A COMPARATIVE STUDY OF PERFORMACNE OF SCIENCE AND ART STUDENT IN MATHEMATICS IN PRIVATE AND PUBLIC SECONDARY SCHOOLS IN CALABAR, CROSS RIVER STATE
BY
AKPAN, INIOBONG MARCUS
05/22005
SUBMITTED TO
DEPARTMENT OF CURRICULUM AND TEACHING
FACULTY OF EDUCATION
UNIVERSITY OF CALABAR
CALABAR
IN PARTIAL FULFILMENT FOR THE AWARD OF BACHELOR’S DEGREE IN MATHEMATICS EDUCATION (B. Sc. Ed) OF THE UNIVERSITY OF CALABAR
FEBRUARY, 2010
CERTIFICATION
This research project titled “A comparative study of performance of science and art students in mathematics in private and public secondary schools in Calabar, Cross River State” has been supervised and approved as meeting the standard requirements of the Department of Curriculum and Teaching, University of Calabar, Calabar Nigeria for the award of a B. Sc (Ed) Mathematics.
DR. C. O. EKWUEME
(PROJECT SUPERVISOR)
DEPT. OF CURRICULUM AND TEACHING
UNIVERSITY OF CALABAR
CALABAR
…………………………………..
Date
……………………………………. ……………………
AKPAN, INIOBONG MARCUS Date
Student
DEDICATION
This work is dedicated to the LORD GOD ALMIGHTY who gave the grace and without which this work would not have been successful.
ACKNOWLEDGEMENT
My immeasurable and joyous appreciation goes to the ALMIGHTY GOD who has granted me the grace and the favor which I received from Him and men that has sailed me successfully through the perils of life.
Also, Dr. (Mrs) C. O. Ekwueme my project supervisor who painstakingly read through the manuscripts and did the necessary correction before it was finally typed, I say a million thank you.
To all the lecturers in the Department of Curriculum and Teaching and in the entire Faculty of Education who has in one way or the other nurture me through their teaching subject or decision making which has affected me positively, I say God bless you all.
My special thanks also goes to Dr. (Barr.) Prince Ebitu of the marketing Department, University of Calabar, who financially and advicely have been supporting me. Also Dr. Francis, Nwagwu of crop sicence department, University of Calabar and your dear wife, may God bless you all.
With joy in my heart, I wish to commend my lovely and precious parent pastor and Mrs Marcus E. Akpan for their parental care and advice, my brothers Ofonime and Emmanuel, my sisters Nsikan, Blessing and Udeme who stood by me and kept aside all their needs and wants to see that my schooling received aboost. To grand it all, my late sister Idongesit who always encourage me to press forward for success, you all have done well.
Indeed, sister Nora Edet Moses and Sister Juliet my typists who work tirelessly to finish this work on time and you brother Mike (a.ka. Engineer Mike) who has being helping with materials for study in the years under review, I say a million thank you.
Finally, to all those whose names have not been mentioned here, but who has contributed in kind and in cash to my huge success, I say may the good Lord bless you real good. Amen.
ABSTRACT
The purpose of this study was to compare the performance of science and art students in mathematics in private and public secondary schools in Calabar. Five null hypotheses were posited and tested at 0.05 level of significance using the two – way analysis of variance for various mean. A well validated 20 – item questionnaire were designed using the Likert Scale model and administered to a randomized sample of three hundred students drawn from a population of five thousand, nine hundred and thirty-four students from ten secondary schools in the study area. The analysis of the questionnaire revealed there are significant difference in the academic performance of science and art students in private and public secondary schools. Based on these findings, appropriate recommendations were made.
TABLE OF CONTENTS
Title
Certification
Dedication
Acknowledgement
Abstract
Table of Contents
List of Tables
List of Figures
List of Plates
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
1.2 Theoretical Background
1.3 Statement of the Problem
1.4 Purpose of the Study
1.5 Research Questions
1.6 Research Hypotheses
1.7 Significance of the Study
1.8 Assumption of the Study
1.9 Delimitation/ Scope of the Study
1.10 Limitation of the Study
1.11 Definition of terms
CHAPTER TWO
LITERATURE REVIEW
2.1 Students Factors Affecting their Performacne in Mathematics in both Private and Public Secondary schools in Calabar
2.1.1 Students Studying Habit
2.1.2 Lack of Interest
2.1.3 Lack of Studying Material
2.2 Teachers Factors Affecting the Performance of Students in Mathematics in Private and Public Secondary Schools in Calabar.
2.2.1 Teachers Qualification
2.2.2 Teachers Subject Mastery and Method of Teaching
2.3 Parental Factors Impeding Students Performance in Mathematics in Private and Public Secondary schools in Calabar
2.3.1 Parent Academic Background
2.3.2 Parent Habit
2.3.3 Parent Socio-economic Status
2.4 Environmental Factors Affecting Student Performance in Mathematics in Private and Public Secondary Schools in Calabar
2.4.1 Classroom Environment
2.4.2 School Environment
2.4.3 School Management Board
2.5 Summary of Literature Review
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
3.2 The Design of the Study
3.3 Area of the Study
3.4 The Population of the Study
3.5 The Sampling Procedure
3.6 The Sample
3.7 Instrumentation
3.8 Reliability of the Instrument
3.9 Validity of the Instrument
3.10 Procedure of Data Collection
3.11 Method of Data Analysis
CHAPTER FOUR
DATA ANALYSIS
4.1 Introduction
4.2 Data Presentation and Interpretation
4.3 Discussion of Findings
4.4 Summary of Findings
CHAPTER FIVE
SUMMARY AND CONCLUSION
5.1 Summary
5.2 Conclusion
5.3 Recommendation(s)
5.4 Suggestion for further Studies
References
Appendices
CHAPTER ONE
INTRODUCTION
Often parents, teachers and school management always heap blame on students whenever they perform poorly in mathematics either as a course or in examinations at any level.
Now the question one may ask is who is to blame when students fail in mathematics? Is it true that students don’t cultivate a good studying habit, show no enough interest in the subject or lack computing skills (ability) as is necessary, and lastly, is it because of peer group influence which does not allow them take their studies seriously as some researchers have rightly put it through their findings?
However, whatever is the reason for these lapses observed, parents also share in the blame for their children failure or poor performance in the subject. The student studing mathematics needs encouragement, motivation and supervision from the parents to develop interest in studying the subject and to excel.
Good books relating to the subject should be bought for the student and a private study arrangement with a teacher well-vested on the subject employed to help the students should be encouraged to approach the subject with love devoid of fear or intimidation. Once the equations are grapsed every other things will fall in line.
On the other hand mathematics teachers should be one who knows the subject well enough to be able to transfer knowledge to the learning students. He should do this with love, be patient with the learner and be ready to explain again and again until the students get it right.
Both the teacher and students of mathematics should study in a conducive environment. Studying facilities should be put in place just as some researchers said that for better result to be reached in teaching and learning, the environment at which it is carried out, must be conducive.
1.1 Background of the Study
Despite the global innovation in science and technology. For easy learning and mastering of any subject Robbin (2008) agrees with Ihezue (1995) report that the statistics released by the federal ministry of education on students’ performance from 1988 to 1992 pointed to the fact that students performed very poorly in mathematics. Robbin further suggested that mathematics teaching today still follows the traditional pattern via (Adeniyi, 1988, Osibobu, 1988, Obudo 1990, and Agwagah, 1993).
According to Enukoha, Okeme and Usoro (2006), in schools where mathematics is taught students even go to the extent of avoiding their class when it is time for the subject; others stay just because they want the teacher to see that they were in the class while several other adapt to the situation because they have no option at their disposal. While some students stay in the class in order to fulfill all righteousness.
Ali (1989) stated that the reason why continual poor results at SSCE and other external examinations is due to the low quality of mathematics teachers produced by our tertiary institutions. Ebong (2002) attribute his own reason to “ lack of the use of appropriate methods in teaching some mathematical concepts to the students”. Obina (1995) pointed to “ textbook used by teachers”, and Dijeh (1982) Opines that “ response, interest, motivation and process of students are determined by teaching aids and method more than any thing else”.
Eke (1998) said that there is increasing demand for admission into private schools and other schools owned and adequately funded by federal government.
Students spent more of their time in reading literature textbooks than they do in mathematics textbook, and even when they read, they read it just the same way they read ordinary literature. Agha (1998) alarmed that the problem of students is that they read sciences just the way they read ordinary literature. He further said, literature can be read comfortably while lying on the bed but not with sciences.
American Educational Association (1994), stressed that:
Interest are always positive in directions…
Active, … and are specific and functioning here and now .. (Anwara, 2004).
According to Obina (1995: P. 30) through Ebong (2009), “ Book publishers are primarily interested in the marketability of their textbooks and they go all out to achieve this objectives. He further said that some textbooks lack adequate coverage especially that of the senior secondary school topics, some of the textbooks also lack adequate illustrative examples and disregard the sequential preparation of topics which especially are required in a subject in respect of the hierarchical structure of the subject, an example is mathematics among others.
Ebong (2009) maintains that “ the environment must be conducive enough and students must be ready to learn”. She concluded that:
“ all things being equal, conducive learning environment stimulates students or learners interest to learn and often result in high academic achievement”.
Anwara (2004) agrees with Adesida (1990) that
“ Mathematics in made easy in few isolated cases where enthusiastic teacher have infused life into the subject making it exciting and less difficult”.
Of course, a well trained and qualified professional teacher will always motivate and inspire his or her students to work hard to achieve academic excellent.
1.2 Theoretical Background
The concept of attitude and performacne of students in mathematics is based on certain learning theories as well as teachers perception of teaching subject.
Educational psychology has made it possible to use a theroitical framework for solving problems that arise in the teaching and learning situation. And this enables the teach to derive a technique consistent with the theory in order to remedy a particular situation just as the classical conditioning has a lot of implications for the general public and education in particular, the principle of operant conditioning can be used to teach various skills in the school such as handwriting, reading, drawing, calculating and so on. The following theories was used to support the research
Behaviourist Theory
This theory was postulated by Jerone B. Watson and Rajer (1920). It states that students attitudes towards learning is dependent on the stimulus present in his surrounding. Silber (1960) said, “ the place where a well-balanced education can be carried out msot satisfactorily is the home. Therefore an education according to nature starts in the family. No schools, no teacher however good, can do for the child what is essentially the task of good parents”. According to Walters and Castle (1967), the social environment is the world of people among whom our children are growing up, and in order to understand more fully the importance of this aspect of environment, it is helpful to consider who these people are, and where they came from.
Operant Conditioning Theory
This theory was postulated by B. F. Skinner (1938), it states thus: learning is promoted as a result of the learning being rewarded or “ reinforced”. A reinforce is anything that strengthened the desired response. It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction. Also reinforcement is the procedure which increases the probability that any given response will be repeated. But classical conditioning is good for developing good habits, and positive atttiudes towards learning in general and to a particulart subject and to the teacher. As for teachers, social theorists hold the view that knowledge could be acquired by observing the behaviour of others.
1.3 Statement of the Problem
The fact here is that, students are suppose to spent most of their reading time in solving mathematics and developed interest in the study of mathematics knowing fuly well that the subject is the bedrock of any endeavour in pure sciences, Applied sciences, management science and even in art courses or humanities.
The researcher’s interest on this topic “ A comparative study of performance of science and art students in mathematics in private and public secondary schools in Calabar”, was to know whether science students do perform better than art students in mathematics; whether private secondary schools do perform better than public secondary schools in Calabar. And if they do, then what factors lead to their differences.
1.4 Purpose of the Study
The major purpose of this study was to compare the academic performance of science and art students in mathematics in private and public secondary schools in Calabar.
Specifically, the study was designed to:
1. ascertain the difference in academic performance of science and art students in mathematics;
2. examine the performance of private and public secondary schools in mathematics;
3. Identify the teaching perception teachers and how they affect the performance of students in mathemtics;
4. enumerate the parental factors affecting their children performacne in mathematics; and
5. address the problem of teaching and learning environment affecting the students performance in mathematics.
1.5 Research Questions
The following questions were encounter in this study;
1. What really ascertain the differences in academic performance of science and art students in mathematics?
2. What really asertain the differences in academic performance of private and public secondary schools in mathematics?
3. To what extent do teaching perception of teachers affect students performance in mathematics?
4. To what extent do parential factors affect students performance in mathematics?
5. What problem of teaching and learning environment really affect the students performacne in mathematics?
1.6 Research Hypotheses
The null hypotheses (Ho) are then stated thus:
1. There is no signfiicant difference in academic performance of science and art students in mathematics.
2. Private secondary schools do not significantly perform better than public secondary schools in mathematics?
3. Teaching perception of teachers do not significantly affect students performance in mathematics.
4. There is no significant differecne in parent socio-economic status affecting students academic performance in mathematics.
5. There is no significant difference in teaching and learning environment of private and public secondary schools.
1.7 Significance of the Study
This work will be very important to the following:
1. Teachers, not only mathematics teachers perse, who for variety of reasons, are and should be the pivot point for change since, the education of future generation is entrusted to them.
2. Ministry of education since they are the one to give approval for the textbook to be used by schools, students and teachers for the purpose of covering the examination syllabus and following a sequential arrangement of the content.
3. Research students who probably are writing on the performaances of students in mathematics or comparing the administration of the private and public secondary schools in the country or state.
4. Private and Public Secondary schools administrative board for proper administration to be put in place since the problems facing them are addressed squarely here.
1.8 Assumptions of the Study
The following assumptions were inherent in the study.
1. The examination questions were the same and with the same duration for both science and art. Students in private and public secondary schools.
2. The students where subjected to the same examination conditions.
3. The level of students preparation for the examination were differ.
4. The teachers that teach in private and public secondary school were differ.
5. The method of teaching and the learning environment were differ.
1.9 Delimitation of the Study
Definitely, the nature of this work is a comparative study of science and art students of which private and public secondary schools are being considered to specifically figure out their academic performance in mathematics for the year 2009 in Calabar.
1.10 Limitation of the Study
The following limitation were inherent in the study.
First, the respondent sincerity of purpose were not sure since what was conceived in the mind were hidden.
Secondly, due to time constraints, the ability to reach out to many secondary schools for the collection of data was hindered, and the area which the study was conducted at that time was congested.
1.11 Definition of Terms
1.11.1 Learning Environment
Ebong (2009) quoted Morris (1975) definition of learning environment as “ the behaviour setting of the school which include the amenities in the way of books of reference, the presence of other students or immediate surrounding, useful materials and right type of instruments to fulfill the student requirement”.
1.11.2 Private Schools
These are schools owned and controlled by individual or group of individuals or organization who have direct power or authority to fire or sanction any staff who fails to abide by their rules and regulations.
1.11.3 Public Schools
These are schools owned and controlled by government by providing or appointing principals to supervise the work of all the staffs. They make sure government rules and regulations are strictly followed for effective performance. That is, they are indirectly controlled and managed by government.
CHAPTER TWO
LITERATURE REVIEW
This chapter examines facts under the hypotheses in chapter one. From those hypotheses the following points were derived which is related here for clarity of purpose. In all, these points are treated as factors impeding students performance in mathematics.
Hypothesis one and two are broadly discussed under the heading “ students factors” affecting their performance in mathematics. This is regarded in both public and private secondary schools.
2.1 Students’ Factors Affecting their Performance in Mathematics in Both Private and Public Secondary Schools in Calabar.
On the view of factors affecting student performacne in mathematics in private and public secondary schools generated by students themselves, the following were discovered.
2.1.1 Student Studying Habit
One of the Ibibio proverbs interpreted in English state that, “ man who definitely will go on a journey tomorrow, will always start preparation from today”. It is so unfortunate that so many public and private secondary schools art and science students do not cultivate a good study habit right from primary even at home.
It will surprise you to hear that 95% of science and art students in Calabar don’t have a personal study time table. And 3% out of the 5% that has, study under poor atmospheric condition and majority in the afternoon when the scorge (heat) of the sun is much on them. They seems to neglect this fact, “ constant reading or practice of a particular subject or work, makes you a specialist or expert in that field”.
Agha (1998), stated that the problem of students is that they read the sciences just the way they read ordinary literature. Most students don’t even have a reading group and some that have, don’t cocnentrate at all.
2.1.2 Lack of Interest
Do you know that many students in secondary schools most especially the public secondary schools don’t have interest at all in knowing mathematics. No wonder Enukoha, Okeme and Usoro (2006) said:
In schools where mathematics is taught, students
even go to the extent of avoiding their class when
it is time for the subject, others stay just because
they want the teacher to see that they were in the
class while several other adapt to the situation because they have no option at their disposal, and some stay to fulfill all righteousness.
I personally, interrogated some of my colleagues in the same depart who some time come across a course “ research method and statistics” and where afraid of the course just because of the word “ statistics”. Most of them said, they don’t like mathematics at all even when the statistics there was not core statistics. Unfortunately, they did not have good teacher right from their secondary school days.
Most of the time, do you know that some of the students would have had interest in studying mathematics even to their tertiary level, but prior to peer group influence who so much have indoctrinated them with this false that “ mathematics is a difficult subject, abstract and for special people”.
2.1.3 Lack of Studying Material
Frustratingly such to say, some many secondary school boys and girls don’t have a reading material for the core subject like mathematics and three (3) out of every five (5) in public secondary schools goes to school without writing materials. The problem of having one notebook to all subjects is not only found among primary school pupils, but also among secondary school students.
It may marvel you to know that even in an examination class (the SS 2 and 3 students) in public and some private schools, the so called the examination candidates don’t have a reading material preparing them for an examination.
2.2 Teachers Factors Affecting the Performance of Students in Mathematics in Private and Public Secondary Schools in Calabar
Yes it is often said than done. Here most blame is always on students but neglecting the teachers who are the pivote point in teaching and learning processes. The following points were discovered to be the teachers factors affecting the performance of students in mathematics in private and public secondary schools.
2.2.1 Teachers Qualification
Adejunloge (1980) opines that “ inqualified teachers of Mathematics, use of symbols and notations contribute to students dislike for the subject. Nwachukwu (2005) said “ average teacher instruct, good teacher explain and great teacher inspire and motivate”. Teachers qualification has so many to contribute to the students performance. A teacher who did not study mathematics and education in the University will not have the basics of teaching professions (homogeneous similarity) in him/her and as such will always hamper the morals of students curiocity to studing mathematics.
Majority of the secondary school teachers especially in public secondary schools are NCE holders for years who don’t even want to go further for their first degree to acquire more computing skills to handle their students well.
“ it is obvious that a strong relationship exists between quality textbooks used by teachers and the quality of their teaching” (Ebong 2009) Prosser and Irigwell (1999) opines that practically, student learning could be considered as the product of teaching: They added that the relation between the teacher’s approaches to leaching and students approaches to learning show that teaching which is student focused enhances higher quality approaches to students learning than teaching which is teacher focused.
Adeniyi (1988) opines that, the cause of the downward low-level performance in mathematics of secondary school students could be largely ascribed to mechanical and Uninteresting teaching (Robbin, 2008). Robbin further stressed that traditional pattern is ineffective and as one major factor responsible for the poor performance of students in mathematics. To some teachers, except some delegate from the ministry of edcuation come to supervised their work, before they can come along with teaching aids and infact, lay emphases on basic skills.
Williams(1977) in Ebong (2002) attributed the poor performance of students in mathematics to not using the appropriate methods in teaching some mathematical concepts to the students: We can neglect the fact that most of the teachers who do not master the subject very well, uses cane to frightened the students from asking questions on the point where they don’t understand. Indeed, most of this teachers make the subject looks so diffciult and abstract because non enthusiastic character and have refused to infuse life into the subject.
2.2.3 Teachers Truancy
In public secondary schools where supervision is not done daily, some teachers have formed the habit of missing their periods in the class, some of they don’t even go to school up to two times a week, but will be signing attendant book everyday through their colleague who has ideal with them for settlement at the end of the month when they are paid.
Similarly, some teachers in public secondary schools in Calabar uses the school or lecture period to run other businesses either inside or outside the school premises. Some others who lack the knowledge of a particular topic in mathematics tends to be jumping or avoiding such topics or give the students assignment on those topics.
Teachers truancy are sometimes not directly caused by teachers themselves, but the students and the school authorities. Sometimes, on reaching the lecture venue, they met no students or they met a discouraging number of students. Sometimes, school authority just change the time table without getting the students informed. Some schools don’t provide buses to be carrying those teachers and students who lives very far from the school premises. These are very pertinent among public schools in Calabar.
The third hypothesis is narrow down to parental factors affecting students performance in mathematics in private and public secondary schools in Calabar.
2.3 Parental Factors Impeding Students Performance in Mathematics in Private and Public Secondary Schools in Calabar
Intensively, we cannot rightly say that the poor performances of students in mathematics is really caused by the non-challant attitude towards mathematics. The reason being that parents sometimes contributed to their children poor performance. Most of the ways in which parents contribute to their children performance are:
2.3.1 Parent Academic Background
The biologists believed that most of the character displayed by a child are inherited from either the father or the mother or any members of that family. Even though it is always said that a lion can only give birth to a lion and a crocodie to a crocodie, we should not neglect the fact that intelligent quotient of a child may sometimes not measurable to that of his/her parent.
2.3.2 Parent Habit
Motivation inspires people to put in more efforts to achieve a huge success, and also proper supervison can change ones unhealthy habits in learning positively are myths. But in some families, the reverse is the case, as some parents don’t even care about knowing how their child fair in school and early goes out and lately comes back when the children has slept off and no even a word like “ how are you” or “ have you ate”
There are so many students in public secondary schools whose parent don’t even no how much they are paying as school fee or P.T.A. fee but is only the child and the child alone that faces his/her world without help from any where, despite their parent richness.
2.3.3 Parent Socio-Economic Status
It is often said that “ children whose parents are well placed in the socio-economic scale or a good salary scale, do performed better than children whose parents are not well placed, even though both may be in the same school or the same classroom”. According world bank statistics read in a newsrill on Friday 1st May, 2009, on radio Akwa Ibom at 7.00 Am prompt Newstime,
“ 54.4% of Nigerians are living under poverty (i.e, earning below N180.00 a day).
Due the this adject poverty, so many familie have subjected their children or child under child labour which has taken so many forms:
Housemates to prominent families in the society;
Selling during school hours or hawking around the streets to earn a living for other members of the family; child trafficking and child abandonment. As such, so many great potentials and manpower has been wasted and lost.
Finally, the fourth hypothesis can also be narrow down to environmental factors affecting student performance in mathematics in private and public secondary schools in Calabar.
2.4 Environmental Factors Affecting Student Performance in Mathematics in Private and Public Secondary schools in Calabar
Very Importantly, for successful learning to take place, Woger (1984) maintains that “ the environment must be conducive enough and students must be ready to learn”. Based on the conducive environment, Wyche (1979) induced that “ environment deprivation causes lower intelligence test results and lower scores on achievement test. To achieve the goal of any study, the environment must be conducive enough” (Ebong, 2009).
2.4.1 Classroom Environment
As stated earlier by Morris (1984) through Ebong (2009), “ the behaviour setting of the school which include the amenities in the way of book of references, the present of other students or immediate surroundings, useful materials and the right type of instruments to fulfill the student requirement. Ebong (2009) pointed out that: “ much of reliable variable of students or learners academic performance is attributed to the attitude of the learners and of the environment.
Some classrooms in public secondary schools are not in good order and proper classroom management is lacking. Some classroom are still covering by Cobwebs and dust. Some classroom has no refuse bin. In some schools, students feel comfortable to seat right inside the classroom and read due to improper seating arrangement done by the students themselves or by the staffs.
2.4.2 School Environment
Amadi (1982) noted that poor administrative techniques by school principals and lack of adequate teaching/ learning facilities contribute to deliquent behaviour among secondary school students (Udo, 2008).
Ekpoh (2007) quoted Akpan et al (2005) that the difference between public and private school principals in the management of indiscipline could be attributed to their ownership structures. To these end, the public school principals can only bark but not bite. Conway (1994) observed that small size enables private schools to establish shared purposes, discipline, personal loyalties and common sentiments that were often absent in large public schools. Akpan further said that “ private school administrators were more effective in maintaining school discipline than public school administrators (Ekpoh, 2007). Furthermore, most public secondary schools don’t even have a small reading library for her students compare to some private secondary schools in Calabar. This may also be obtainable else where in the nation.
2.4.3 School Management Board
The problem of the crisis of education according to Ekeh (1999), lies not in the system but in implementation. She further stressed that with lack of adequate planning, based on reliable up-to-date data problems will abound. For instance the language policy which requires that children learn one Nigerian language other than their mother tongue had to be abandoned because of lack of teachers and texts.
The situation about implementation and facilities is very gloomy. According to Yoleye (1994), instructional facilities survey show that 77% of pupils had no textbooks while 36% had no writing materials, 3% of schools had no chalk, equipement of science, arts and crafts were lacking (Ekeh, 1999).
It is duty of the school management board to employ quality and sufficient teachers to handle especially subject line mathematics in the school. But in some from one class to another teaching the same subject alone. Some school management board are active while others are not active. So many schools in Calabar are almost folding up because there is no proper implementation of policy.
2.5 Summary of Literature Review
The literature reviewed had portrayed that student factors such as studying habit, interest, studying material; teachers factors such as qualification, subject mastering, teachers truancy; and parent factors such as their academic background, habit, and socio-economic status, greatly affect the performance of students in mathematics in the light of environmental factors such as classroom management school environment and poor implementation of policy.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter present the design of the study, the area of the study, sampling procedures, the sample, instrumentation, validity of the instrument, reliability of the instrument, procedure for data collection, and method of data analysis.
3.2 The Design of the Study
This work is design to compare the performance of science and art students in mathematics, to determine the difference between the public and private secondary schools in Calabar. It is further design to identify the different factors that impedes performance of the science and art students in mathematics through a survey.
3.3 Area of the Study
The research was carried out in Calabar a capital city of Cross River State paradise city. The state is adorn with flowers trees as well as planted grasses. The state is bounded by Akwa Ibom State in the east, Benue State in the West and by a river in the south.
The area of study is Calabar south local government area and partly Calabar Municipality. The major occupation of the people is trading and hoteling. In Calabar Municipality, is Africa Business Resort centre –Tinapa. The official Language speak is English and the indigeneous dialect – Efik and partly Ibibio. The popular tradition of the people usually called Ndito –Isong Efik Efut is Ekpo-Masquaret and Abang usually played in historical occasions.
The population of Calabar is over five hundred thousand persons. Calabar was the first capital territory of Nigeria. The market in this part of the world is everyday exception of Sundays but in rare cases.
3.4 The Population of the Study
This work focus strictly on science and art students in private and public secondary schools with in Calabar South and Calabar Municipality. Therefore the total number of secondary schools in the area over two hundred. (2004) and the total number of students is over fiften thousand (15,000+). But the sample size of three hundred students where randomly selected from the population of over fiften thousand.
3.5 The Sampling Procedure
The technique used to determined the actual number of the individuals in the target population that was used for the study was stratified random sampling.
3.6 The Sample
The sample size is three hundred students which have being randomly selected from the population of over fifteen thousand students in Calabar having over two hundred secondary schools.
3.7 Instrumentation
The instrumentation or the method used in collecting data for this study was a questionnaire the close-ended one. The model is the Likert scale model which has two sections. The first section contains the personal data of the respondents, while the second. Section of the questionnaire contains items that need to be responded to.
3.7.1 The Validity of Instrument
About twenty –five items questionnaire were given to the researcher supervisor for approval. The items were subejcted to further empirical validation.
The questionnaire were distributed as the respondents, filled and returned to the researcher. The number of the items used elicit responses on each of the variable though few but were regarded as good enough for the study.
3.7.2 Reliability of the Instrument
The reliability was determined through the crombach Alpha method of estimating the reliability coefficient of the instrument. The instrument was presented to ten secondary schools, the researcher administered the same questions to all the students that were selected. The comparison procedure was performed objectively by computing a reliability coefficient which is a numerical index of the magnitude of the instrument reliability at 0.05 level of significant.
3.8 Procedure for Data Collection
The researcher went to the respondents schools and administered the questionnaire. On reaching the schools where the respondents were, the researcher simply get the consent of the management before reaching the students in their classroom. The students were selected equally and across the senior level of the schools in both science and art classes.
3.9 Method of Data Analysis
In analysing the data, the researcher use the independent t-test of the differene in variables among two – independent groups since the topic is “ A comparative study of performance of science and art students in mathematics in private and public secondary schools in Calabar”.
Hypothesis One
There is no significant difference in academic performacne of scinece and art students in mathematics. Independent variable: Performance of science students.
Dependent Variable: Performance of art students.
Statistical Tool: Independent t-test statistical analysis.
Hypothesis Two
Private secondary schools do not significantly perform better than public secondary schools in mathematics.
Independent Variable: Performance of private secondary schools.
Dependent Variable: Performance of public secondary schools.
Statistical Tool: Independent t-test statistical analysis
Hypothesis Three
Teaching perception of teachers do not significantly affect student performance in mathematics
Independent Variable: Teaching perception of teachers.
Dependent Variable: Academic performance of students
Statistical Tool: Independent t-test statistical analysis
Hypothesis Four
There is no significant difference in parent socio-economic status affecting students academic performance in mathematics.
Independent Variable: Parental factors
Dependent Variable: Academic performacne of students
Statistical Tool: Independent t-test statistical analysis
Hypothesis Five
There is no significant difference in teaching and learning environment of private and public secondary schools.
Independent Variable: Teaching and learning environment of private secondary schools.
Dependent Variable: Teaching and learning environment of public secondary schools.
Statistical Tool: Independent t-test statistical analysis.
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND DISCUSSION
The results of data analysis carried out on data collected are presented in this chapter. The findings that emerged from these analyses and the discussion of these findings are presented as per the hypothesis of the study.
4.1 Data Analysis
The researcher used Libert scale model questionnaire of four points scale with Strongly Agree, Agree, Disagree and Strongly disagree as options then the coding is as follows.
Statement
SA
A
D
SD
Positive Statement
4
3
2
1
Negative Statement
1
2
3
4
4.2 Data Presentation and Interpretation
In this section, each hypothesis is presented and the results of the statistical analysis carried out to test it are presented and interpreted. Four hypotheses are tested as follows:
4.2.1 Hypothesis One
There is no significant difference in academic performance of science and art students in mathematics.
Using independent t-test statistical analysis, this hypothesis was tested. The result of the analysis is presented in table 1 below:
Table 1.
Independent t-test statistical Analysis to determine the differences in performance of science and Art students in Mathematics (n= 300).
Variable
N1
N2
X1
X2
SD1
SD2
df
td
t-crit
Decision
Science Students
Art Students
150
150
2.57
2.45
1.13
1.12
298
0.92
1.960
No Significant
P < .05, df = 298, critical t= 1.960
The above analysis showed that the calculated t-value of 0.92 was found to be less than the critical t-value of 1.960 when tested at 0.05 level of significant with 298 degree of freedom.
Data on the above 4x2 independent t-table depicts the distribution of scores levels among students for both science and Art in mathematics. It shows that 79 strongly agree, 42 (53.16%) and 37 (46.84%) agree strongly on those items presented to them for both science and art, while 70 of which 37 (52.86%) and 33 (47.14%) only agree on those items for both science and art and 77 out of which 36 (46.75%) and 41 (53.25%) stood for diagree in both groups and 74 of which 35 (47.30%) of science and 39 (52.70%) of art stood for strongly diasgree.
Independent t-test analysis of the above gabe a calculated t-value of 0.92. When this value is compared agaisnt the critical value of 1.960, it then becomes apparent that the calculated t-value is not significant. This means that significant differences do not exist in students academic achievement in mathematics on the bases of performance. The null hypothesis is therefore not rejected.
4.2.2 Hypothesis Two
The null hypothesis stated that private secondary schools do not significantly perform better than public secondary schools in mathematics.
The above hypothesis was tested using independent t-test statistical analysis. The results of the analysis is presented on table two below.
Table 2.
Independent t-test statistical Analysis to determine the academic performance of private and public secondary schools in mathematics.
Variable
N1
N2
X1
X2
SD1
SD2
df
td
t-crit
Decision
Private schools students
Public Schools
150
150
2.96
2.35
1.04
1.15
4.69
1.960
1.960
There is Significant
* p < .05; df = 298; critical t = 1.960
The above analysis showed that the calculatd t- value of 4.69 was found to be greater than the critical t-value of 1.960 at 0.05 alpha levels and at 298 degree of freedom. The null hypothesis was therefore rejected and the alternate hypothesis retained.
A further look at table 2 reveals that the first mean value of 2.96 was greater than the second mean of 2.35. This shows that the student of private secondary schools in Calabar are significantly better.
4.2.3 Hypothesis Three
Teaching perception of teachers do not significantly affect students performance in mathematics. This null hypothesis was tested using the independent t-test analysis. The result of the analysis is presented on the table below.
Table 3.
Independent t-test analysis to determine the teaching perception of teachers affecting students performance in mathematics.
Variables
N1
N2
X1
X2
SD1
SD2
td
t-crit
Decision
Teaching perception of Teachers rated by sciecne student
150
2.68
1.13
1.23
1.960
No significant
Teaching Perception of Teachers rated by Art students
150
2.52
1.11
*p < 0.05; df = 298, critical t = 1.960
The above analysis showed that the calculated t-value of 1.23 was found to be less than the critical t-value of 1.960 when tested at .05 level of significance with 298 degree freedom.
Data on the above table shows that the mean value of 2.68 science students rated their teachers teaching perception based on their knowledge and 2.52 Art students also rated their teachers teaching perception based on their knowledge.
The independent t-test of the above gave a calculated t-value of 1.23. When this value is compared against the critical value of 1.960, it then becomes apparent that the calculated t-value is not significant. This means that significant differences do not exist in teaching perception of teachers between the science and art students on the bases of performance in mathematics. The null hypothesis is therefore not rejected.
4.2.4 Hypothesis Four
There is no significant difference in parent socio-economic status affecting the academic performance of students in mathematics. In order to test this hypothesis, independent t-test analysis was used. This analysis is presented in the table below:
Variables
N1
N2
X1
X2
SD1
SD2
Td
t-crit
Decision
Parental factors affecting science students
150
2.68
1.13
0.15
1.960
No significant
Parental factors affecting Art Students
150
2.67
1.13
* p < 05; df = 298, critical 1.960
The above analysis showed that the calculated t- value of 0.15 was found to be less than the critical t-value of 1.960 when tested at 0.05 level of significant with 298 degree of freedom.
Data on the above independent t-table shwos that the mean 2.65 of science student where greatly affected by parential factors while 2.67 average of arts students where affected.
Independent t-test analysis of the above gave a calculated t-value of 0.15. When this value is compared agaisnt the critical value of 1.960, it then becomes apparents that the calculated t-value is not significant. This means that significant differences do not exist in parential socio-economic status affecting students academic performance. The null hypothesis is therefore not rejected.
4.2.5 Hypotheis Five
This null hypothesis stated that there is no significant difference in teaching and learning environment of private and public secondary schools. Using independent t-test analysis, this hypothesis was tested. The result of the analysis is presented in table 5. below.
Variables
N1
N2
X1
X2
SD1
SD2
Td
t-crit
Decision
Private schools environment rated by students
150
2.55
1.12
0.15
1.960
No significant
Public School Environment rated by students
150
2.53
1.09
* p < .05; df = 298, critical t = 1.960
The above analysis showed that the calculated t-value of 1.23 was found to be less than the critical t-value of 1.960. When tested at 0.05 level of significant with 298 degree of freedom.
Data on the independent t-table shows the rating of academic environment of both private and public secondary schools. It shows that of the 2.55 mean of the private secondary schools environment, 2.53 mean of the public secondary schools environment was some how not different from each other, and their standard deviation wa also close to each other.
Independent t-test analysis of the above gave a calculated t-value of 0.15. When this value is compared against the critical value of 1.960, it then becomes pertinent that significant differences do not exist in teaching and learning environment of private and public secondary schools in Calabar which affect students performance in mathematics. The null hypothsis is therefore not rejected.
4.3 Discussion of Findings
In the above findings, the result obtained in the hypothesis one shows that there is no significant difference in academic performance of science and art students in mathematics since the calculated t-value of 0.92 was less than the critical t- value of 1.960. This result strongly agrees with Enukoho, Okeme and Usoro (2006); in schools. Where mathematics is taught, students (science and art) even go to the extent of avoiding their class when it is time for the subejct, others stay just because they want the teacher to see that they were in the class while several others adapt to the situation because they have no option at their disposal, and some stay to fulfil all righteousness.
Also Agha (1998) did stated that the problem of students is that they read the sciences (mathematics) just the way they red ordinary literature.
The hypothesis two shows that private secondary schools do significantly perform better than public secondary schools in mathematics since the calculated t-value of 4.69 was greater than the critical t-value of 1.960. This could be as a result of quality of teachers the private schools employed who I infused life into subject like what Adesida (1996) and Anwara (2004) did said, that mathematics is made easy in few isolated cases where enthusiastic teacher have infused life into the subject making it exciting and less difficult.
In deed, this further shows that there is differences in the method of teaching and administrative principle of the public and private secondary schools. No wonder there is always massive movement of students from the public secondary schools to private secondary school which may be as the result of their close monitoring of staffs (teaching and non teaching) for effective result and better performance.
The result obtained in the hypothesis three shows that there is no significant difference in teaching perception of teachers when it comes to teaching both science and Art students mathematics since the calculated t-value of 1.23 was less than the critical t-value of 1.960. This is to say that the same approach and method the teacher uses to teach science students, was used on Art students without considering their educational differences. But the expectation is that teachers should give more attention to art students than their science counterpart which is not so with the teachers of these group.
Etim (2002) supported Haslan (1971) who contended that the task of a good teacher is to help others to learn. He further stated that Balagun (1971) carried out study on the professional trained untrained teachers are more than the number of trained teachers. Based on these, Balogun concluded that professional trained teachers are very short in supply.
Furthermore, Ayanniyi (1989) quoted by Etim (2002); stressed that out of the many problems facing the affective implementation of the mathematics core curriculum is the issue of inadequate number of professional mathematics teachers.
Also, the result obtained in the hypothesis four shows that there is no significant difference in parented socio-economic status affecting the academic performance of science and art students in mathematics since the calculated t-value of 0.15 was less thant the critical t-value of 1.960 therefore indicate that there are some individuals in the two groups that may be facing the same family problem irrespective of whether they are in private schools or public schools. That is to say, children from both groups and from public and private secondary schools may either come from well-to-do (rich) home or from hand – to – mouth (poor) home, and whose parent may attached less or more importance to education. Etim (2002) supported Haslan (1971) who contended that the task of a good teacher is to help others to learn. He further stated that Balogun (1971) carried out study on the professionally trained teachers in Lagos State. He found out that the number of untrained teachers are more than the number of trained teachers. Based on these, Balogun concluded that professionally trained teachers are very short in supply.
Etim (2002) recite Ezewu (1984) noted that a child’s mental capacities and emotional behaviour are necessary ingredients for school education and that there are greatly influenced by the typed of home an individual comes. He fruther quoted mio chil (1984) that socio-economic characteristics of the family have the bearing effect on the children. Also Broom and Schizuk (1968) from his word explain that there is a relatively high rate of failure and dropout among low income pupils.
And finally the result obtained in the hypothesis five shows that there is no significant different in the teaching and learning environment of private and public secondary schools, since the calculated t-value of 0.15 was less than the critcal –t-value of 1.960. It therefore shows that both schools may be having some similar problems either in the administration or in their staffing arm, or in their classroom management. But Eke (1998) said that there is increasing demand for admission into private schools and other schools owned and adequately funded by federal government… This could be as the result of those schools past glory or effective management by their heads.
Ogar (2007) agrees with Folawiyo (1988) that environment balances is a factor towards environment progress of a child or student. And, Etim (2002) repeat Onwuchekwa (1984) “ the environmental experiences from environment is dependent upon specific environmental experiences fromn formal and informal situations. Then stone (1977) concluded that home environment is gross deficient in situations, the development of a child’s intellectual ability is recarded.
4.4 Summary of Findings
After the analysis of the data and discussion, the following finding emerged.
1. There is no significant difference in the academic performance of science and art students in mathematics.
2. Private secondary schools do significantly perform better than public secondary schools in mathematics.
3. Teaching perception of teachers do not significantly affect students performance in mathematics.
4. There is no significant difference in parent socio-economic status affecting the academic performance of students in mathematics.
5. There is no significant difference in teaching and learning environment of private and public secondary schools.
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendation
This study was designed to investigate the performance of science and art students in Mathematics in private and public secondary schools in Calabar. Four dimensions of factors affecting students performance were investigated. These include students factors, teachers factors, parential factors and environmental factors; Similarly, threee dimensions of students factors were also investigated, these included studying habit, lack of interest, and lack of studying material. Three dimensions of teachers factors were also investigated. These include teacher qualification, teacher subject mastering and method of teaching and teacher truancy. Three dimension of parental factors were investigated are parent academic background, parent habit, and parent socio-economic Status. Also, three dimensions of environmental factors were investigated. These include classroom environment, school environment and school management board.
A total number of 300 senior secondary one and two students were used for the study. Stratified random sampling procedure was used in sample selection in order to have equal representation of the ten schools from both Calabar South and Municipality.
One research instruments was constructed by the researcher and used for data collection. These questionnaire was a close –ended one and the model was Likert scale model which has two sections first personal data and second the research questions or items.
The following hypothesis were tested in the study:
1. There is no significant difference in academic performance of science and art students in Mathematics.
2. Private secondary schools do not significantly perform better than public secondary schools.
3. Teaching perception of teachers do not significantly affect students performacne in mathematics.
4. There is no significant difference in parent socio-economic status affecting students academic performance.
5. There is no significant difference in teaching and learning environment of private and public secondary schools.
The five hypothesis were tested using independent t-test statistical analysis at 0.05 level of significance.
5.2 Conclusion
This study portrays the performacne of science and art students in mathematics in private and public secondary schools. The results of findings strongly suggest that the academic performance of science students is not significantly different from the academic performance of Art students in mathematics the level of participation in curricular activities as well as students’ ability to cope with their study was personal.
Private schools students were so singificantly different from public school students in terms of their performance in mathematics may be as a result of administration and proper finding.
Teaching perception of teachers were not significantly affecting the students academic performance in mathematics even though they were teaching science and art students altogether. They find it difficult to give preferencial treatment to any of these groups..
There was no significant difference in parent socio-economic status affecting students academic performance irrespective of whether the students were science or act condition of life is not pertaining to one ethnic group, village, social class, religion or family alone.
Teaching and learning environment of private secondary schools was not significantly different from teaching and learning environment of public secondary schools even though the administration was was not the same and the funding or the sponsorship weren’t the same infact the students were all promoting their schools environment.
In conclusion, this study has exposed a highly reliable body of information about the performances of science and art students, private and public secondary schools and how they are totally independent of themselves. Students, teachers, parents and schools administrators have been exposed to factors that need to be taken into consideration in teaching and learning mathematices.
5.3 Recommendation
Students should develop more interest in learning mathemtics knowing fully well that it is the basic foundation to any future endeavour most especially in the area of science and art since no University is ready to give any students admission into studying any art coruses or related courses without a credit in mathematics in his/her O’ level result.
Teachers should cultivate the culture of using appropriate method in their teaching subject so that they can encourage the students under them to always make use of the right method and take with them the spirit of curiocity so as to inquire into knowing the reasons and importance of pragmatic learning. In fact, teachers should be made to know that, they are the pivot point at which learning can take it cost.
Parents should show concerned in their children’s education because without love and care, the learning to take place. This is why so many students as intelligent as them are, cannot secure from the shork of parent abandonment and child battering by parent, even polygamous family chaos and divorcement of their mothers. In deed, poverty has taken root of parenting and child’s education hindering “ education for all” in Nigeria today.
Schools administrators msut do everything possible to stop the employment of half bake teachers into the teaching profession and to monitor the purchases of reading materials by students so that they will not go beyond wall selected text as this will rastically reduced the supply of insufficient textbooks in schools, by those marketers and manufacturers who are after money and not successes.
5.4 Suggestions For Further Research
Based on the findings arising from this study, the following suggestions are made for further research since the findings show that the private secondary schools are doing better than public secondary schools.
1. A comparative study of private school teachers and public school teachers performance in mathematics.
2. A comparative study of the performance of science and art students in private and public secondary schools in mathematics
3. A comparative study of administrative strategies that affect students performacne in public and private secondary schools.
4. A comparative study of teachers job satisfaction in private and public secondary schools.
5. A comparative study of techniques as well as instructional facilities used in private and public secondary schools.
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Anwara, A. C. (2004). Sex Differential in the Mathematics Academic Achievement of Senior Secondary School Students in Afikpo North Local Government Area of Ebonyi State. Calabar: University of Calabar Printing Services.
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Balogun, (1971). In Etim, I. A. Factors that Influence Pupils’ Academic Achievement in Mathematics in selected primary school in Uyo Local Government Area of Akwa Ibom State. Calabar University of Calabar Printing Services.
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Broom and Schizuck (1968). In Etim, I. A. Factors that influence pupils’ academic achievement in mathematics in selected primary school in Uyo Local Government Area of Akwa Ibom State. Calabar: University of Calabar Printing Service.
Benita, B. (2009, 1st May). Poverty Level in Nigeria Uyo: Radio Akwa Ibom Broadcasting Corporation.
Conway (1994). In Ekpoh, U. I. Management of Indiscipline Among Teachers by Principals of Public and Private Secondary schools in Akwa Ibom State. Global Journal of Educational Research 6 (1 and 2). 35 – 37.
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Ebong, M. A. (2009). A study on Causes of Poor Academic Performance and Lack of Effective Learning Among Students in Post Primary Schools in Abi Local Government Area, Cross River. Calabar: University of Calabar Printing Services.
Ekeh, I. (1999) Preparing Teachers to cope with 21st century Challenges in Nigeria. Convocation Speeches of Nigeria Universities Commission (seventh Edition) 102.
Ekpoh, U. I. (2007). Management of Indiscipline Among Teachers by Principals of Public and Private Secondary schools in Akwa Ibom State. Global Journal of Educational Research 6 (1 and 2). 35 – 37.
Enukoha, O. I., Okeme, I and Usoro, S (2006). Manual for Research and Research Reporting in Education and the Policy Science. (2nd edition). Calabar: Willing Press (Nig).
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Department of Curriculum and Teaching
University of Calabar
Calabar
QUESTIONNAIRE
Dear Respondent, this questionnaire that is served you, is nothing but a paper work which needs your genuine answers as it will be used for research project by one of the student of the University of Calabar on the topic “ A Comparative study of performance of science and art students in mathematics in private and public secondary schools in Calabar”.
Please make sure that the answer provided by you is to the best of your knowledge as it will be treated confidentially.
Yours faithfully,
Akpan, Iniobong Marcus.
Key: Strong Agree (SA), Agree (A), Undecided (UD), Disagree (D) and Strongly Disagree (SD)
School:
Class: SS1 [ ] SS II [ ]
Sex: Male [ ] Female [ ]
Category: Science [ ] Art [ ]
Questions
S/NO
ITEMS
SA
A
D
SD
1
Mathematics is meant for only science students
2
Mathematics is very difficult
3
Mathematics is not important
4
I can do without mathematics
5
I always do my assignment alone
6
Mathematics is made simple in private schools than in public schools
7
Private schools has more qualified mathematics teachers than public schools
8
Private schools do not use the same textbook public schools uses
9
Examination bodies give more consideration to private schools than public schools
10
Private schools encourages personal and group study than public schools
11
Teachers qualification has nothing to do with students academic performance
12
Teachers teaching method has nothing to do with students academic performance
13
Teachers salary does not affect students performance
14
Teachers trunacy has no impact on students academic performance
15
Teachers mastering of subject does not influence students studying habit
16
Parents academic background has nothing to do with student performance
17
Socio-economic status of parents does not affect student performance
18
Parent habit towards education of their children has nothing to do with student academic performance
19
Parent belief does not affect student performance
20
Parent teachers association has nothing to do with students academic performance
21
Teaching and learning environment does not affect students performance
22
Infrastructural facilitie has no impact on students performance
23
Private schools are more resource oriented than public schools
24
Private schools have good libraries than schools
25
Private school has good staff office and classrooms than public schools
APPENDIX II
This Appendix or table shows the calculation of mean, standard deviation and independent t-test statistical table.
Since Independent t-test statistical analysis was used for the five hypothesis, it is pertnent to show one t-table representing all the hypothesis stated in this work. The analysis is shown below.
Let x1 represent independent variables in each of the hypothesis, and
X2 for the dependent variables as well.
Let SD1 stand for the first standard deviation and SD2 for the second
Let N be the total population used while N1 is for the population of the independent variable and N2 for the population of the dependent variables.
Also
X1 stands for the mean of independent variables and
X2 for the mean of dependent variables.
Then
X1 = and
while
Then t =
For Hypothesis one,
åx1 = 386 and N1 = 150
x1 = 386 = 2.57
150
åx2 = 368 and N2 = 150
x2 = 368 = 2.45
150
SD1 =
SD1 =
df = N1 + N2 – 2 = 1.50 + 150 – 2
= 300 – 2 = 298
t =
= 0.12 = 0.92
0.13
While critical t = 1.960, calculated t = 0.92
For Hypothesis two
åx1 = 444 and N1 = 150
x1 = 444 = 2.96
150
åx2 = 353 N2 = 150
x2 = 353 = 2.35
150
SD1 =
SD2 =
t =
Critical t = 1.960 while calculated t = 4.69
For hypothesis three
åx1 = 402 N2 = 150
x1 = 402 = 2.35
150
åx2 = 378 N2 = 150
x2 = 378 = 2.52
150
SD1 =
SD2 =
t =
Critical t = 1.960 while calculated t = 1.23
For Hypotehsis Four
åx1 = 397 , N1 = 150
x1 = 397 = 2.65
150
åx2 = 401 , N2 = 150
x2 = 401 = 2.67
150
SD1 =
SD2 = = 1.13
t = =
Critical t = 1.960 while calculated t = - 0.15
For hypothesis Five,
åx1 = 382 , N2 = 150
x1 = 382 = 2.55
150
åx2 = 379 , N2 = 150
x2 = 379 = 2.53
150
SD1 =
SD2 =
t =
Critical t = 1.960 while calculated t = - 0.15
BY
AKPAN, INIOBONG MARCUS
05/22005
SUBMITTED TO
DEPARTMENT OF CURRICULUM AND TEACHING
FACULTY OF EDUCATION
UNIVERSITY OF CALABAR
CALABAR
IN PARTIAL FULFILMENT FOR THE AWARD OF BACHELOR’S DEGREE IN MATHEMATICS EDUCATION (B. Sc. Ed) OF THE UNIVERSITY OF CALABAR
FEBRUARY, 2010
CERTIFICATION
This research project titled “A comparative study of performance of science and art students in mathematics in private and public secondary schools in Calabar, Cross River State” has been supervised and approved as meeting the standard requirements of the Department of Curriculum and Teaching, University of Calabar, Calabar Nigeria for the award of a B. Sc (Ed) Mathematics.
DR. C. O. EKWUEME
(PROJECT SUPERVISOR)
DEPT. OF CURRICULUM AND TEACHING
UNIVERSITY OF CALABAR
CALABAR
…………………………………..
Date
……………………………………. ……………………
AKPAN, INIOBONG MARCUS Date
Student
DEDICATION
This work is dedicated to the LORD GOD ALMIGHTY who gave the grace and without which this work would not have been successful.
ACKNOWLEDGEMENT
My immeasurable and joyous appreciation goes to the ALMIGHTY GOD who has granted me the grace and the favor which I received from Him and men that has sailed me successfully through the perils of life.
Also, Dr. (Mrs) C. O. Ekwueme my project supervisor who painstakingly read through the manuscripts and did the necessary correction before it was finally typed, I say a million thank you.
To all the lecturers in the Department of Curriculum and Teaching and in the entire Faculty of Education who has in one way or the other nurture me through their teaching subject or decision making which has affected me positively, I say God bless you all.
My special thanks also goes to Dr. (Barr.) Prince Ebitu of the marketing Department, University of Calabar, who financially and advicely have been supporting me. Also Dr. Francis, Nwagwu of crop sicence department, University of Calabar and your dear wife, may God bless you all.
With joy in my heart, I wish to commend my lovely and precious parent pastor and Mrs Marcus E. Akpan for their parental care and advice, my brothers Ofonime and Emmanuel, my sisters Nsikan, Blessing and Udeme who stood by me and kept aside all their needs and wants to see that my schooling received aboost. To grand it all, my late sister Idongesit who always encourage me to press forward for success, you all have done well.
Indeed, sister Nora Edet Moses and Sister Juliet my typists who work tirelessly to finish this work on time and you brother Mike (a.ka. Engineer Mike) who has being helping with materials for study in the years under review, I say a million thank you.
Finally, to all those whose names have not been mentioned here, but who has contributed in kind and in cash to my huge success, I say may the good Lord bless you real good. Amen.
ABSTRACT
The purpose of this study was to compare the performance of science and art students in mathematics in private and public secondary schools in Calabar. Five null hypotheses were posited and tested at 0.05 level of significance using the two – way analysis of variance for various mean. A well validated 20 – item questionnaire were designed using the Likert Scale model and administered to a randomized sample of three hundred students drawn from a population of five thousand, nine hundred and thirty-four students from ten secondary schools in the study area. The analysis of the questionnaire revealed there are significant difference in the academic performance of science and art students in private and public secondary schools. Based on these findings, appropriate recommendations were made.
TABLE OF CONTENTS
Title
Certification
Dedication
Acknowledgement
Abstract
Table of Contents
List of Tables
List of Figures
List of Plates
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
1.2 Theoretical Background
1.3 Statement of the Problem
1.4 Purpose of the Study
1.5 Research Questions
1.6 Research Hypotheses
1.7 Significance of the Study
1.8 Assumption of the Study
1.9 Delimitation/ Scope of the Study
1.10 Limitation of the Study
1.11 Definition of terms
CHAPTER TWO
LITERATURE REVIEW
2.1 Students Factors Affecting their Performacne in Mathematics in both Private and Public Secondary schools in Calabar
2.1.1 Students Studying Habit
2.1.2 Lack of Interest
2.1.3 Lack of Studying Material
2.2 Teachers Factors Affecting the Performance of Students in Mathematics in Private and Public Secondary Schools in Calabar.
2.2.1 Teachers Qualification
2.2.2 Teachers Subject Mastery and Method of Teaching
2.3 Parental Factors Impeding Students Performance in Mathematics in Private and Public Secondary schools in Calabar
2.3.1 Parent Academic Background
2.3.2 Parent Habit
2.3.3 Parent Socio-economic Status
2.4 Environmental Factors Affecting Student Performance in Mathematics in Private and Public Secondary Schools in Calabar
2.4.1 Classroom Environment
2.4.2 School Environment
2.4.3 School Management Board
2.5 Summary of Literature Review
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
3.2 The Design of the Study
3.3 Area of the Study
3.4 The Population of the Study
3.5 The Sampling Procedure
3.6 The Sample
3.7 Instrumentation
3.8 Reliability of the Instrument
3.9 Validity of the Instrument
3.10 Procedure of Data Collection
3.11 Method of Data Analysis
CHAPTER FOUR
DATA ANALYSIS
4.1 Introduction
4.2 Data Presentation and Interpretation
4.3 Discussion of Findings
4.4 Summary of Findings
CHAPTER FIVE
SUMMARY AND CONCLUSION
5.1 Summary
5.2 Conclusion
5.3 Recommendation(s)
5.4 Suggestion for further Studies
References
Appendices
CHAPTER ONE
INTRODUCTION
Often parents, teachers and school management always heap blame on students whenever they perform poorly in mathematics either as a course or in examinations at any level.
Now the question one may ask is who is to blame when students fail in mathematics? Is it true that students don’t cultivate a good studying habit, show no enough interest in the subject or lack computing skills (ability) as is necessary, and lastly, is it because of peer group influence which does not allow them take their studies seriously as some researchers have rightly put it through their findings?
However, whatever is the reason for these lapses observed, parents also share in the blame for their children failure or poor performance in the subject. The student studing mathematics needs encouragement, motivation and supervision from the parents to develop interest in studying the subject and to excel.
Good books relating to the subject should be bought for the student and a private study arrangement with a teacher well-vested on the subject employed to help the students should be encouraged to approach the subject with love devoid of fear or intimidation. Once the equations are grapsed every other things will fall in line.
On the other hand mathematics teachers should be one who knows the subject well enough to be able to transfer knowledge to the learning students. He should do this with love, be patient with the learner and be ready to explain again and again until the students get it right.
Both the teacher and students of mathematics should study in a conducive environment. Studying facilities should be put in place just as some researchers said that for better result to be reached in teaching and learning, the environment at which it is carried out, must be conducive.
1.1 Background of the Study
Despite the global innovation in science and technology. For easy learning and mastering of any subject Robbin (2008) agrees with Ihezue (1995) report that the statistics released by the federal ministry of education on students’ performance from 1988 to 1992 pointed to the fact that students performed very poorly in mathematics. Robbin further suggested that mathematics teaching today still follows the traditional pattern via (Adeniyi, 1988, Osibobu, 1988, Obudo 1990, and Agwagah, 1993).
According to Enukoha, Okeme and Usoro (2006), in schools where mathematics is taught students even go to the extent of avoiding their class when it is time for the subject; others stay just because they want the teacher to see that they were in the class while several other adapt to the situation because they have no option at their disposal. While some students stay in the class in order to fulfill all righteousness.
Ali (1989) stated that the reason why continual poor results at SSCE and other external examinations is due to the low quality of mathematics teachers produced by our tertiary institutions. Ebong (2002) attribute his own reason to “ lack of the use of appropriate methods in teaching some mathematical concepts to the students”. Obina (1995) pointed to “ textbook used by teachers”, and Dijeh (1982) Opines that “ response, interest, motivation and process of students are determined by teaching aids and method more than any thing else”.
Eke (1998) said that there is increasing demand for admission into private schools and other schools owned and adequately funded by federal government.
Students spent more of their time in reading literature textbooks than they do in mathematics textbook, and even when they read, they read it just the same way they read ordinary literature. Agha (1998) alarmed that the problem of students is that they read sciences just the way they read ordinary literature. He further said, literature can be read comfortably while lying on the bed but not with sciences.
American Educational Association (1994), stressed that:
Interest are always positive in directions…
Active, … and are specific and functioning here and now .. (Anwara, 2004).
According to Obina (1995: P. 30) through Ebong (2009), “ Book publishers are primarily interested in the marketability of their textbooks and they go all out to achieve this objectives. He further said that some textbooks lack adequate coverage especially that of the senior secondary school topics, some of the textbooks also lack adequate illustrative examples and disregard the sequential preparation of topics which especially are required in a subject in respect of the hierarchical structure of the subject, an example is mathematics among others.
Ebong (2009) maintains that “ the environment must be conducive enough and students must be ready to learn”. She concluded that:
“ all things being equal, conducive learning environment stimulates students or learners interest to learn and often result in high academic achievement”.
Anwara (2004) agrees with Adesida (1990) that
“ Mathematics in made easy in few isolated cases where enthusiastic teacher have infused life into the subject making it exciting and less difficult”.
Of course, a well trained and qualified professional teacher will always motivate and inspire his or her students to work hard to achieve academic excellent.
1.2 Theoretical Background
The concept of attitude and performacne of students in mathematics is based on certain learning theories as well as teachers perception of teaching subject.
Educational psychology has made it possible to use a theroitical framework for solving problems that arise in the teaching and learning situation. And this enables the teach to derive a technique consistent with the theory in order to remedy a particular situation just as the classical conditioning has a lot of implications for the general public and education in particular, the principle of operant conditioning can be used to teach various skills in the school such as handwriting, reading, drawing, calculating and so on. The following theories was used to support the research
Behaviourist Theory
This theory was postulated by Jerone B. Watson and Rajer (1920). It states that students attitudes towards learning is dependent on the stimulus present in his surrounding. Silber (1960) said, “ the place where a well-balanced education can be carried out msot satisfactorily is the home. Therefore an education according to nature starts in the family. No schools, no teacher however good, can do for the child what is essentially the task of good parents”. According to Walters and Castle (1967), the social environment is the world of people among whom our children are growing up, and in order to understand more fully the importance of this aspect of environment, it is helpful to consider who these people are, and where they came from.
Operant Conditioning Theory
This theory was postulated by B. F. Skinner (1938), it states thus: learning is promoted as a result of the learning being rewarded or “ reinforced”. A reinforce is anything that strengthened the desired response. It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction. Also reinforcement is the procedure which increases the probability that any given response will be repeated. But classical conditioning is good for developing good habits, and positive atttiudes towards learning in general and to a particulart subject and to the teacher. As for teachers, social theorists hold the view that knowledge could be acquired by observing the behaviour of others.
1.3 Statement of the Problem
The fact here is that, students are suppose to spent most of their reading time in solving mathematics and developed interest in the study of mathematics knowing fuly well that the subject is the bedrock of any endeavour in pure sciences, Applied sciences, management science and even in art courses or humanities.
The researcher’s interest on this topic “ A comparative study of performance of science and art students in mathematics in private and public secondary schools in Calabar”, was to know whether science students do perform better than art students in mathematics; whether private secondary schools do perform better than public secondary schools in Calabar. And if they do, then what factors lead to their differences.
1.4 Purpose of the Study
The major purpose of this study was to compare the academic performance of science and art students in mathematics in private and public secondary schools in Calabar.
Specifically, the study was designed to:
1. ascertain the difference in academic performance of science and art students in mathematics;
2. examine the performance of private and public secondary schools in mathematics;
3. Identify the teaching perception teachers and how they affect the performance of students in mathemtics;
4. enumerate the parental factors affecting their children performacne in mathematics; and
5. address the problem of teaching and learning environment affecting the students performance in mathematics.
1.5 Research Questions
The following questions were encounter in this study;
1. What really ascertain the differences in academic performance of science and art students in mathematics?
2. What really asertain the differences in academic performance of private and public secondary schools in mathematics?
3. To what extent do teaching perception of teachers affect students performance in mathematics?
4. To what extent do parential factors affect students performance in mathematics?
5. What problem of teaching and learning environment really affect the students performacne in mathematics?
1.6 Research Hypotheses
The null hypotheses (Ho) are then stated thus:
1. There is no signfiicant difference in academic performance of science and art students in mathematics.
2. Private secondary schools do not significantly perform better than public secondary schools in mathematics?
3. Teaching perception of teachers do not significantly affect students performance in mathematics.
4. There is no significant differecne in parent socio-economic status affecting students academic performance in mathematics.
5. There is no significant difference in teaching and learning environment of private and public secondary schools.
1.7 Significance of the Study
This work will be very important to the following:
1. Teachers, not only mathematics teachers perse, who for variety of reasons, are and should be the pivot point for change since, the education of future generation is entrusted to them.
2. Ministry of education since they are the one to give approval for the textbook to be used by schools, students and teachers for the purpose of covering the examination syllabus and following a sequential arrangement of the content.
3. Research students who probably are writing on the performaances of students in mathematics or comparing the administration of the private and public secondary schools in the country or state.
4. Private and Public Secondary schools administrative board for proper administration to be put in place since the problems facing them are addressed squarely here.
1.8 Assumptions of the Study
The following assumptions were inherent in the study.
1. The examination questions were the same and with the same duration for both science and art. Students in private and public secondary schools.
2. The students where subjected to the same examination conditions.
3. The level of students preparation for the examination were differ.
4. The teachers that teach in private and public secondary school were differ.
5. The method of teaching and the learning environment were differ.
1.9 Delimitation of the Study
Definitely, the nature of this work is a comparative study of science and art students of which private and public secondary schools are being considered to specifically figure out their academic performance in mathematics for the year 2009 in Calabar.
1.10 Limitation of the Study
The following limitation were inherent in the study.
First, the respondent sincerity of purpose were not sure since what was conceived in the mind were hidden.
Secondly, due to time constraints, the ability to reach out to many secondary schools for the collection of data was hindered, and the area which the study was conducted at that time was congested.
1.11 Definition of Terms
1.11.1 Learning Environment
Ebong (2009) quoted Morris (1975) definition of learning environment as “ the behaviour setting of the school which include the amenities in the way of books of reference, the presence of other students or immediate surrounding, useful materials and right type of instruments to fulfill the student requirement”.
1.11.2 Private Schools
These are schools owned and controlled by individual or group of individuals or organization who have direct power or authority to fire or sanction any staff who fails to abide by their rules and regulations.
1.11.3 Public Schools
These are schools owned and controlled by government by providing or appointing principals to supervise the work of all the staffs. They make sure government rules and regulations are strictly followed for effective performance. That is, they are indirectly controlled and managed by government.
CHAPTER TWO
LITERATURE REVIEW
This chapter examines facts under the hypotheses in chapter one. From those hypotheses the following points were derived which is related here for clarity of purpose. In all, these points are treated as factors impeding students performance in mathematics.
Hypothesis one and two are broadly discussed under the heading “ students factors” affecting their performance in mathematics. This is regarded in both public and private secondary schools.
2.1 Students’ Factors Affecting their Performance in Mathematics in Both Private and Public Secondary Schools in Calabar.
On the view of factors affecting student performacne in mathematics in private and public secondary schools generated by students themselves, the following were discovered.
2.1.1 Student Studying Habit
One of the Ibibio proverbs interpreted in English state that, “ man who definitely will go on a journey tomorrow, will always start preparation from today”. It is so unfortunate that so many public and private secondary schools art and science students do not cultivate a good study habit right from primary even at home.
It will surprise you to hear that 95% of science and art students in Calabar don’t have a personal study time table. And 3% out of the 5% that has, study under poor atmospheric condition and majority in the afternoon when the scorge (heat) of the sun is much on them. They seems to neglect this fact, “ constant reading or practice of a particular subject or work, makes you a specialist or expert in that field”.
Agha (1998), stated that the problem of students is that they read the sciences just the way they read ordinary literature. Most students don’t even have a reading group and some that have, don’t cocnentrate at all.
2.1.2 Lack of Interest
Do you know that many students in secondary schools most especially the public secondary schools don’t have interest at all in knowing mathematics. No wonder Enukoha, Okeme and Usoro (2006) said:
In schools where mathematics is taught, students
even go to the extent of avoiding their class when
it is time for the subject, others stay just because
they want the teacher to see that they were in the
class while several other adapt to the situation because they have no option at their disposal, and some stay to fulfill all righteousness.
I personally, interrogated some of my colleagues in the same depart who some time come across a course “ research method and statistics” and where afraid of the course just because of the word “ statistics”. Most of them said, they don’t like mathematics at all even when the statistics there was not core statistics. Unfortunately, they did not have good teacher right from their secondary school days.
Most of the time, do you know that some of the students would have had interest in studying mathematics even to their tertiary level, but prior to peer group influence who so much have indoctrinated them with this false that “ mathematics is a difficult subject, abstract and for special people”.
2.1.3 Lack of Studying Material
Frustratingly such to say, some many secondary school boys and girls don’t have a reading material for the core subject like mathematics and three (3) out of every five (5) in public secondary schools goes to school without writing materials. The problem of having one notebook to all subjects is not only found among primary school pupils, but also among secondary school students.
It may marvel you to know that even in an examination class (the SS 2 and 3 students) in public and some private schools, the so called the examination candidates don’t have a reading material preparing them for an examination.
2.2 Teachers Factors Affecting the Performance of Students in Mathematics in Private and Public Secondary Schools in Calabar
Yes it is often said than done. Here most blame is always on students but neglecting the teachers who are the pivote point in teaching and learning processes. The following points were discovered to be the teachers factors affecting the performance of students in mathematics in private and public secondary schools.
2.2.1 Teachers Qualification
Adejunloge (1980) opines that “ inqualified teachers of Mathematics, use of symbols and notations contribute to students dislike for the subject. Nwachukwu (2005) said “ average teacher instruct, good teacher explain and great teacher inspire and motivate”. Teachers qualification has so many to contribute to the students performance. A teacher who did not study mathematics and education in the University will not have the basics of teaching professions (homogeneous similarity) in him/her and as such will always hamper the morals of students curiocity to studing mathematics.
Majority of the secondary school teachers especially in public secondary schools are NCE holders for years who don’t even want to go further for their first degree to acquire more computing skills to handle their students well.
“ it is obvious that a strong relationship exists between quality textbooks used by teachers and the quality of their teaching” (Ebong 2009) Prosser and Irigwell (1999) opines that practically, student learning could be considered as the product of teaching: They added that the relation between the teacher’s approaches to leaching and students approaches to learning show that teaching which is student focused enhances higher quality approaches to students learning than teaching which is teacher focused.
Adeniyi (1988) opines that, the cause of the downward low-level performance in mathematics of secondary school students could be largely ascribed to mechanical and Uninteresting teaching (Robbin, 2008). Robbin further stressed that traditional pattern is ineffective and as one major factor responsible for the poor performance of students in mathematics. To some teachers, except some delegate from the ministry of edcuation come to supervised their work, before they can come along with teaching aids and infact, lay emphases on basic skills.
Williams(1977) in Ebong (2002) attributed the poor performance of students in mathematics to not using the appropriate methods in teaching some mathematical concepts to the students: We can neglect the fact that most of the teachers who do not master the subject very well, uses cane to frightened the students from asking questions on the point where they don’t understand. Indeed, most of this teachers make the subject looks so diffciult and abstract because non enthusiastic character and have refused to infuse life into the subject.
2.2.3 Teachers Truancy
In public secondary schools where supervision is not done daily, some teachers have formed the habit of missing their periods in the class, some of they don’t even go to school up to two times a week, but will be signing attendant book everyday through their colleague who has ideal with them for settlement at the end of the month when they are paid.
Similarly, some teachers in public secondary schools in Calabar uses the school or lecture period to run other businesses either inside or outside the school premises. Some others who lack the knowledge of a particular topic in mathematics tends to be jumping or avoiding such topics or give the students assignment on those topics.
Teachers truancy are sometimes not directly caused by teachers themselves, but the students and the school authorities. Sometimes, on reaching the lecture venue, they met no students or they met a discouraging number of students. Sometimes, school authority just change the time table without getting the students informed. Some schools don’t provide buses to be carrying those teachers and students who lives very far from the school premises. These are very pertinent among public schools in Calabar.
The third hypothesis is narrow down to parental factors affecting students performance in mathematics in private and public secondary schools in Calabar.
2.3 Parental Factors Impeding Students Performance in Mathematics in Private and Public Secondary Schools in Calabar
Intensively, we cannot rightly say that the poor performances of students in mathematics is really caused by the non-challant attitude towards mathematics. The reason being that parents sometimes contributed to their children poor performance. Most of the ways in which parents contribute to their children performance are:
2.3.1 Parent Academic Background
The biologists believed that most of the character displayed by a child are inherited from either the father or the mother or any members of that family. Even though it is always said that a lion can only give birth to a lion and a crocodie to a crocodie, we should not neglect the fact that intelligent quotient of a child may sometimes not measurable to that of his/her parent.
2.3.2 Parent Habit
Motivation inspires people to put in more efforts to achieve a huge success, and also proper supervison can change ones unhealthy habits in learning positively are myths. But in some families, the reverse is the case, as some parents don’t even care about knowing how their child fair in school and early goes out and lately comes back when the children has slept off and no even a word like “ how are you” or “ have you ate”
There are so many students in public secondary schools whose parent don’t even no how much they are paying as school fee or P.T.A. fee but is only the child and the child alone that faces his/her world without help from any where, despite their parent richness.
2.3.3 Parent Socio-Economic Status
It is often said that “ children whose parents are well placed in the socio-economic scale or a good salary scale, do performed better than children whose parents are not well placed, even though both may be in the same school or the same classroom”. According world bank statistics read in a newsrill on Friday 1st May, 2009, on radio Akwa Ibom at 7.00 Am prompt Newstime,
“ 54.4% of Nigerians are living under poverty (i.e, earning below N180.00 a day).
Due the this adject poverty, so many familie have subjected their children or child under child labour which has taken so many forms:
Housemates to prominent families in the society;
Selling during school hours or hawking around the streets to earn a living for other members of the family; child trafficking and child abandonment. As such, so many great potentials and manpower has been wasted and lost.
Finally, the fourth hypothesis can also be narrow down to environmental factors affecting student performance in mathematics in private and public secondary schools in Calabar.
2.4 Environmental Factors Affecting Student Performance in Mathematics in Private and Public Secondary schools in Calabar
Very Importantly, for successful learning to take place, Woger (1984) maintains that “ the environment must be conducive enough and students must be ready to learn”. Based on the conducive environment, Wyche (1979) induced that “ environment deprivation causes lower intelligence test results and lower scores on achievement test. To achieve the goal of any study, the environment must be conducive enough” (Ebong, 2009).
2.4.1 Classroom Environment
As stated earlier by Morris (1984) through Ebong (2009), “ the behaviour setting of the school which include the amenities in the way of book of references, the present of other students or immediate surroundings, useful materials and the right type of instruments to fulfill the student requirement. Ebong (2009) pointed out that: “ much of reliable variable of students or learners academic performance is attributed to the attitude of the learners and of the environment.
Some classrooms in public secondary schools are not in good order and proper classroom management is lacking. Some classroom are still covering by Cobwebs and dust. Some classroom has no refuse bin. In some schools, students feel comfortable to seat right inside the classroom and read due to improper seating arrangement done by the students themselves or by the staffs.
2.4.2 School Environment
Amadi (1982) noted that poor administrative techniques by school principals and lack of adequate teaching/ learning facilities contribute to deliquent behaviour among secondary school students (Udo, 2008).
Ekpoh (2007) quoted Akpan et al (2005) that the difference between public and private school principals in the management of indiscipline could be attributed to their ownership structures. To these end, the public school principals can only bark but not bite. Conway (1994) observed that small size enables private schools to establish shared purposes, discipline, personal loyalties and common sentiments that were often absent in large public schools. Akpan further said that “ private school administrators were more effective in maintaining school discipline than public school administrators (Ekpoh, 2007). Furthermore, most public secondary schools don’t even have a small reading library for her students compare to some private secondary schools in Calabar. This may also be obtainable else where in the nation.
2.4.3 School Management Board
The problem of the crisis of education according to Ekeh (1999), lies not in the system but in implementation. She further stressed that with lack of adequate planning, based on reliable up-to-date data problems will abound. For instance the language policy which requires that children learn one Nigerian language other than their mother tongue had to be abandoned because of lack of teachers and texts.
The situation about implementation and facilities is very gloomy. According to Yoleye (1994), instructional facilities survey show that 77% of pupils had no textbooks while 36% had no writing materials, 3% of schools had no chalk, equipement of science, arts and crafts were lacking (Ekeh, 1999).
It is duty of the school management board to employ quality and sufficient teachers to handle especially subject line mathematics in the school. But in some from one class to another teaching the same subject alone. Some school management board are active while others are not active. So many schools in Calabar are almost folding up because there is no proper implementation of policy.
2.5 Summary of Literature Review
The literature reviewed had portrayed that student factors such as studying habit, interest, studying material; teachers factors such as qualification, subject mastering, teachers truancy; and parent factors such as their academic background, habit, and socio-economic status, greatly affect the performance of students in mathematics in the light of environmental factors such as classroom management school environment and poor implementation of policy.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 Introduction
This chapter present the design of the study, the area of the study, sampling procedures, the sample, instrumentation, validity of the instrument, reliability of the instrument, procedure for data collection, and method of data analysis.
3.2 The Design of the Study
This work is design to compare the performance of science and art students in mathematics, to determine the difference between the public and private secondary schools in Calabar. It is further design to identify the different factors that impedes performance of the science and art students in mathematics through a survey.
3.3 Area of the Study
The research was carried out in Calabar a capital city of Cross River State paradise city. The state is adorn with flowers trees as well as planted grasses. The state is bounded by Akwa Ibom State in the east, Benue State in the West and by a river in the south.
The area of study is Calabar south local government area and partly Calabar Municipality. The major occupation of the people is trading and hoteling. In Calabar Municipality, is Africa Business Resort centre –Tinapa. The official Language speak is English and the indigeneous dialect – Efik and partly Ibibio. The popular tradition of the people usually called Ndito –Isong Efik Efut is Ekpo-Masquaret and Abang usually played in historical occasions.
The population of Calabar is over five hundred thousand persons. Calabar was the first capital territory of Nigeria. The market in this part of the world is everyday exception of Sundays but in rare cases.
3.4 The Population of the Study
This work focus strictly on science and art students in private and public secondary schools with in Calabar South and Calabar Municipality. Therefore the total number of secondary schools in the area over two hundred. (2004) and the total number of students is over fiften thousand (15,000+). But the sample size of three hundred students where randomly selected from the population of over fiften thousand.
3.5 The Sampling Procedure
The technique used to determined the actual number of the individuals in the target population that was used for the study was stratified random sampling.
3.6 The Sample
The sample size is three hundred students which have being randomly selected from the population of over fifteen thousand students in Calabar having over two hundred secondary schools.
3.7 Instrumentation
The instrumentation or the method used in collecting data for this study was a questionnaire the close-ended one. The model is the Likert scale model which has two sections. The first section contains the personal data of the respondents, while the second. Section of the questionnaire contains items that need to be responded to.
3.7.1 The Validity of Instrument
About twenty –five items questionnaire were given to the researcher supervisor for approval. The items were subejcted to further empirical validation.
The questionnaire were distributed as the respondents, filled and returned to the researcher. The number of the items used elicit responses on each of the variable though few but were regarded as good enough for the study.
3.7.2 Reliability of the Instrument
The reliability was determined through the crombach Alpha method of estimating the reliability coefficient of the instrument. The instrument was presented to ten secondary schools, the researcher administered the same questions to all the students that were selected. The comparison procedure was performed objectively by computing a reliability coefficient which is a numerical index of the magnitude of the instrument reliability at 0.05 level of significant.
3.8 Procedure for Data Collection
The researcher went to the respondents schools and administered the questionnaire. On reaching the schools where the respondents were, the researcher simply get the consent of the management before reaching the students in their classroom. The students were selected equally and across the senior level of the schools in both science and art classes.
3.9 Method of Data Analysis
In analysing the data, the researcher use the independent t-test of the differene in variables among two – independent groups since the topic is “ A comparative study of performance of science and art students in mathematics in private and public secondary schools in Calabar”.
Hypothesis One
There is no significant difference in academic performacne of scinece and art students in mathematics. Independent variable: Performance of science students.
Dependent Variable: Performance of art students.
Statistical Tool: Independent t-test statistical analysis.
Hypothesis Two
Private secondary schools do not significantly perform better than public secondary schools in mathematics.
Independent Variable: Performance of private secondary schools.
Dependent Variable: Performance of public secondary schools.
Statistical Tool: Independent t-test statistical analysis
Hypothesis Three
Teaching perception of teachers do not significantly affect student performance in mathematics
Independent Variable: Teaching perception of teachers.
Dependent Variable: Academic performance of students
Statistical Tool: Independent t-test statistical analysis
Hypothesis Four
There is no significant difference in parent socio-economic status affecting students academic performance in mathematics.
Independent Variable: Parental factors
Dependent Variable: Academic performacne of students
Statistical Tool: Independent t-test statistical analysis
Hypothesis Five
There is no significant difference in teaching and learning environment of private and public secondary schools.
Independent Variable: Teaching and learning environment of private secondary schools.
Dependent Variable: Teaching and learning environment of public secondary schools.
Statistical Tool: Independent t-test statistical analysis.
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND DISCUSSION
The results of data analysis carried out on data collected are presented in this chapter. The findings that emerged from these analyses and the discussion of these findings are presented as per the hypothesis of the study.
4.1 Data Analysis
The researcher used Libert scale model questionnaire of four points scale with Strongly Agree, Agree, Disagree and Strongly disagree as options then the coding is as follows.
Statement
SA
A
D
SD
Positive Statement
4
3
2
1
Negative Statement
1
2
3
4
4.2 Data Presentation and Interpretation
In this section, each hypothesis is presented and the results of the statistical analysis carried out to test it are presented and interpreted. Four hypotheses are tested as follows:
4.2.1 Hypothesis One
There is no significant difference in academic performance of science and art students in mathematics.
Using independent t-test statistical analysis, this hypothesis was tested. The result of the analysis is presented in table 1 below:
Table 1.
Independent t-test statistical Analysis to determine the differences in performance of science and Art students in Mathematics (n= 300).
Variable
N1
N2
X1
X2
SD1
SD2
df
td
t-crit
Decision
Science Students
Art Students
150
150
2.57
2.45
1.13
1.12
298
0.92
1.960
No Significant
P < .05, df = 298, critical t= 1.960
The above analysis showed that the calculated t-value of 0.92 was found to be less than the critical t-value of 1.960 when tested at 0.05 level of significant with 298 degree of freedom.
Data on the above 4x2 independent t-table depicts the distribution of scores levels among students for both science and Art in mathematics. It shows that 79 strongly agree, 42 (53.16%) and 37 (46.84%) agree strongly on those items presented to them for both science and art, while 70 of which 37 (52.86%) and 33 (47.14%) only agree on those items for both science and art and 77 out of which 36 (46.75%) and 41 (53.25%) stood for diagree in both groups and 74 of which 35 (47.30%) of science and 39 (52.70%) of art stood for strongly diasgree.
Independent t-test analysis of the above gabe a calculated t-value of 0.92. When this value is compared agaisnt the critical value of 1.960, it then becomes apparent that the calculated t-value is not significant. This means that significant differences do not exist in students academic achievement in mathematics on the bases of performance. The null hypothesis is therefore not rejected.
4.2.2 Hypothesis Two
The null hypothesis stated that private secondary schools do not significantly perform better than public secondary schools in mathematics.
The above hypothesis was tested using independent t-test statistical analysis. The results of the analysis is presented on table two below.
Table 2.
Independent t-test statistical Analysis to determine the academic performance of private and public secondary schools in mathematics.
Variable
N1
N2
X1
X2
SD1
SD2
df
td
t-crit
Decision
Private schools students
Public Schools
150
150
2.96
2.35
1.04
1.15
4.69
1.960
1.960
There is Significant
* p < .05; df = 298; critical t = 1.960
The above analysis showed that the calculatd t- value of 4.69 was found to be greater than the critical t-value of 1.960 at 0.05 alpha levels and at 298 degree of freedom. The null hypothesis was therefore rejected and the alternate hypothesis retained.
A further look at table 2 reveals that the first mean value of 2.96 was greater than the second mean of 2.35. This shows that the student of private secondary schools in Calabar are significantly better.
4.2.3 Hypothesis Three
Teaching perception of teachers do not significantly affect students performance in mathematics. This null hypothesis was tested using the independent t-test analysis. The result of the analysis is presented on the table below.
Table 3.
Independent t-test analysis to determine the teaching perception of teachers affecting students performance in mathematics.
Variables
N1
N2
X1
X2
SD1
SD2
td
t-crit
Decision
Teaching perception of Teachers rated by sciecne student
150
2.68
1.13
1.23
1.960
No significant
Teaching Perception of Teachers rated by Art students
150
2.52
1.11
*p < 0.05; df = 298, critical t = 1.960
The above analysis showed that the calculated t-value of 1.23 was found to be less than the critical t-value of 1.960 when tested at .05 level of significance with 298 degree freedom.
Data on the above table shows that the mean value of 2.68 science students rated their teachers teaching perception based on their knowledge and 2.52 Art students also rated their teachers teaching perception based on their knowledge.
The independent t-test of the above gave a calculated t-value of 1.23. When this value is compared against the critical value of 1.960, it then becomes apparent that the calculated t-value is not significant. This means that significant differences do not exist in teaching perception of teachers between the science and art students on the bases of performance in mathematics. The null hypothesis is therefore not rejected.
4.2.4 Hypothesis Four
There is no significant difference in parent socio-economic status affecting the academic performance of students in mathematics. In order to test this hypothesis, independent t-test analysis was used. This analysis is presented in the table below:
Variables
N1
N2
X1
X2
SD1
SD2
Td
t-crit
Decision
Parental factors affecting science students
150
2.68
1.13
0.15
1.960
No significant
Parental factors affecting Art Students
150
2.67
1.13
* p < 05; df = 298, critical 1.960
The above analysis showed that the calculated t- value of 0.15 was found to be less than the critical t-value of 1.960 when tested at 0.05 level of significant with 298 degree of freedom.
Data on the above independent t-table shwos that the mean 2.65 of science student where greatly affected by parential factors while 2.67 average of arts students where affected.
Independent t-test analysis of the above gave a calculated t-value of 0.15. When this value is compared agaisnt the critical value of 1.960, it then becomes apparents that the calculated t-value is not significant. This means that significant differences do not exist in parential socio-economic status affecting students academic performance. The null hypothesis is therefore not rejected.
4.2.5 Hypotheis Five
This null hypothesis stated that there is no significant difference in teaching and learning environment of private and public secondary schools. Using independent t-test analysis, this hypothesis was tested. The result of the analysis is presented in table 5. below.
Variables
N1
N2
X1
X2
SD1
SD2
Td
t-crit
Decision
Private schools environment rated by students
150
2.55
1.12
0.15
1.960
No significant
Public School Environment rated by students
150
2.53
1.09
* p < .05; df = 298, critical t = 1.960
The above analysis showed that the calculated t-value of 1.23 was found to be less than the critical t-value of 1.960. When tested at 0.05 level of significant with 298 degree of freedom.
Data on the independent t-table shows the rating of academic environment of both private and public secondary schools. It shows that of the 2.55 mean of the private secondary schools environment, 2.53 mean of the public secondary schools environment was some how not different from each other, and their standard deviation wa also close to each other.
Independent t-test analysis of the above gave a calculated t-value of 0.15. When this value is compared against the critical value of 1.960, it then becomes pertinent that significant differences do not exist in teaching and learning environment of private and public secondary schools in Calabar which affect students performance in mathematics. The null hypothsis is therefore not rejected.
4.3 Discussion of Findings
In the above findings, the result obtained in the hypothesis one shows that there is no significant difference in academic performance of science and art students in mathematics since the calculated t-value of 0.92 was less than the critical t- value of 1.960. This result strongly agrees with Enukoho, Okeme and Usoro (2006); in schools. Where mathematics is taught, students (science and art) even go to the extent of avoiding their class when it is time for the subejct, others stay just because they want the teacher to see that they were in the class while several others adapt to the situation because they have no option at their disposal, and some stay to fulfil all righteousness.
Also Agha (1998) did stated that the problem of students is that they read the sciences (mathematics) just the way they red ordinary literature.
The hypothesis two shows that private secondary schools do significantly perform better than public secondary schools in mathematics since the calculated t-value of 4.69 was greater than the critical t-value of 1.960. This could be as a result of quality of teachers the private schools employed who I infused life into subject like what Adesida (1996) and Anwara (2004) did said, that mathematics is made easy in few isolated cases where enthusiastic teacher have infused life into the subject making it exciting and less difficult.
In deed, this further shows that there is differences in the method of teaching and administrative principle of the public and private secondary schools. No wonder there is always massive movement of students from the public secondary schools to private secondary school which may be as the result of their close monitoring of staffs (teaching and non teaching) for effective result and better performance.
The result obtained in the hypothesis three shows that there is no significant difference in teaching perception of teachers when it comes to teaching both science and Art students mathematics since the calculated t-value of 1.23 was less than the critical t-value of 1.960. This is to say that the same approach and method the teacher uses to teach science students, was used on Art students without considering their educational differences. But the expectation is that teachers should give more attention to art students than their science counterpart which is not so with the teachers of these group.
Etim (2002) supported Haslan (1971) who contended that the task of a good teacher is to help others to learn. He further stated that Balagun (1971) carried out study on the professional trained untrained teachers are more than the number of trained teachers. Based on these, Balogun concluded that professional trained teachers are very short in supply.
Furthermore, Ayanniyi (1989) quoted by Etim (2002); stressed that out of the many problems facing the affective implementation of the mathematics core curriculum is the issue of inadequate number of professional mathematics teachers.
Also, the result obtained in the hypothesis four shows that there is no significant difference in parented socio-economic status affecting the academic performance of science and art students in mathematics since the calculated t-value of 0.15 was less thant the critical t-value of 1.960 therefore indicate that there are some individuals in the two groups that may be facing the same family problem irrespective of whether they are in private schools or public schools. That is to say, children from both groups and from public and private secondary schools may either come from well-to-do (rich) home or from hand – to – mouth (poor) home, and whose parent may attached less or more importance to education. Etim (2002) supported Haslan (1971) who contended that the task of a good teacher is to help others to learn. He further stated that Balogun (1971) carried out study on the professionally trained teachers in Lagos State. He found out that the number of untrained teachers are more than the number of trained teachers. Based on these, Balogun concluded that professionally trained teachers are very short in supply.
Etim (2002) recite Ezewu (1984) noted that a child’s mental capacities and emotional behaviour are necessary ingredients for school education and that there are greatly influenced by the typed of home an individual comes. He fruther quoted mio chil (1984) that socio-economic characteristics of the family have the bearing effect on the children. Also Broom and Schizuk (1968) from his word explain that there is a relatively high rate of failure and dropout among low income pupils.
And finally the result obtained in the hypothesis five shows that there is no significant different in the teaching and learning environment of private and public secondary schools, since the calculated t-value of 0.15 was less than the critcal –t-value of 1.960. It therefore shows that both schools may be having some similar problems either in the administration or in their staffing arm, or in their classroom management. But Eke (1998) said that there is increasing demand for admission into private schools and other schools owned and adequately funded by federal government… This could be as the result of those schools past glory or effective management by their heads.
Ogar (2007) agrees with Folawiyo (1988) that environment balances is a factor towards environment progress of a child or student. And, Etim (2002) repeat Onwuchekwa (1984) “ the environmental experiences from environment is dependent upon specific environmental experiences fromn formal and informal situations. Then stone (1977) concluded that home environment is gross deficient in situations, the development of a child’s intellectual ability is recarded.
4.4 Summary of Findings
After the analysis of the data and discussion, the following finding emerged.
1. There is no significant difference in the academic performance of science and art students in mathematics.
2. Private secondary schools do significantly perform better than public secondary schools in mathematics.
3. Teaching perception of teachers do not significantly affect students performance in mathematics.
4. There is no significant difference in parent socio-economic status affecting the academic performance of students in mathematics.
5. There is no significant difference in teaching and learning environment of private and public secondary schools.
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendation
This study was designed to investigate the performance of science and art students in Mathematics in private and public secondary schools in Calabar. Four dimensions of factors affecting students performance were investigated. These include students factors, teachers factors, parential factors and environmental factors; Similarly, threee dimensions of students factors were also investigated, these included studying habit, lack of interest, and lack of studying material. Three dimensions of teachers factors were also investigated. These include teacher qualification, teacher subject mastering and method of teaching and teacher truancy. Three dimension of parental factors were investigated are parent academic background, parent habit, and parent socio-economic Status. Also, three dimensions of environmental factors were investigated. These include classroom environment, school environment and school management board.
A total number of 300 senior secondary one and two students were used for the study. Stratified random sampling procedure was used in sample selection in order to have equal representation of the ten schools from both Calabar South and Municipality.
One research instruments was constructed by the researcher and used for data collection. These questionnaire was a close –ended one and the model was Likert scale model which has two sections first personal data and second the research questions or items.
The following hypothesis were tested in the study:
1. There is no significant difference in academic performance of science and art students in Mathematics.
2. Private secondary schools do not significantly perform better than public secondary schools.
3. Teaching perception of teachers do not significantly affect students performacne in mathematics.
4. There is no significant difference in parent socio-economic status affecting students academic performance.
5. There is no significant difference in teaching and learning environment of private and public secondary schools.
The five hypothesis were tested using independent t-test statistical analysis at 0.05 level of significance.
5.2 Conclusion
This study portrays the performacne of science and art students in mathematics in private and public secondary schools. The results of findings strongly suggest that the academic performance of science students is not significantly different from the academic performance of Art students in mathematics the level of participation in curricular activities as well as students’ ability to cope with their study was personal.
Private schools students were so singificantly different from public school students in terms of their performance in mathematics may be as a result of administration and proper finding.
Teaching perception of teachers were not significantly affecting the students academic performance in mathematics even though they were teaching science and art students altogether. They find it difficult to give preferencial treatment to any of these groups..
There was no significant difference in parent socio-economic status affecting students academic performance irrespective of whether the students were science or act condition of life is not pertaining to one ethnic group, village, social class, religion or family alone.
Teaching and learning environment of private secondary schools was not significantly different from teaching and learning environment of public secondary schools even though the administration was was not the same and the funding or the sponsorship weren’t the same infact the students were all promoting their schools environment.
In conclusion, this study has exposed a highly reliable body of information about the performances of science and art students, private and public secondary schools and how they are totally independent of themselves. Students, teachers, parents and schools administrators have been exposed to factors that need to be taken into consideration in teaching and learning mathematices.
5.3 Recommendation
Students should develop more interest in learning mathemtics knowing fully well that it is the basic foundation to any future endeavour most especially in the area of science and art since no University is ready to give any students admission into studying any art coruses or related courses without a credit in mathematics in his/her O’ level result.
Teachers should cultivate the culture of using appropriate method in their teaching subject so that they can encourage the students under them to always make use of the right method and take with them the spirit of curiocity so as to inquire into knowing the reasons and importance of pragmatic learning. In fact, teachers should be made to know that, they are the pivot point at which learning can take it cost.
Parents should show concerned in their children’s education because without love and care, the learning to take place. This is why so many students as intelligent as them are, cannot secure from the shork of parent abandonment and child battering by parent, even polygamous family chaos and divorcement of their mothers. In deed, poverty has taken root of parenting and child’s education hindering “ education for all” in Nigeria today.
Schools administrators msut do everything possible to stop the employment of half bake teachers into the teaching profession and to monitor the purchases of reading materials by students so that they will not go beyond wall selected text as this will rastically reduced the supply of insufficient textbooks in schools, by those marketers and manufacturers who are after money and not successes.
5.4 Suggestions For Further Research
Based on the findings arising from this study, the following suggestions are made for further research since the findings show that the private secondary schools are doing better than public secondary schools.
1. A comparative study of private school teachers and public school teachers performance in mathematics.
2. A comparative study of the performance of science and art students in private and public secondary schools in mathematics
3. A comparative study of administrative strategies that affect students performacne in public and private secondary schools.
4. A comparative study of teachers job satisfaction in private and public secondary schools.
5. A comparative study of techniques as well as instructional facilities used in private and public secondary schools.
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Ekeh, I. (1999) Preparing Teachers to cope with 21st century Challenges in Nigeria. Convocation Speeches of Nigeria Universities Commission (seventh Edition) 102.
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Department of Curriculum and Teaching
University of Calabar
Calabar
QUESTIONNAIRE
Dear Respondent, this questionnaire that is served you, is nothing but a paper work which needs your genuine answers as it will be used for research project by one of the student of the University of Calabar on the topic “ A Comparative study of performance of science and art students in mathematics in private and public secondary schools in Calabar”.
Please make sure that the answer provided by you is to the best of your knowledge as it will be treated confidentially.
Yours faithfully,
Akpan, Iniobong Marcus.
Key: Strong Agree (SA), Agree (A), Undecided (UD), Disagree (D) and Strongly Disagree (SD)
School:
Class: SS1 [ ] SS II [ ]
Sex: Male [ ] Female [ ]
Category: Science [ ] Art [ ]
Questions
S/NO
ITEMS
SA
A
D
SD
1
Mathematics is meant for only science students
2
Mathematics is very difficult
3
Mathematics is not important
4
I can do without mathematics
5
I always do my assignment alone
6
Mathematics is made simple in private schools than in public schools
7
Private schools has more qualified mathematics teachers than public schools
8
Private schools do not use the same textbook public schools uses
9
Examination bodies give more consideration to private schools than public schools
10
Private schools encourages personal and group study than public schools
11
Teachers qualification has nothing to do with students academic performance
12
Teachers teaching method has nothing to do with students academic performance
13
Teachers salary does not affect students performance
14
Teachers trunacy has no impact on students academic performance
15
Teachers mastering of subject does not influence students studying habit
16
Parents academic background has nothing to do with student performance
17
Socio-economic status of parents does not affect student performance
18
Parent habit towards education of their children has nothing to do with student academic performance
19
Parent belief does not affect student performance
20
Parent teachers association has nothing to do with students academic performance
21
Teaching and learning environment does not affect students performance
22
Infrastructural facilitie has no impact on students performance
23
Private schools are more resource oriented than public schools
24
Private schools have good libraries than schools
25
Private school has good staff office and classrooms than public schools
APPENDIX II
This Appendix or table shows the calculation of mean, standard deviation and independent t-test statistical table.
Since Independent t-test statistical analysis was used for the five hypothesis, it is pertnent to show one t-table representing all the hypothesis stated in this work. The analysis is shown below.
Let x1 represent independent variables in each of the hypothesis, and
X2 for the dependent variables as well.
Let SD1 stand for the first standard deviation and SD2 for the second
Let N be the total population used while N1 is for the population of the independent variable and N2 for the population of the dependent variables.
Also
X1 stands for the mean of independent variables and
X2 for the mean of dependent variables.
Then
X1 = and
while
Then t =
For Hypothesis one,
åx1 = 386 and N1 = 150
x1 = 386 = 2.57
150
åx2 = 368 and N2 = 150
x2 = 368 = 2.45
150
SD1 =
SD1 =
df = N1 + N2 – 2 = 1.50 + 150 – 2
= 300 – 2 = 298
t =
= 0.12 = 0.92
0.13
While critical t = 1.960, calculated t = 0.92
For Hypothesis two
åx1 = 444 and N1 = 150
x1 = 444 = 2.96
150
åx2 = 353 N2 = 150
x2 = 353 = 2.35
150
SD1 =
SD2 =
t =
Critical t = 1.960 while calculated t = 4.69
For hypothesis three
åx1 = 402 N2 = 150
x1 = 402 = 2.35
150
åx2 = 378 N2 = 150
x2 = 378 = 2.52
150
SD1 =
SD2 =
t =
Critical t = 1.960 while calculated t = 1.23
For Hypotehsis Four
åx1 = 397 , N1 = 150
x1 = 397 = 2.65
150
åx2 = 401 , N2 = 150
x2 = 401 = 2.67
150
SD1 =
SD2 = = 1.13
t = =
Critical t = 1.960 while calculated t = - 0.15
For hypothesis Five,
åx1 = 382 , N2 = 150
x1 = 382 = 2.55
150
åx2 = 379 , N2 = 150
x2 = 379 = 2.53
150
SD1 =
SD2 =
t =
Critical t = 1.960 while calculated t = - 0.15
