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ABSTRACT
This study investigated the social factors influencing the effective teaching and learning of mathematics in senior secondary schools. In order to attain the objectives of the study, three research questions were raised to guide the study. Descriptive survey research design was adopted by the study. The population of the study comprised all the senior secondary schools in Etsako West Local Government Area of Edo State.
The sample for this study was 140 mathematics teachers selected randomly to represent the total number of mathematics teachers in Etsako West Local Government Area, Edo State. The instrument for the study is a questionnaire of 20 items used to elicit information from respondents. The content validity of the instrument was established after an intensive screening by the supervisor and two experts from the Department of Curriculum and Instructional Technology, University of Benin. In order to determine the reliability of the instrument, it was administered to 20 respondents who are not part of the population but are excluded from the study sample.
The data was analyzed using Crombach Alpha. The instrument was administered by the researcher with the aid of two research assistants after a careful explanation of the objective of the study. The responses was statistically analyzed by the use of percentage. The study found that that social factors play a pivotal role in shaping students' attitudes, motivation, and academic performance in mathematics. Based on the findings of the study, it was recommended amongst others: Schools should ensure equitable distribution of resources such as textbooks, technology, and supplementary materials to all students regardless of their social backgrounds. This can help level the playing field and provide every student with the necessary tools to succeed in mathematics to mention but a few.
