The influence of student attitudes towards mathematics on their performance in STEM subjects in Jalingo LGA, Taraba State
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- NGN 5000
Background of the Study
Student attitudes toward mathematics significantly impact their overall performance in STEM subjects, as mathematics is often considered the foundational language of science and technology. In Jalingo LGA, Taraba State, positive attitudes towards mathematics can foster better engagement and higher academic achievement in related STEM disciplines. Conversely, negative perceptions and math anxiety can create a barrier to understanding complex STEM concepts, ultimately leading to poorer performance (Sani, 2023). Various factors contribute to shaping student attitudes, including teaching methods, parental influence, and cultural perceptions. Educational practices that emphasize rote learning and repetitive problem solving may lead to disengagement and frustration among students. In contrast, innovative teaching strategies that promote interactive learning and real-life applications of mathematical concepts have been shown to improve student confidence and interest in the subject (Abubakar, 2024). In Jalingo LGA, schools that have incorporated technology, manipulatives, and collaborative problem-solving into mathematics instruction report higher levels of student engagement and achievement in STEM subjects. However, challenges persist due to limited resources, insufficient teacher training, and the prevalence of traditional teaching methods that do not actively engage students (Musa, 2025). This study seeks to investigate how student attitudes towards mathematics influence their performance in STEM subjects. By examining the perceptions, experiences, and performance data of students, the research aims to identify the key factors that contribute to positive or negative attitudes and to determine how these attitudes correlate with academic outcomes in STEM. The goal is to provide actionable insights that can inform teaching practices and educational policies aimed at improving both student attitudes and performance in mathematics and other STEM areas.
Statement of the Problem (300 words)
Despite the critical role of mathematics in STEM education, many students in Jalingo LGA exhibit negative attitudes towards the subject, which adversely affect their performance in broader STEM disciplines. Factors such as math anxiety, outdated teaching methodologies, and limited exposure to engaging, real-world applications of mathematical concepts contribute to this phenomenon (Sani, 2023). Teachers report that a lack of student confidence and enthusiasm for mathematics often translates into lower achievement not only in math but also in related STEM subjects. Furthermore, the persistence of traditional pedagogical approaches that emphasize memorization rather than understanding exacerbates the problem, leaving students ill-prepared to tackle complex scientific and engineering challenges (Abubakar, 2024). The cumulative effect of these challenges is a noticeable decline in student performance, which hinders the development of a skilled workforce in STEM fields. This study aims to systematically explore the relationship between student attitudes towards mathematics and their academic performance in STEM subjects in Jalingo LGA. By gathering qualitative data from student surveys and interviews alongside quantitative performance metrics, the research seeks to uncover the root causes of negative attitudes and identify interventions that could foster more positive perceptions. Addressing this gap is essential for enhancing overall student achievement and ensuring that mathematics serves as a stepping stone rather than a barrier to STEM learning (Musa, 2025).
Objectives of the Study
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To assess student attitudes towards mathematics in Jalingo LGA.
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To examine the correlation between these attitudes and performance in STEM subjects.
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To recommend strategies to improve student perceptions and outcomes in mathematics.
Research Questions
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What are the prevailing attitudes of students towards mathematics in Jalingo LGA?
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How do these attitudes affect their performance in STEM subjects?
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What interventions can improve student attitudes and performance in mathematics?
Research Hypotheses
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H₁: Positive student attitudes towards mathematics are positively correlated with higher STEM achievement.
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H₂: Math anxiety negatively impacts performance in STEM subjects.
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H₃: Innovative teaching methods improve student attitudes towards mathematics and their STEM outcomes.
Significance of the Study (100 words)
This study is significant as it examines how student attitudes towards mathematics influence performance in STEM subjects in Jalingo LGA. The findings will provide critical insights for educators and policymakers to develop targeted interventions that enhance student confidence and engagement in mathematics. By fostering positive attitudes, the study aims to improve academic performance across STEM disciplines, ultimately contributing to the development of a skilled future workforce.
Scope and Limitations of the Study
This study is limited to investigating the influence of student attitudes towards mathematics on STEM performance in selected schools within Jalingo LGA, Taraba State. It focuses exclusively on student perceptions and academic outcomes in mathematics and related subjects.
Definitions of Terms
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Student Attitudes: The feelings, perceptions, and beliefs students hold towards a subject.
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Math Anxiety: A state of tension and fear that interferes with math performance.
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STEM Performance: Academic achievement in science, technology, engineering, and mathematics subjects.
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