Influence of Students’ Perception on Enrolment Decision in Mathematics Education Programmes among Tertiary Institutions of Learning in Cross River State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026609Keywords:
students’ perception, enrolment decision, mathematics education, tertiary institutionsAbstract
This study investigated The Influence of Students’ Perception on their Enrolment Decision in Mathematics Education Programme in Tertiary Institutions in Cross River State. Three research questions and three hypotheses each were formulated to guide the study. A regressional research design was adopted for the study. A census sampling technique was applied for the total population of 140 undergraduate students in Mathematics Education Programme across the four tertiary institutions selected in Cross River State. A Perception of Students’ Enrolment (PISE) questionnaire with 23 items was used to collect data. This instrument was subjected to face and content validity. The reliability coefficient of .923 was obtained using Cronbach Alpha Statistics. The research questions were answered using mean and standard deviation while one sample t-test, independent sample t-test and simple linear regression was used to test the hypotheses at 0.05 level of significance. The result revealed that students in tertiary institutions hold significantly positive perception of Mathematics Education with no gender disparity in perception. More so, the result showed that perception significantly influence students Enrolment decision in Mathematics Education Programme in Tertiary Institutions in Cross River State, Nigeria.
References
Asuquo, E. N. (2021). Students’ perception of technology enhanced mathematics instructions in tertiary instructions in Calabar. Journal of Science and Technology Educaiton 9(2), 234-249
Alabi, T.O, Isa, A.O and Oyewole, B.K. (2022). Students’ perceptions of Mathematics and academic self-concept in Osun State. West African Journal of Education 42(1), 112-129.
Eze, C.U. (2023). Students’ perceptions of career prospects in Mathematics Education in South East Nigeria: Career Development Quarterly 71(2), 156-173.
Ekwueme, C.O. (2024). Mathematics is fun: ;Et’s do it without misconception. University of Calabar. 128th Inagural lecture. 978-978-007-683-2.
Wilson, S. (2020). International comparative study on factors affecting STEM program enrollment. International Journal of STEM Education, 7(1), 1-21.
Kasim, U. Fatimah, S and Achmad, A. K. (2022). Development and sustenance of interesting mathematics among students in Northern Nigeria. Journal of Mathematics Education Research. 13(2), 178-195.
Okonkwo, S.C, Maduabuchi, C.H. and Eze, U.N. (2021). Longitudinal study on factors sustaining interest in Mathematics Education in Anambra State. African Journal of Educational Research and Development, 14(2), 201-221.
Ogunleye, A.J. (2021). Psychological foundations of learning. Stirling Horden Publishers Ltd.
Ogunlaja, F.A. (2023). Perception of Mathematics relevance among undergraduate students in Ogun State, Nigerian Journal of Educational Research and Evaluation, 20(1), 67-84.
Ijeoma, N. C., Nwafor, C.E and Eze, J.E. (2023). Comparative study on gender differences in perceptive of Mathematics among undergraduate students in Nigeria universities. Nigeria Journal of Gender Studies, 16(1), 89-108.
Ogundokun, M.O. and Adeyeni, J.O. (2022). Influence of instructional strategies on students’ interest in Mathematics in Ondo State. Journal of Emerging Trends in Educational Research and Policy Studies 13(1) 89-106.
