JOURNAL -OF EBUGAlfl0N IN- DEVELOPI G AREAS· . .: (JEDA) VOL. 21, No.1 March, 2013 UNIVERSITY OF IBADAN LIBRARY (JEDA) PUBLISHED BY THE FACULTY O:fEDUCATION UNIVERSITY OF PORT iiiARCOURT CHOBA, ,pORT HAR£OURT N.1GERIA Copyright 0~iaculty of Education, lJniv:ersity of"Port Harcourt - 2013. , , ISSN: 0189420X UNIVERSITY OF IBADAN LIBRARY UNIVERSITY OF PORT HllR(OIIRT FA(ULTY OF EDU(llTION o J()UV~AL ()t= ~()UC4. TI()~ I~ [)~V~L()VI~G Al?~S (J~()4.) The Journal of Education in Developing Areas (JEDA) is a journal of the Faculty of Education published twice in a year (IVlarch and October). The main focus of the journal is on education, with implications for developing areas. Its main objectives are: 1. To provide a medium for the systematic analysis of contemporary educational theories and issues ii. To serve as a forum for the dissemination of research findings in the fields of education in developing areas iii. To provide a platform for the discussion of innovative ideas for the improvement of education in developing areas In line with the above, the Editorial Board invites contributions (thoroughly researched theoretical and empirical papers) from scholars across the globe. Articles focusing on any aspect of education shall be considered for publication. For Further Information, Contact edu ieda@rocketmail.com Or: Editor: Technical/Associate Editor: Prof. lbitalDUll.o ltlitcbeU AIninigo Dlae Ahdulralunan Yllsui ltl. Department of Educational Foundations Department of Educational Foundations Faculty of Education. P.M.B.5323 Facultv of Education. P.M.B. 5323 UilIVBr-Slty D'C~Drt rtarccurr. university at Port Harcourt. Mobile: +234 7D3 652 8254 Mobile: +234 8D3 2345719 Email imaminigo@lyahoo.com Email: yusuf.abdulrahman@luniport.edu.ng PREPARATION OF ~IANUSCRIPT UNIVERSITY OF IBADAN LIBRARY 1. It is the policy of the editorial board not to consider or publish manuscript submitted concurrently to other journals. Articles already published by other journals are therefore not acceptable. 2. Two copies of the manuscript (hard copies) with an assessment fee of [1]4000.0F0our Thousand Naira(local only) should be sent to the Editor, Journal of Education in Developing Areas (JEDA); using the following addresses: a) Snail mail: Editor, JEDA, Faculty of Education, University of Port Harcourt, P.M.B. 5323,Port Harcourt. b) E-mail: edujeda@rocketmail.comoryuJltlabdulrahman@uniport.edu.ng Note: This journal or its editorial board takes no responsibility for the consequence(s) of violating item 1 above. 3. Articles are to be sent with the author's name, title/rank, post and institutional affiliation, preferably on a separate page. 4. Articles should not exceed 4000 to 5000words typed on A4 paper size with double line spacing. The article should also contain an abstract of not more than 200 italicized words. 5. The reference style adopted, for this journal is the American Psychological Association (APA) and all references should be arranged alphabetically at the end of the article. 6. The current editorial board, with full support from the Dean of the Faculty and Editor-in-Chief, Prof Ebi Bio Awotua-Efebo decided to go online for JEDA, in line with the global best practices. What this means is that articles shall now be published both online and in hard copies which will later be mailed to the contributors. 7. ACCEPTANCF/ASSESSMENT REPORT Notice of acceptance/assessment report is sent to authors of the articlets). Payment of USD 120.00or NGN14,000 (Fourteen Thousand Naira), payable by the author of an accepted paper through: (i) Bank Transfer (ii) Credit Card: (Mastercard or Visa) and other electronic mean~s. 1" 8. For Further enquiries: - The Editor: Prof. Ibitamuno Mitchell Aminigo (+2347036528254) Technical/Associate Editor: Dr. Abdulrahman Yusuf Maigida (+2348032345719) , i'ji UNIVERSITY OF IBADAN LIBRARY Editorial Board Editor-in-Chief: Prof. Ebi Bio Awotua-Efebo Editor: Prof: Ibitamuno Mitchell Aminigo Associate Editors: Prof. (Mrs) P. O. Nwanna-Nzewunwa Or. (Mrs) N. J. oson Or. (Mrs) C. M. Uche Dr. C. Agbakwuru Dr. (Mrs) I. C. Kosemani Dr. I. C. Elendu Dr. 0. F. Mbalisi Technical Officers: Mrs. E. Fomsi Dr. A. Oriji Technical & Associate Editor: Dr. Abdulrahman Yusuf Maigida Consulting Edito,"s: Prof. B. A. Eheazu (University of Port Harcourt, Nigeria.) Prof. PAl Obanya (International Education Strategist) Prof. Tim Spannus (Wayne-State University, Michighan, U.S.A.) Emeritus Prof. Otonti Nduka (University of Port Harcourt) Prof. S.P.T. Gbamanja " .. Emeritus Prof. O. C. Nwanna (Imo State University, Nigeria.) Prof. A. A. Adeyinka (Niger Delta University, Wilberforce Island, Nigeria.) Prof. N. E. Dienye (University of Port Harcourt, Nigeria.) Prof. A. I. Imogie (University of Benin, Nigeria.) UNIVERSITY OF IBADAN LIBRARY List of Contributors 1. Abiona I. Adekeye, Ph.D and Bello W. Niyi; Department of Adult Education University of Ibadan, Ibadan, Nigeria 2. Dr. C.N. Musa (Associate Professor) and Ekwukoma Victor, M.Ed,· Department of Educational Studies and Management, Faculty of Education, University of Benin, Benin City 3. Y. A. Fasasi, Ph.D, P.A.O. Etejere, Ph.D and S. Oyenira!l'!l, Ph.D; Department of Educational Management, University of llorin, llorin, Nigeria. 4. Dr. (Mrs.) Udeme Akaninyene Umo; Department of Educational Foundations, Guidance and Counselling, University of Calabar, Cross River State and Inemestt Essiet Umofia; Department Of Adult And Non-Formal Education, University Of Port Harcourt, Rivers State. 5. Ahmed H. Song, Department of Arabic and Islamic Studies, University of Maiduguri; Musa Abdullahi, Department of Sociology, University of Maiduguri and !ya Aliyu Gana, Department of Education, University of Maiduguri 6. Torutein Ovienadu, Ph.D; Department of Adult and Non-Formal Education, Faculty of Education, University of Port-Harcourt 7. John M. Patrick, Ph.D,' Department of Adult and Non-Formal Education, University of Port Harcourt. 8. Abdur-Razzaq Mustapha Ballogun 50lagberu, Ph.D,' Chief Lecturer, Department of Islamic Studies Kwara State College Of Arabic And Islamic Legal Studies, lIorin. 9. Abdullahi Dauda and Omadefu Pius Osede, Department of Business Administration and Management, Nasarawa State Polytechnic, Lafia, Nasarawa State and Goni Ibrahim; Department of Public Administration, Ahmadu Beilo University, Zaria. 10.Dr. (Mrs) Ijeoma M. Opara and Dr. Bruno U. D. Onyekuru; Department of Educational Psychology Guidance and Counseling, University of Port Harcourt. 11.Dr (Mrs.) Offer Ibebieiei Temple; Department of Educational Foundations, Faculty of Education, Niger Delta University, Bayelsa State. 12.0koli, N. J., Ph.D and Nyewusira, B. N.; Department of Educational Foundations, University of Port Harcourt and Chituru Nyewusira, Department History & Diplomatic Studies, Ignatius Ajuru University of Education. of Curriculum Studies, Faculty of Education, University of Lagos, Akoka, Yaba. 14.lya Aliyu Gana, Department of Ed~ucation, University of Maiduguri. .4• 15.Dr Ekpo, G.U.A, Ignatius Ajuru University of Education, Rumuolumeni, Port Harcourt and Ogunleye A. Victor, Ph.D, Department of Human Kinetics and Health Education, University of Port Harcourt, Nigeria. 16.0gunlade Oyeronke Olufunmilola, Ph.D; Olafare f. Oladimeji and Udom Stella Ogechi, Department of Science Education, Faculty of Education, University of llorin, llorin, Nigeria. 17.Abali, Soala Obadiah, Department of Educational Management, Faculty of Education, University of Port Harcourt. . Journal ot UNIVERSITY OF IBADAN LIBRARY 18.Njoku Chimezie, Ph.D and Anyanwu Jerome, Ph.D,' Dept. Of Curriculum Studies and Educational Technology, Faculty of Education, University Of Port-Harcourt. 19. Adediran, Olusola Akintunde, Ph.D; Department of Educational Psychology, Emmanuel Alayande College of Education, Oyo and Adediran, Mary Adejoke, Department Of Primary Education Studies, Emmanuel Alayande College Of Education, Oyo. 20. Dr. Jerome Anyanwu, Department of Curriculum Studies and Educational Technology, University of Port Harcourt, Rivers State, Nigeria. 21. Johnson E. Maciver, Ph.D; Department of Educational Foundations, Niger Delta University Wilberforce Island, Bayelsa State. 22. Ojokheta, K.O. Ph.D and Nwoglj, G.ADMEd; Department of Adult Education, University Of Ibadan, Nigeria. 23. Busari Atinuke Rashidat (Mrs), Department of Educational Psychology, Guidance and Counselling, Faculty of Education, University of Port Harcourt, Port Harcourt Rivers State. 24. Prof. [Dame] N. C. Okorie, Assar Blessing and Ihua Jonathan N.; Department of Educational Management, Faculty of Education, University of Port Harcourt. 25. Comfort Achama Malik M.; Department of Educational Management, Faculty of Education, University of Port Harcourt. 26. Sam Zibo Porbeni, Ph.D and Omgbou Augustine Victor, Dept. of Educational Foundations, Niger Delta University, Wilberforce Island, Bayelsa State. 27. Dr. Pac Ordu, School of Business Education, Federal College of Education (Technical), Omoku, Rivers State, Nigeria. 28. Amosa Abdulganiyu Alasela, Department of Science Education, Faculty of Education, University Of !lorin, !lorin, Nigeria. 29. Ukwuije Chinedu Kelechi, NeE, BEd, M.Sc., Department of Educational Psychology, Guidance & Counselling, University of Port Harcourt. 30. Dr. Ibrahim I. Abdulrahaman, Kwara State College of Education, !lorin, Kwara State, Nigeria. 31. Kebbi Janet Amasinghna, Ph.D,' Department of Educational Foundations, Faculty of Education, Niger Delta University, Wilberforce Island, 8ayelsa State - Nigeria. 32. Joshua O. Adeleke and Catherine B. Ogunremi, Institute of Education, University Of ~." -- 33. Dr. (Mrs.) G. I. Osa-Edoh,Department of Educational Psychology and Curriculum Studies, Faculty of Education, Unive~sity of Benin, Benin-City- Nigeria. ~ 34. Paulley, F. Godgift, Ph.D,' mnim, Department of Educational Foundations, Faculty of Education, Niger Delta University, Wilberforce Island, Bayelsa State. 35. Kpolovie, Peter James, Department of Educational Psychology, Guidance And Counselling, Faculty of Education, Oniversity of Port Harcourt and ObHor, Isaac Esezi, Department of Finance, Rivers State College of Arts and Science, Port Harcourt Journal ofEducation ill DevelopingAreas 1VoL 21 (1) March. 2013 UNIVERSITY OF IBADAN LIBRARY TABLE OF CONTENT 1. Influence of Political Decentralization on People's Participation in Grassroot Governance and Sustainable Community Development in Osun and Kwara States - Abiona L Adekeye, Ph.D and Bello W.Niyi 1 2. Teacher Education Programme in Nigeria: The Need for a New Paradigm - Dr. C. N. Musa (AssociateProfessor)and Ekwukoma Victor, M.Ed. 12 3. Management of Higher Education in the Knowledge-Based Economy: Imperatives for National Transformation - Y. A. Fasasi, Ph.D, P.A.O. Etejerc, Ph.D and S. Oyeniran, Ph.D. 19 4. Adult Education as a Panacea for Re-Branding the Nigerian Psyche - Dr. (klrs.) Udeme Akaninyene Umo and Iacmesit Essiet Umofia 27 5. Islamic Perspective on Pre-Marital Sex in the University of Maiduguri: Causes, Consequences and Solutions - Ahmed H Songy Musa Abdullslu, and Iya Aliyu Gana 33 6. Integrated Community Develoment Approach: A Panacea For Sustainable Development Torutein Ovienadu, Ph.D. 41 7. Building Community Capacity Using 'Domain Approach': Reflection from Ngo's Community in Nigeria - John M Patrick, Ph.D. 48 8. Al-'Isra' Wal Mi'raj in Tafsir Al-Jalalayn and Fizilal Al-Qur'an: Lessons for Muslims in the 21st Century - Abdur-Razesq Mustepbe Balogun Solagheru, Ph.D 58 9. Evaluation of Advertising Effectiveness on Sales Revenues of the Food Beverages and Tobacco Sector in Nigeria: A Study of Northern Nigeria Flour Mills Pic. - .Abdullabi Dauda, Omadefu Pius Osede and Coni Ibrahim 66 10. Influence of Parenting Styles on Children's Cognitive Development - Dr. (Mrs) Ijeoma M Opara and t». Bruno U. D. Onyekuru. 75 11. Teachers' Adherence to the Principles of Test Administration in Bayelsa State Dr (Mrs.) Offor Ibebietei Temple 82 12. An Analysis of Historical Values for Objective Inquiry - Okoli, N j., Ph.D; Nyewusira, B. Nand Chituru Nyewusira. 90 13. Teacher Education Programme in Nigeria: Standardizing the Admission and Training Process of Islamic Studies Teachers - Dr. (Mrs.) Abdullah Ummulkhayr Labake - 96 14. Associated Challenges of Teaching and Learrung of English Language among Secondary School Students in Nigeria - Iya Aliyu Gana 105 ., 15. Comparative Study of Selected Body Compositioh Variables in Male and Female Athletes of University of Ibadan, Nigeria. - Dr Ekpo, G.U.A, and Ogunleye A. Victor, Ph.D 111 16. Perception of Undergraduates on the Role of Information and Communication Technology in Entrepreneurial Education in University of Ilorin, Nigeria - OgunJade Oyeronke Olutuamilola, Ph.D; Ola£are F. Oladimeji and Udom Stella Ogechi - 117 17. The Social Demand for Education and Enrolment Challenges of Universities in Rivers State, Nigeria - Abali, Soala Obadiah. 124 18. Changing Roles of the Nigerian Family and Social Studies Education in the 21" ,/ournat 'f('? tE:diucatto.n i.ll frNv v,:,/{')pm•g. ·lreu.\, \'vo i.•.·..1•('1 ):M-larc I1. 'L1. 0 I' "J UNIVERSITY OF IBADAN LIBRARY Century - Njoku Chimezie, Ph.D andAnyanwuJerome, Ph.D 136 19. Anxiety as a Correlate of Pupils Mathematics Achievement in Primary Schools in Ibadan, Oyo State - Adediran, Olusola Akintunde, Ph.D andMary Adejoke 142 20. Achieving National Unity Through Social Studies Education - Dr. Jerome Anyanwu - 149 21. Counselling for Family Stability and Security in Yenagoa Metropolis of Bayelsa State Johnson E. Maciver, Ph.D 156 22. Assessment of the Knowledge Level and Application of Metacognitive Learning Skills among Distance Learning Students of University of Lagos, Nigeria Ojokheta, K 0. Ph.D andNwogu, G.A M.Ed. 165 23. Assessment of the Effects of Reinforcement on Student's Academic Performance in Oyigbo Local Government Area of Rivers State - BusariAtinuke Rashidat, (lvIrs.) - 174 24. Central Life Interest And Perceived Organisational Effectiveness Of Principals And Teachers In Public Secondary Schools In Rivers State Prof. [Dame] N. C. Okorie, Assor Blessing andIhuaJonathan N 180 25. Total Quality Management and Quality Improvement in Secondary Schools in Rivers State - Comfort Achama Malik M 188 It 26. The Challenges Of Applying Technology (ICT) Into Guidance Counseling In Niger Delta University - Sam Zibo Porbeni, Ph.D and Omgbou Augustine Victor. 196 27. Assessing the Effectiveneess of Entrepreneurship Education in Classroom Implementation of NCE II Vocational Education Curriculum - Dr. Pac Ordu. 205 28. Effect of Community Resources on Junior Secondary Schools' Performance in Basic Technology In Ilorin, Kwara State, Nigeria - Amosa Abdulganiyu Alase1a - 214 29. Factors that Influence Students' Attitude Towards Voluntary Confidential HIV / AIDS Screening (VCHAS) - Ukwwje Chinedu Kelecbi, NeE, B.Ed, M.Sc. 222 30. Skill-Based Curriculum for Successful Capacity Building in the In-Service Training of Nigerian Teachers - Dr. Ibrahim 1. AbduJrahaman. 229 31. Quality Assurance: The Question With the National Open University of Nigeria in South-South Geo-Political Zone of Nigeria - KebbiJanet Amasinghna, Ph.D 237 32. Effect of Language of Instruction and Pupils' Attitude on the Performance of Primary School Pupilsiln Mathematics - Joshua O. Adeleke and Catherine B. Ogunremi 244 33. Managerial Tasks and Teacher Burnout in Senior Secondary Schools of Rivers State J.-Ii.Jl~ (llaille/ ~"igU,Zi ••...•U• 'iiuiic, inu"'JtJJ:lai.llail1 vWuVUllullia UlIUAssoi snessiag: - LJJ 34. The Place Of Vocational And Technical Education In Skills Acquisition Among Secondary School Students: Implications For Counse~g - Dr. (Mrs.) G.1Osa-Edoh. 261 1- 35. The Relevance of History of Education in Teacher Preparation: The Nigerian Experience - Paulley, F. Godgift, Ph.D; mnim. 268 36. Education Funding in ~~geria: Adequacy - Inadequacy? - Kpolovie, Peter James and Obilot, Isaac Esezi. 276 UNIVERSITY OF IBADAN LIBRARY ~ .__ -.. ~.Y.H._ ..__.• ~_..._ ~"'j •••;.:'/::{tlJ~l;/H!3;,l!J;"IIlt~cPc~ip:!t;'.{~Il"~:!ep!~~i·~I!.'(g~i'fJ§!J.~J;lfgl~;;2:~1,..,',j!ff..;~.,· EFFECT OF LANGUAGE OF INSTRUCTION AND PUPILS' ATTITUDE ON THE PERFORMANCE OF PRIMARY SCHOOL PUPILS IN MATHEMATICS By JOSHUA O. ADELEKE Institute of Education, University of Ibadan, Nigeria. +2348033510688 joadeleke@yahoo.com & CATHERINE B. OGUNREMI Institute of Education, University of Ibadan, Nigeria. +2348054027129 shalomoluwaremi(a),yahoo.com Abstract This study investigated the effects of language of instruction, numerical ability and pupils' attitudes on the achievement of primary school pupils in mathematics. The study is quasi-experimental, using a 3 x 2 x 2 factorial design. Multistage sampling technique was adopted in selecting six Primary schools from three randomly selected Local Government Areas in Oyo central Senatorial zone of Oyo state where intact class of primary five pupils were used. The data collected were analysed using Analysis of Covariance. Seven research questions were stated and answered with significance level set at 0.05. The findings showed that there is significant main effect of treatment on pupils' achievement in mathematics, the pupils that were taught with Yoruba language performed better in Mathematics than the group that was taught with English language only and the group taught with combination of Yoruba and English languages. However, numerical ability and pupils' attitude did not significantly contribute to students' mathematics achievement in this study. It is therefore recommended that government should formulate and enforce a policy that, mother tongue or the •• ••.• • ••• .• ".. • 1 • , • • ..L 1. _ -_. .t. ~ - - - ,,... •••• r for P ••••••• ;6-..."."c.» : "-'j ...;, •., ·•.....I..•••• ~ •• " ••••• _ ••• p ••••• ~. •.•• ....,;; 'u ./ - ~J ....,1 all primary school pupils in order to lay good foundation for this subject right from primary school. Mathematics textbooks should be written either in the pupils' mother tongue (MT) or language of immediate community (L~C). f. Keywords: Language of Instruction, Attitude, Performance in Mathematics. , .' UNIVERSITY OF IBADAN LIBRARY Introduction Mathematics has been an indispensable subject in the school curriculum right from the time of early "educators such as Plato and Aristotle. Then literacy was viewed as acquisition of 3Rs: that is Reading, Writing and Arithmetic. Even a stack illiterate is expected to have the knowledge of simple calculations to be able to cope effectively with activities in the society. Furthermore, mathematics is a powerful tool in providing means in understanding engineering, science and technology, e. t. c. (Mohammed, 2000). No wonder the Federal Government of Nigeria (2004, section 5; pg19 & 20) in the National Policy on Education includes mathematics among the core subjects in the junior secondary school certificate examination GSSCE) and at the senior secondary school level. The new trend in the Nigerian Universities especially Federal University of Technology, Yola, whereby all undergraduates' students, no matter the field must have credit in mathematics before admissions could be granted such students, attest to the fact that the case of mathematics in our society could not be treated with just a wave of hand (Ogunremi, 2006). Despite the indispensability of mathematics in all human endeavours, the larger ratios of learners in all institutions of learning have always been looking at mathematics as a 'god' that can never be pleased. They see mathematics as a 'master' that can never be satisfied. On the contrary, a handful of students see mathematics as a simple subject which is not difficult than any other subject on the school curriculum. The abo~e observation is correct as the yearly SSCE and NECO mass failure in mathematics all over the country testifies to this truism. A lot of factors have been attributed to this general poor performance of students in mathematics in this country. This ranged from the blames directed to the teachers of mathematics, students' negative attitudes towards the subject due to their naive on the importance of the subject in human endeavours, lack of encouragement by the parents and the governments, the abstract nature of mathematics etc. The areas where scholars have not researched much into are the attitudes of pupils towards the subject and impact of the language of instruction being used to disseminate knowledge to the learners especially in the primary schools which constitutes the first rung of ladders in academic institutions. These are the focus of this research. Language is a major means of expression for man and it is through language that social influences are felt. If there is no good communication between teacher and pupils, the chances of an effective education is little. It is generally believed that a child learns better in his mother tongue; (Bamgbose, 2003; Walter, 2008) Teaching a child in his mother tongue makes things concrete to him and he can reason along with his teacher. Skutnabb-Kangas (2000) stressed that instruction through a language that learners do not speak has been called 'submersion' because it is analogous to holding learners under water without teaching them how to swim. Heugh (2006) in the study carried out discovered mat:, me language 1110ue!::> u.;;cU ill ~-a.n,-"- l,,-il ulC .U"JVllLy -.)L ",-UUCl1L" '"'tlU L".liJ ,-i1..J.Hb'- LV English/French/Portuguese/Spanish medium (language) of school instruction is a primary cause of failure and drop-out rate. ~ j ~ ~ Also, pupils' attitude towards mathematics is very crucial as it determines their performance in the subject. Odual (2010) asserts that student's lack of interest in science and mathematics makes it difficult for the teachers to impact science knowledge to them. He further said that student attitude towards a school subject determines his disposition to the subject. Numerical ability is the ability to understand and work-with numbers and with ideas related to numbers. According to Adegoke (2000) numerical ability is widely applied in the study of science. He stressed that numerical ability appears to be major determinant of students' cognitive achievement in physics. " w w w . j e d a - u nip 0 r t: . -C 0 ~1 UNIVERSITY OF IBADAN LIBRARY Statement of the Problem This study sought to find out the effect of language of instruction, numerical ability and pupils' attitude on the performance of primary school pupils in mathematics. Hypotheses HOlThere is no significant main effect of: a) treatment on pupils achievement in mathematics b) numerical ability on pupils achievement in mathematics c) attitude on pupils achievement in mathematics Ho.There is no significant first order interaction effect of: a) Treatment and attitude on pupils' achievement in mathematics. b) Treatment and attitude on pupils' achievement in mathematics. c) Attitude and numerical ability on pupils' achievement in mathematics Hoj'There is no significant second order interaction effect of treatment, attitude and numerical ability on pupils' achievement in mathematics Methodology This study adopted quasi experimental design which implies that variable was manipulated.The sample for this study was obtained using a multi stage sampling techniques. From three senatorial zones of Oyo State, one senatorial zone was randomly selected. Three local government areas from Oyo Central senatorial zones were randomly selected. Finally two schools from each of the three selected local government areas were randomly selected. Three different instruments were used to collect data, namely: i. Mathematics Achievement Test (11AT): This instrument was designed to obtain information on the effect of language instruction on the pupils' achievement in mathematics. It consisted of two parts. The first part, consist of instruction while the second part consist of objective questions to test effect of language of instruction on the pupils performance. 11. Numerical Ability Test (NAT): This instrument was designed to obtain information 011 the pupils' numerical ability. The first part, consist of instruction while the second part consist of objective questions to test the pupils' ability in mathematics. ill. Attitude Questionnaire (AQ): This instrument was designed to obtain information on the pupils' attitude towards mathematics. It consists two parts. The first part consist information about the pupil and school. The second part consist statements that elicits information about individuals' present attitude towards the subject, mathematics teacher, mathematics lesson, class work and assignment on mathematics. zne Ie~c:a..c<"'1.1e16useu t:lgii.{ \.;ltt:K.::) lll. Clli:rylllg vUl ;,.I-.i.C..I..c0ea.i."':'L1 vVVJ...i~. illC lli0i.: \I.jt~A ,,'y'a..:>•..:.:•>.CU.l.ll ua.Lll.ll16 the research assistants on how to use the instruments in gathering the data and how to apply treatment after the pre-test. The second week was used for administration of pre-test. Still the second, third, fourth, fifth, sixth and seventh wtteks were used in giving treatment after pre-test. Then ~ost-test was administered on the eight week. Intact primary five classes were used in the six schools. Analysis of Covariance (ANCOV A) was used to analyse the data collected for this study Results and Discussions Ho., There is no significant main effect of: a) Treatment on pupils achievement in mathematics b) Numerical ability on pupils achievement in mathematics c) Attitude on pupils achievement in mathematics UNIVERSITY OF IBADAN LIBRARY Ho3: There is no significant second order interaction effect of treatment, attitude and numerical ability on pupils' achievement in mathematics Table 1: Analysis of Covariance (ANCOVA) of Treatment on Pupils' achievement in Mathematics Sum of Mean Source of variation Squares Df Square F Sig. Eta Squared Corrected Model 3125.052(a) 12 260.421 22.008 .000 .585 Intercept 8355.680 1 8355.680 706.117 .000 .791 Pretest 7.319 1 7.319 .619 .433 .003 Treatment 2173.046 2 1086.523 91.819 .000 .495 Level of numeric ability .979 1 .979 .083 .774 .000 Level of attitude 41.185 1 41.185 3.480 .064 .018 Treatment * level of numeric ability 23.856 2 11.928 1.008 .367 .011 Treatment * level of attitude .120 2 .060 .005 .995 .000 Level of numeric ability * level of attitude .001 1 .001 .000 .992 .000 Treatment * level of numeric ability * level of attitude 15.996 2 7.998 .676 .510 .007 Error 2212.823 187 11.833 Total 30091.000 200 Corrected Total 5337.875 199 a R Squared = .585 (Adjusted R Squared = .559) Table 1 shows the summary of Analysis of Covariance (ANCOVA) of tests of between-subjects effects. The table reveals that the observed mean difference among the three treatment groups was statistically significant F (2.187) = 91.819; P< .05, partial eta squared T2= .495. Therefore, the effect size (49.5%) of treatment on pupils' achievement in mathematics is moderate. This means that there is statistical significant main effect of treatment on pupils' achievement in mathematics. In order to determine which group differs significandy among the three treatment groups, Pair wise Comparison Post hoc test (sidak)was conducted and the results are presented in table 2 Table 2: Pair wise Comparisons Post hoc test (Sidak) Dependent Variable: Posttest Mean ()) Difference Std. 95% Confidence Interval for (I) Treatment Treatment (I-D Error Sig.(a) Difference(a) Lower Upper Lower .l.hJW1LJ. ~uu.l.i~ ~l..JL.llU. --.J ere .......;'...,u.Ll~ ..•..V..\.V• L:l. JJUUl.H."!' Yoruba and Yoruba En~lish Only -6.668(*) .672 .000 instruction ; -8.286 -5.050 Conventio nal 3.983(*) .659 .000 2.396 5.571 Yoruba Only Yoruba and English 6.668(*) .672 .000 5.050 8.286 instruction Conventio nal 10.651(*) .797 .000 8.731 12.571 Conventional Yoruba -- and -3.983(*) .659 .000 -5.571 -2.396- . '",,, www.jeda.-··l1-··n i"'p' 0 r:' t . coin Page 247' " I,. ....~ UNIVERSITY OF IBADAN LIBRARY English instruction Yoruba Only -10.651(*) .797 .000 ~12.571 -8.731 Note*the mean difference is significant at the .05 level. Table 2 shows that pupils that Yoruba language was used for teaching them as a language of instruction differ significantly £rom the other two groups. Table 3: Mean Difference of level of Numeric Ability level of numeric ability Mean Std. Error 95% Confidence Interval Lower Lower' Upper Bound Upper Bound Bound Bound Low 10.997(a) .464 10.081 11.913 High 11.164(a) .348 10.477 11.851 From the Table 3 the result shows that the high numerical ability group had the higher mean score (Mean (M) = 11.164) and the low ability had lower mean score (M= 10.997). The mean difference between high and low numeric ability groups is .167. However, this mean difference between the groups is not statistically significant is not statistically significant F (1,187) = .083; P > .05, partial eta squared TZ = .000 (Table 1). There that the difference between high and low numeric ability pupils is not significant. There is no significant main effect of numeric ability on the pupils' achievement in mathematics. Therefore, there is no effect size. The null hypothesis was therefore not rejected. Table 4: Mean Difference of level of attitude level of attitude Mean Std. Error 95% Confidence Interval Lower Lower Bound Upper Bound Bound Upper Bound Low 10.538(a) .445 9.661 11.415 High 11.622(a) .374 10.88512.360 a Covariates appearing in the model are evaluated at the following values: pretest = .84.. Table 4 reveals that the high attitude group had higher mean score (Mean (M) = 11.622) while the low attitude had the lower mean score (M = 10.538). The mean difference between the high and low attitude group is 1.084. However, the mean difference between high and low attitude groups is not statistically significant that there was no significant F (1,187) = 3.480; P> .0.05,partial eta squared TZ - •...'.....I1.0 '...La.Llie l.j' .l..i"iC.iC1.;) J...1U ;).l.61.LJ..J...l~.a.J..lL., .• '. .l..i...tl..!. ..•. :::l.i..: ••.....\...I.:.. ~1..'- ~ '-' __ l,....:...;. __ 1-'L..L'.L. ..... -t'-' .•..-..'-~ __'!"~'- ..!.. mathematics. Therefore, the effect size (1.8%) of attitude on the pupils' achievement in mathematics is extremely small. The null hypothesis was not therefore rejected. 1 Ho., There is no significant first order interaction' effect of: a) Treatment and numerical ability on pupils' achievement in mathematics. b) Treatment and attitude on pupils' achievement in mathematics. c) Attitude and numerical ability on pupils' achievement in mathematics UNIVERSITY OF IBADAN LIBRARY Table 5 Mean differences of Treatment and Numeric Ability on Pupils' Achievement In Mathematics Level of numenc Treatment ability Mean Std. Error 95% Confidence Interval Upper Upper Lower Bound Bound Lower Bound Bound Yoruba and English Low 9.599(a) .469instruction 8.674 10.524 High 10.772(a) .533 9.721 11.823 Yoruba Only Low 17.025(a) .994 15.065 18.985 High 16.682(a) .564 15.570 17.794 Conventional Low 6.367(a) .851 4.689 8.046 High 6.037(a) .707 4.642 7.432 Table 5 presents the summary of mean score of pupils' achievement in mathematics. From table 1 the observed differences in the mean score are not statistically significant, F (2,187) = 1.008; P > .05, partial eta squared r = .011. The effect size (1.1%) of treatment and numeric ability on pupils' achievement in mathematics is small. Therefore, the null hypothesis was not rejected. Table 6: Mean Differences of Treatment and Attitude on the Pupils' Achievement in Mathematics. level of Treatment attitude Mean Std. Error 95% Confidence Interval Lower Upper Lower Upper Bound Bound Bound Bound Yoruba and Low English 9.623(a) .539 8.559 10.686 instruction High 10.748(a) .461 9.839 11.658 Yoruba Only Low 16.355(a) ,959 14.463 18.247 High 17,351(a) .630 16.108 18.594 Conventional Low 5.637(a) .747 4.163 7.112 High 6.767(a) .816 5.157 8.377 a Covariates appearing in the model are evaluated at the following values: pre-test = .84. Table 6 presents the summarv of mean score of nunils' achievement ill m~them3tir:~ l1~ill()" the interaction ot treatment and pupus attitude. From fable 1the observed differences in the mean scores are not statistically significant, F (2,187) = .005; P > .05, partial eta squared T2= .000. There is no effect size (0%). 1 Table 7: Mean Differences of Numeric ability and Attitude on pupils' Achievement in Mathematics Type III Sum of Mean Partial Eta Source -- Squares Df Square F Sig. Squared Level of numeric ability * .001 1 .001 .000 .992 .000level of attitude Error 2212.823 187 11.833 ,Page24~""· ., UNIVERSITY OF IBADAN LIBRARY Table 7 shows the summary of mean scores of pupils' achievement in mathematics using the interaction of numeric ability and attitude. From Table 1 the observed differences in the mean scores - are not statisticallysignificant F (1.187) = .000; P > .05, partial eta squared T2 = .0. Therefore, there is no effect size (0%)of numerical abilityand attitude on pupils' achievement in mathematics Table 8: Mean Differences of treatment, numeric ability and attitude on pupils' achievement in mathematics Dependent Variable:post-test level of level of Treatment numeric ability attitude Mean Std. Error 95%Confidence Interval Lower Upper Upper Bound Bound Lower Bound Bound Yoruba and English Low Low instruction 8.882(a) .651 7.598 10.166 High 10.316(a) .675 8.985 11.647 High Low 10.363(a) .860 8.667 12.060 High 11.181(a) .629. 9.941 12.421 Yoruba Only Low Low 16.170(a) 1.733 12.750 19.589 High 17.880(a) 1.005 15.898 19.862 High Low 16.540(a) .837 14.890 18.191 High 16.823(a) .752 15.340 18.306 Conventional Low Low 6.304(a) .954 4.422 8.187 High 6.430(a) 1.410 3.649 9.212 High Low 4.970(a) 1.151 2.699 7.241 High 7.104(a) .813 5.500 8.709 Covariates appearing in the model are evaluated at the following values: pre-test = .84. Table 8 presents the summary of mean score of pupils' achievement in mathematics using interaction of treatment, numerical ability and attitude on the pupils' achievement in mathematics. From Table 1, the observed differences in the mean scores are not statistically significant, F Cz.187)= .676; P > .05, partial eta squared T2 =.007. The effect size .7% is extremely small. The null hypothesis was therefore not rejected. Discussion This result reveals that, the pupils that were taught with Yoruba language as a language of instruction during mathematics lesson, performed better than both the group that was taught with Yoruba and English languages combined and the group that was taught with English language only. The finding of this study agrees with Alidou, et al, (2006), Fafunwa et al (1975), Ramirez et al (1991) and Thomas & Collier (2002). They found out that pupils that were taught mathematics, language and science with .•1. -,0; .•..~,...,•.....o.. 1"...,,......•,,., __~ _~_c,..,_,.,...l 1-,....+-~ ~.•.•..1..•....• _ •• 1..•n~4' •...,.....,-. .•.r.- .•••..•....•.• ·.l-.r .&..1. _£. ~._ ••.•__ -'_1. l. =*-1 , __ ~ ._ •.t. _.&.. ~,.. - - - different from their home language (which is the mother tongue). In the same vein, Hovens (2002 & 2003) in the study carried out in Niger that tested bilingual and no~-bilingual in L1 and L2 clearly demonstrated that thosJ who did best were bilingual students tested in the L1, while those who performed low were non-bilingual students tested in the L2. Though some scholars envisage that problems like obstacle to national unity; rise in costs, lack of books and teaching materials, translation, publication and circulation if mother tongue is used in education, it seems there is no research work that disagreeswith the findings of this study. The table 3 shows that the numeric ability has nothing to do with the pupils' achievement in mathematics because the difference in the performance of pupils with high ability and pupils with low .• abilityis not significant.This finding agreeswith Ishola (2002) in Odual (2010) who established that the interaction effect of treatment, numerical ability and gender as correlates of students did not yield any significantdifference in their physical treatment. Furthermore, the findings of this study also revealed w w W . j e d a - u n. i p 0 r 't • c, 0 m, UNIVERSITY OF IBADAN LIBRARY that there is clearly indication that pupils attitude is not a strong determinant of their performance in mathematics achievement. This result supports Onobanjo (2000) in Odual (2010); who affirmed that attitude towards mathematics does not directly affect students' performance in the subject. Conclusion This study revealed that the pupils that were taught mathematics with Yoruba language as language of instruction performed better than their counterpart that were taught with Yoruba and English and the pupils that were taught with only English language. Equally, the study revealed that pupils' attitude and numerical ability had no effect on their achievement in mathematics. Recommendations 1. With the high rate of failure in mathematics, mother tongue or the language of immediate environment should be the language of instruction in mathematics class for all primary school pupils in order to lay good foundation for this subject right from primary school. Teaching with familiar language will eradicate phobia in the subject. 2. Mathematics books written either in the pupils' mother tongue (MT) or language of immediate community (LIC) should be made available for Basic Education level so that the teachers could get materials for teaching. 3. Academic programmes designed by the Ministry of Education to improve quality of education should lay emphasis on the use ofMT or LIe for teaching of mathematics in primary schools. References Adegoke, B.A. (2002). Teacher influence as a determinant of dependent-prone students' learning outcomes in senior secondary school geometry in Ibadan south east Nigeria, Unpublished PhD. thesis University of Ibadan. Alidou, H. (2003).Medium of Instruction in Postcolonial, Mawhaw, NJ: Erlbaum Publisher. Bamgbose, A.(2000). Language and exclusion: The consequences of Language policies in Africa. Munster, Hamburg & London: lit verlag. Fafunwa, A., Macaulay, J. & Soyinka, J. (1989). Education in Mother-tongue, The Ife primary education research project (1970-1978). Ibadan: University Press. Federal Republic of Nigeria (2004).National policy on education, 4th ed. Lagos Nigeria: NERDC Press. Heugh, Kin Alidou, H et al.(2006). Optimi: