Predicting Students’ Study Habits through Attitude to Mathematical Mistakes in Alimosho Local Government Area, Lagos State.
Abstract
Discoveries enhancing societal development are sometimes products of repeated mistakes turned inventions. Young students who study mathematics often face the pitfall of computational errors which may possess adverse influence on their interest in the subject. This study therefore explored the attitude of upper basic students to mistakes made during the learning of mathematics and its influence on the prospect of functional study habits capable of predicting success at current and higher levels. The cross-sectional survey involved three hundred junior secondary school students from Alimosho local government area of Lagos state and was guided by three research questions and two hypotheses. A validated and reliable questionnaire comprising of Attitude towards Mistake and Study habits inventories was engaged for data collection in the study. Findings from analysis of data gathered indicated that students’ attitude towards mistakes is positive with female students’ mean attitude slightly greater than male students. As well, study habits was observed to increase significantly with students’ advancement in class level and a positive attitude towards mathematical mistakes. The study findings led to the recommendation that teachers of Mathematics should assist in constructive and beneficial analysis of students’ mathematical mistakes to help them develop and sustain effective study habits important for immediate and future self and societal development.
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