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Breaking the mathematics phobia of secondary school students using behaviour modification techniques


AO Onivehu
SR Ziggah

Abstract

A unified approach to learning must specify what kinds of internal processes mediate the influences of diverse internal and external sources and must do so without abandoning crucial mentalistic concepts such as attention, curiosity, interest, motivation and meta-cognition. As our understanding progresses in this area, we may begin to comprehend how very young children can be so effective in learning their functional knowledge of the world and their mastery of school subjects. Teaching should be seen as an activity that is designed and performed for multiple objectives, in terms of changes in student behaviours. Students have multidimensional personalities having different learning styles. The common implication of these facts are that, the teachers should use different strategies of teaching, that is, matching the objectives of teaching and students' learning styles and personality dimensions, but the teacher education programme in Ghana, however, prepare the teachers for one or a few fixed ways of teaching such as the lecture method, the discovery method; inquiry method among others. It is in the light of the above that, this paper examines the use of behaviour method of teaching mathematics to alleviate the Mathematics Phobia among secondary school students.

African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 39-47

Journal Identifiers


eISSN: 2508-1128
print ISSN: 0855-501X