Determinants of Attitude of Undergraduate Students towards Algebra in Niger State, Nigeria

Abstract

The study examined the determinants of attitude among undergraduate students towards algebra in Niger State, Nigeria. Specifically, the study sought to determine the influence of pedagogical approaches, mathematics anxiety, and peer group pressure on students’ attitudes towards algebra. The study adopted a cross sectional research design. The target population consisted of full-time undergraduate students in the Mathematics and Mathematics Education departments in public universities in Niger State. The researcher sampled 120 students using a multi-stage sampling technique for the study. The sampling technique involved purposive and stratified random sampling methods to ensure representative coverage. The instrument for data collection was a structured questionnaire titled "Determinants of Students’ Attitude towards Algebra Scale" (DSATAS), adapted from the Fennema Sherman Mathematics Attitude Scale. The instrument’s validity was established by experts in Mathematics Education and Measurement and Evaluation, while its reliability was confirmed via a pilot test using an internal consistency measure. Data were analyzed using Multiple Regression Analysis. The results revealed that pedagogical approaches and mathematics anxiety have a significant negative influence on student attitudes, suggesting that traditional methodologies and emotional barriers impede learning. The study concluded that while traditional methodologies and anxiety are detrimental, peer collaboration serves as a positive catalyst for improving dispositions. It was recommended that institutions adopt student-centered models such as the 7Es and 4MAT strategies, integrate anxiety-management workshops, and encourage collaborative learning environments.