CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATION

4.1 Introduction

This chapter shows and analyzes the results obtained from the field. In this study, the data

collected by administering of questionnaires are presented based on the objectives of the studies.

The responses of the respondents were tabulated on simple frequency and raw numerical scores

and pie chart indicating the total variables to a particular item and those raw numbers were

computed into percentages. The thematic areas include, demographic data of respondent, in-

service training and performance on mathematics, teachers‟ attitude and performance in

Mathematics, students attitude and performance in Mathematics and availability of requisite

resources and performance in Mathematics.

4.2 Demographic Data of Respondents

The demographic features of the respondents are presented in Table 4.1. The finding showed that

the majority of respondents thus the Teachers were males constituting 69% (n=24) with females

constituting 32 % (n=11). On the side of head teachers, 78%(n=7) were recorded as males and

22%(n=2) recorded as females.

On the marital status, sixty-five percent 65 %(n=28) out 44 of this were married whilst the

remaining 35% were not married. On age distribution, the majority of teachers, 11 % (n=5) were

above 50years, while 61 % (n=27) were between 49-31 years. The remaining 28% were between

20-30years.Moreover, the respondents were asked to indicate their highest level of qualifications.

These qualifications included masters, degree and Diploma in education. The findings

Revealed that 2 out of 35 teachers were masters holders, 28 degree and 9 diploma holders

in Education.
Table 4.1 Socio-Demographic Characteristics of Respondents

Variables (Teachers) Variable Frequency(n=25) Percentage

Total 35 100%
Age distribution 20-30 12 28%

31-49 27 61%

Above 50 5 11%

Total 44 100%

Marital status Single 16 35%

Married 28 65%
Total 44 100%
Variables Variable Frequency(n=56) Percentage

Professional Qualifications Masters 2 6%

Degree 25 71%

Diploma 8 23
Total 35 100%

4.2 Teachers experience and knowledge in the pedagogical content knowledge level that

affect the poor performance.

The Teachers experience and knowledge data information of the respondents was based on level

of In-service Training and Performance in Mathematics, teachers’ Qualification and Performance

in Mathematics

4.2.1 In-service Training and Performance in Mathematics

courses while 13(38%) had not attended an in-service course within the past two years. It was

also evident that 13(59%) out of 22 teachers who attended the in-service course felt that they

adequately used the skills acquired while 9 (41%) out of 22 teachers said they did not use the

skills at

all.The result is shown in the figure below.

Figure 4.5: In-service Training and Performance in Maths Respondent

Sales

9(41%)

13 (62%)

13 (59%)

Not in-serviced in-service course Use Skills Don`t Use Skills

Upon administration of the questionnaires, it was found that 2 out of 35 are Masters holders, 28

out of 35 Mathematics teachers are holders of degree in education while 9 are holders of

Diploma in Education. The result is show in the table 4.6 below.

Table 4.6: Teachers’Qualification and Performance in Mathematics

Responses Frequency Percentage(%)

Degree in Education 25 71

Diploma in Education 8 23

Total 35 100

It‟s an indication that mathematics teachers have

qualifications to teach Mathematics. Despite these high qualifications, students‟

mathematics performance was low agreement with Kaur, (2004) who argues

that; teachers‟ qualification is significant and can be used to predict students‟

performance in mathematics.

4.2.3 Teachers Experience and In-service Courses Undertaken

The study found that 20(57%) out of 35 Mathematics teachers had attended various in- service

courses while 15 (42%) had not attended an in-service course within the past two years. It was

also evident that 13 (59%) out of 22 teachers who attended the in-service course felt that they

adequately used the skills acquired while 9 (41%) out of 22 teachers said they do not use the

skills at all.

Figure 4.6: In-service Training and Performance in Maths Respondent.

9(41%)

13 (38%)

13 (59%)

Not in-serviced in-service course Use Skills Don`t Use Skills

According to Bell (1998), a better trained and experienced teacher produces

higher academic performance than the untrained. Based on the above views, the

study established the teaching experience and in-service courses such as SMASSE

attended by mathematics teachers in the county as discussed.

The study found that 22 (56%) out of 39 HoDs/Mathematics teachers had

attended various in- service courses while 17 (44%) had not attended an in-service

33

course within the past two years. It was also evident that 13 (59%) out of 22

teachers who attended the in-service course felt that they adequately used the
skills acquired while 9 (41%) out of 22 teachers said they do not use the skills at

all. A study by Fuller (1985) reveals that there is a positive correlation between

in-service and performance.

4.3 Attitudes of teachers and students affects the student poor performance in core

mathematics.

The survey identified the attitudes in three (3) categories thus students and teachers,

Commitment of Teachers on their Work.

4.3.1 Students Attitude

Upon administering the 35 questionnaires to the Mathematics teachers 20(57%) out of 35

Mathematics teachers felt that students have positive attitudes towards mathematics while

10(28%) had negative attitude further said that their students do not consult while 5(14%) were

not sure. Further, The 20 teachers who said positive reported that 51% of the students ask

questions in class, while the remaining do not ask questions. The study revealed that, despite

The students claiming there is positive relationship between the teachers and students, such

attitude has a little impact on performance which is still very low as shown in Table 4.8.
 Chart Title

20
18
16
14
12
10
8
6
4
2
0
Positive Atitude Not Sure Negative Attitude

Series 1 Series 2 Series 3

Issues Consult Not Sure No

Positive attitude

Negative attitude

Freely

18 (46%)

7(18%)

1(1%)

Consultation

14 (36%)
Total 21 (54%) 17(44%)

Table 4.8 shows, 18(46%) out of 39 Mathematics teachers felt that students have

positive attitudes towards mathematics while 14(36%) had negative attitude said

that their students do not consult while 7(18%) were not sure. Further, 21 (54%)

36

of the teachers said that 21 (54%) of the students ask questions in class, 17 (44%)

do not ask questions while 1 (1%) was not sure. The study revealed that, despite

the students claiming there is positive relationship between the teachers and

students, such attitude has a little impact on performance which is still very low as

shown in Table 4.8.

4.3.2Teacher’s attitude

The study categories attitude of Teachers under two sections thus how they attend lessons and

seriousness towards teaching Mathematics.

4.3.2.1 Teachers’ Attending Lessons

It was found that 67.4% of students reported that, mathematics teachers attend all

The lessons when in school. Only 30.2% of the students said that their teachers

Rarely attend all the lessons. As noted in Figure 4.4, teachers were committed to

Attending their lessons except 2.4% who did not attend their lessons. The absence

of mathematics teacher would affect syllabus coverage. This in turn would affect

the performance of mathematics

4.3.2.1 Opinion on teaching mathematics

Upon interaction with the teachers, 9 out 35 confirmed that they teach mathematics because
they don’t have any option while 25 out of 35 disagree with the statement that they do teach

mathematics because they do not have options. Moreover, 28 teachers said mathematics is their

best subject to teach while 7 disagreed.

Lastly 25 teachers said they do not find it difficult in

teaching mathematics in their various schools while 14 stated that it is difficult.

This indicates negative attitude towards teaching mathematics.

4.3.3 Commitment of Teachers on their Work

It was also worth establishing the views on commitment of teachers towards their

Work. The findings indicated that more than half number of the Principals felt that their teachers

were committed to Marking students work, assisting students after class and attending their

lessons.

Table 4.3 Commitment of Teachers on their Work

Response Frequency Percentage (%)

Committed to work 6 67

Not-Committed work 3 33

Total 9 100

4.4 Students-Related Factors that Influence Mathematics Performance

It was much worthy establishing the opinion on factors likely to influence students’ performance

in Mathemaitics.These includes, Teaching Methods Used by Teachers and Teaching Resources.

The study sought to determine the Teaching Resources into two categories thus availability of

Human resource and materialize resource for teaching and learning.

4.4.1.1 Availability of Mathematics Teachers

Upon visitation to ten(8) selected schools in the Bono East , It was revealed that 7 out of 9 had a

shortage of mathematics teachers according to the schools courses and number of students.

4.4.1.2 Availability of Teaching and learning material.

Upon interaction with the principals, it was realized that 20 out of 21 Principals (95%) were on

agreement that textbooks are available but not adequate while 19 (90%) said that the calculators

are not available. On models, 5 (23%) out of 21 respondents said they were available but not

enough for teaching Mathematics hence the outcome from their views indicate shortage of these

resources in schools.

4.4.2 Teaching Methods Used by Teachers

The study revealed that majority of the teachers thus 18(51%) use demonstration and question

answer sessions. Lecture method at 12(34%) and problem solving at 5(14%) were the other most

preferred methods of teaching mathematics the teachers. The table below shows data on the

teaching methods used by various teachers.

Figure 4.7 Teaching Methods Used by Teachers

16

14

12

10

0
Demostration Lecture Method Problem Solving

4.4.3 Parent Support to Students

The Findings revealed that 89.5% of the respondents were not provided with revision materials

for mathematics and calculators. Moreover, 84.8% said that they don’t have space for self-study

at home while 79 their parents were not bothered by low performance.

.
 Discussion

This chapter presents the discussion of data gathered from the field on attitudes of teachers and

students affects the student poor performance , factors Responsible for Poor performance in

Mathematics , and teachers experience and knowledge in the content area knowledge level affect

the poor performance. And relates it to literature.

Attitudes of teachers and students affects the student poor performance.

The study found that majority of the students said they had positive attitude towards the subject

and minority did not like subject . It is generally known that attitude forms the basis of teachers

and students interaction. According to Vygosky in 1978 reported that interaction forms the social

context in which children participate; mediate student’s thinking and also

Significant in learning mathematics. Secondly, as shown in the result of students reported that,

mathematics teachers attend all

the lessons when in school. Only 30.2% of the students said that their teachers

rarely attend all the lessons. As noted in Figure 4.4, teachers were committed to

attending their lessons except 2.4% who did not attend their lessons. The absence

of mathematics teacher would affect syllabus coverage. This in turn would affect

the performance of mathematics.

4
Teachers experience and knowledge in the content area level that affect the poor

performance of senior high school student core mathematics.

Factors accounts for student poor performance in core mathematics.