living, counting notation, addition, subtraction, multiplication, division, weighing, measuring, selling and buying are some of the simple and fundamental processes of mathematics which have practical value in life.
REFERENCES
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Adeleke, J.O. (2007). Gender role on topic reference of senior secondary school students in mathematics. A paper presented at WAEC monthly seminar held in Lagos on 27th April 2007.
Adepoju, O.A. & Amoo, S.A. (2005) Gender and environmental education in Nigerian secondary school. Presented at STAN National workshop, Zamfara June 2005.
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Adewale, J.G. Adesoji, F. & Iroegbu, T. (2004). Science, mathematics and ICT (SMICT) education in secondary education in Sub-Saharan African country profile, Nigeria. Netherlands; centre for international cooperation.
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