Abstract
This study investigates the influence of school timetable on students’ attitudes towards learning mathematics.
The research aims to determine whether the scheduling of mathematics classes within the school day affects
students' motivation, engagement, and overall perception of the subject. A total of 100 respondents were
selected for the study using simple random techniques. A descriptive survey design of the research was
employed during the investigation. A self-developed questionnaire validated by the supervisor and an external
expert in the fieldwith 6 items was used to elicit data from the selected respondents. Quantitative data was
analyzed using descriptive statistical tools such as frequency distribution tables and percentages. These data
were analyzed by synthesizing the information from the respondents and arranging the responses systematically
in line with the purpose of the study. The study revealed that 95% of students preferred mathematics classes in
the morning, while 98% reported better focus during earlier class times. Additionally, 81% of students found it
challenging to concentrate during afternoon mathematics classes, indicating a significant drop in attentiveness
later in the day. Conversely, 19% of students did not experience concentration difficulties in the afternoon.
These findings imply that scheduling mathematics classes earlier in the day can significantly enhance students'
focus and positive attitude toward the subject. The study suggests that educational institutions should consider
optimizing class schedules to allocate mathematics classes in the morning to improve student engagement and
academic performance.
2024-12-01
Vol. 1 Issue No. 1 December 2024
Articles
Vol. 1 Issue No. 1 December 2024
/ ArticleINFLUENCE OF SCHOOL TIMETABLE ON STUDENTS’ ATTITUDE TO LEARNING MATHEMATICS
Dr. Muhammad R.
Department of Social Studies and Civic Education, Faculty of Education, Shehu Shagari University of Education, Sokoto.
riskatmuhammad@yahoo.com
Ojo, Raphael Sunday
Department of Educational Foundations and Counselling Psychology. Lagos State University, Ojo.
raphaelojo1867@gmail.com
Balkisu Abdulraheem
Department of Early Childhood Care Education, Federal College of Education Technical, Gusau
danazumibilkisu8@gmail.com