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Network for Grassroots Science and Mathematics Education

Impact of Counseling Pedagogy in Application of Mathematics for Daily Living on Students’ Affective Calculus in Mathematics Learning Process in a Secondary School in Enugu, Enugu State, Nigeria

David Iortuhwa Takor

Department of Mathematics, Federal Government College, Enugu, Enugu State, Nigeria

Corresponding Author: takordavid@gmail.com , +2347064631055

Abstract

This study sees affective domain as the central area for human thoughts and ideas. It thus, defines Mathematics as a science of symbolic transformation and representation of human thoughts and ideas into functional relations that serves as a framework for simple to complex reasoning. The study utilized counseling pedagogy and investigated its impact on students’ affective variables of belief, value, interest and behaviour regarding Mathematics application outside the school system. Using a survey design, a sample of 109 (65 male and 44 female) senior secondary school three students were counseled and taken out on a field trip. Data were collected using Mathematics Applications in Daily Living (MADL), a twenty-item researcher developed instrument validated by five experts. The results of the study revealed that due to counseling pedagogy students’ belief in, value for, interest in and behaviour towards application of Mathematics outside the school system were improved to a great extent. Recommendations among others were that counseling and field trips should be used as a teaching pedagogy in Mathematics. These should be carried out at least once every term by Mathematics teachers to show Mathematics application in daily activities.

Keywords: Mathematics Applications, School Mathematics, Calculus, Affective Domain (Psyche), Field Trip, Counseling Pedagogy, Tailoring

How to Cite this Article:

Takor, D. I. (2020). Impact of Counseling Pedagogy in Application of Mathematics for Daily Living on Students’ Affective Calculus in Mathematics Learning Process in a Secondary School in Enugu, Enugu State, Nigeria. VillageMath Educational Review (VER), 1(1), 64-77. https://doi.org/10.5281/zenodo.3902243

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