Logo Lanfrica
  • Accueil
  • Atlas
  • Analyses
  • Documentation
  • Sign in

© 2026 Lanfrica. Tous droits réservés. Tous les droits d'auteur des ressources affichées sur le site Web Lanfrica appartiennent aux détenteurs de droits d'auteur d'origine, sauf indication contraire explicite.

Exploring Mathematics Learning Environments: Students' Perceptions of Teacher Attitudes in a Nigerian Context

Domaine:

education

Type de record:

paper
Créateur:
Dr.Dr.Dr.
Éditeur:
Zenodo
Hôte:avatar
This study was designed to investigate secondary school students' perception of their teachers' attitude towards them in the learning of mathematics. The study adopts a survey research design on a sample of 242 Senior Secondary School Two (SSS2) students randomly drawn from a population of 1210 SSS2 students in Wukari Metropolis, Taraba State, Nigeria. The analysis of data obtained via the researcher-developed questionnaire indicates that teachers have displayed negative attitude towards their students in the learning of mathematics. The results implied that students' mathematics learning is highly influenced by the actions and inactions of the teacher, consequently building in them wrong disposition towards the subject. Based on the findings of this study, it was recommended that students' evaluation of their teachers' teaching should be considered as one of the main tools for evaluating teachers' teaching and effectiveness.

Visit

doi.orgzenodo.org

Languages

LongudaWapan

Tags

AttitudeTeacher evaluationMathematics educationGender difference

Licenses

Creative Commons Attribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/legalcode

Similaires

A Flipped Applied Mathematics Classroom: Nigerian University Students’ Experience and PerceptionsUsing teacher action research to promote constructivist learning environments in mathematics classes in South AfricaSTUDENTS’ ATTITUDES AND PERCEPTIONS TOWARDS MATHEMATICS: THE CASE OF SECONDARY SCHOOLS IN BORANA ZONE, ETHIOPIATeacher Professional Learning in Tanzania: Experiences of Mathematics Teacher LeadersExploring teacher effects on intensifying and minimizing mathematics anxiety among students in Sokoto State, NigeriaExploring Blended Learning for Science Teacher Professional Development in an African Context

A Flipped Applied Mathematics Classroom: Nigerian University Students’ Experience and Perceptions

This study was designed to determine university students’ experience and perceptions in a flipped Ap

Using teacher action research to promote constructivist learning environments in mathematics classes in South Africa

The present research examined whether teachers in South Africa could use feedback from a learning en

STUDENTS’ ATTITUDES AND PERCEPTIONS TOWARDS MATHEMATICS: THE CASE OF SECONDARY SCHOOLS IN BORANA ZONE, ETHIOPIA

Mathematics is an essential field of science applied in nearly all areas of knowledge and individual

Teacher Professional Learning in Tanzania: Experiences of Mathematics Teacher Leaders

A multisite case study, grounded within constructivist philosophical stance, was undertaken to explo

Exploring teacher effects on intensifying and minimizing mathematics anxiety among students in Sokoto State, Nigeria

Mathematics anxiety is the feeling of tension and fear which interferes with the manipul

Exploring Blended Learning for Science Teacher Professional Development in an African Context

This paper explores a case of teacher professional development in Botswana where a blended learning