Geometry Viewed As A Difficult Mathematics
Geometry Viewed As A Difficult Mathematics
Geometry Viewed As A Difficult Mathematics
ISSN No:-2456-2165
Abstract:- Geometry in Senior Secondary School in May/June students’ in Cross River State 2010, 2011, 2012,
Cross River State is viewed as a difficult mathematics 2013, 2014 had performance wonderful poor in geometry
concept. This study focuses in 450 SS-2 students made up questions.
of 230 female and 220 male from 30 schools in Cross
River State which were the randomly selected within the Geometry is a branch of mathematics that deals with
three senatorial District. The perceived difficult different figures and their parts. Paulina (2007) Geometry is
mathematics concept was study through the instrument a branch of mathematics which deals with the study of
of 20-item questionnaire. Three research questions were shapes or figures and their properties. These branches of
answered using frequency counts and percentage while mathematics play an important role in primary and
the only formulated hypothesis was tested using chi- secondary school mathematics curriculum in Nigeria.
square (x2) statistics. Eight out of 20 concept were Geometry is applicable to the day to day activities of
perceived difficult to the learner, this include coordinate different fields and relevant employment skills. It
geometry, circle theorem, construction etc and reasons curriculum is harshly appreciated in science, art and
given for viewing geometry concept as difficult is as a technology.
result irregular class practices, unavailability of
Lack of poor reasoning skill on geometry, geometry
instructional materials, teacher’s method of teaching,
language comprehension, lack of visualizing abilities,
bad and inadequate timing etc. Student gender quality
had a great influence on the learning concepts on teaching method, poor background knowledge, student
geometry at 0.05 level of significant in favour of female knowledge on proofs, gender qualities, non-availability of
students. Approximate teaching method and effective instructional materials among others, contribute to the
instructional materials should be used to derive a better students perceived difficulty in learning geometry as a
understanding on the identified difficult geometry mathematics concept.
concepts. According to Nigerian Educational Research and
I. INTRODUCTION Development Council (2012) observed that difficult
concepts in mathematics referred to any concept that posed
It is generally acknowledge that mathematics is a challenges to teachers and learners. Empirical studies on
subject that cut across other fields. Ayinla (2011) perceived difficult concept in Mathematics have been
“mathematics is the pillar of all knowledge showing its addressed by some researchers [i.e Beharvard (2001),
relevance to all disciplines”, Michael (2008) described Uduoson (2011), Hyludo (2002) Gbode and Olaleyi (2006).]
mathematics as “a language of sciences that allows scientists
to communicate ideas using universally accepted II. STATEMENT OF THE PROBLEM
terminologies.” In Salman (2005) “mathematics is the Studies revealed that difficulty in teaching and
indispensable tool in the study of science, humanities and learning of mathematics especially geometry has resulted in
technology”. mass failure in examination (NMC 2009). Adegun and
Mathematics is a basic requirement in most of the Aalegun (2013) student generally encountered difficulties in
course in the Nigerian University if not all for admission geometry and performed poorly in secondary school
into year 1. the National Policy on Education FRN (2003) mathematics lesson. Telima (2012) found out that many
submitted that mathematics is one of the core subject offered students fail to grasp key concepts in geometry and leave
by all students at both junior and senior secondary school. math classes without learning basic terminology.
Despite the relevance of mathematics, students’ The teaching and learning of geometry is viewed as a
performance in the subject in West African Examination difficult mathematics concept as a result of the following
(WAEC) and National Examination Council (NECO) has factors. The teaching method, geometric language,
remained constantly poor. Most educated mathematics elite visualizing abilities (Noramini, 2006 and Axsen 2012).
try do their best to identify the hindrance that is given rise to Mason (2002); Udo Usoro (2011); and NERDC (2012) that
poor performance, and they believe, is the lack of incentive other factors include non-availability and obsolescence of
for teachers, unqualified teachers in the system and lack of instructional materials, gender difference, poor reasoning
learner’s interest. It is also interesting to note that the skill, bad and inadequate time, inadequate school curriculum
students perception of geometry as a difficulty, large and lack of proof by students. This has a great negative
number of students in class and psychological fear of the influence on the learner effectiveness in geometry. In
subject can never be rule out as a factor in this poor respect of gender difference, Adebule (2004) observed that
achievement in mathematics in respect of public gender has no specific effect on the learning of math and
examination. In considering the WAEC performance of
Research Questions 2
What are the general causes of the perceived difficulty in geometry?
S/n Topic view as concept Frequency count and no of resp Frequence count & no of respondent
ondents of difficult conception not difficult (easy)
1. Angle and line 117 333
2. Triangles 108 343
3. Theorem of triangle 243 207
4. Similar triangle 261 189
5. Congruent triangle 315 135
6. Circles 99 351
7. Polygon 153 297
8. Quadrilaterals 198 252
9. Circle theorems 351 99
10. Construction and locus 405 45
11. Length, Arcs and Parameter of plane 171 279
12. Arcs and sector of circles 207 243
13. Chords and segment of circles 216 234
14. Surface area of solid figure 342 108
15. Volume of solid figure 324 126
16. Longitude and latitude 333 117
17. Coordinate geometry 378 172
18. Pythagoras 189 261
19. Angle of elevation and depression 126 324
20. Bearing and distance 342 108
Total 4878 (54.20%) 4122 (45.8)
Table 3:- Below shows frequency count and the members of the respondent of geometry difficult concept.
The table 3 Show’s the frequency counts and their and gave rise to a total of 9000 (100%). The observable
number of the respondents of geometry difficult concepts. level that geometry difficult concepts perceived is at 54.20%
The frequency counts and percentages of difficult concept while that of not difficult (easy) is 45.80%. This means that
line to be 4878 (54.2%), while frequency counts and difficult generating concept is higher than those perceived
percentage of not difficult (easy) concepts is 4122 (45.8%) not difficult (easy) to learn by the students.
Research question 4
Does gender influences student’s perception of difficult geometry concepts?
Ho1: There is no significant difference in the number of geometry concept perceived difficult by male and female students.
The above table 4 shows that the X2cal= 28.01 while VI. DISCUSSION
2
X lab=7.82 with diff=3 at the level of significant of 0.05
since X2cal value is greater than X2tab value hypothesis 1 is Eight out of twenty geometry concepts were perceived
rejected. This implies that there is a significant difference in difficult to learner while 12 were not perceived difficult by
the number of geometry concept perceived difficult to learn the learner. Thereason for perceiving the concept difficult
of male and female students in favour of female students. were unavailability instructional materials/insufficient time
This finding also provides an answer to research question 4. allocation 152 (35.80%) teaching method 125(27.80%)
That is to say gender influence student’s perception of complexity 74 (16.40%), student gender 55(12.20%) and
difficult geometry concept. misconception 44 (9.80%). This result agreed the early
findings. The difficulty of geometry concepts perceived
difficulty by students was 4878(54.2%) while not difficult
(easy) was 4122(45.8%). Female students were favoured by
a significant difference in number of geometry concept
perceived difficult. This means that female students do
It is believed that;
The concepts perceived difficult by the learner were
eight in number while twelve were also perceived not
difficult (easy).
It is obviously observed that difficulty in the learning of
these geometry concepts could be attributed methods of
teaching, unavailability of instruction
material/insufficient time allocation, student gender,
complexity and misconception of concepts.
The percentage level of difficulty of difficult geometry
concepts was 54.2% while that of not difficult (easy)
45.8%.
Student gender quality had a significant influence on the
member of geometry concept perceived difficult by male
and female student in favour of female students. This
means that female students do better in geometry then
male students.
SUGGESTION