CHAPTER FOUR

RESULTS

The results of this study are presented in accordance with the research questions and hypotheses.

4.1 Answers to the Research Questions

4.1.1 What are the different entrepreneurial aspirations of students in Anambra State?

Table 1: Entrepreneurial aspirations of senior school students in Anambra state

Entrepreneurial Aspirations Freq. % Cumulative %
Food Services 224 11.2 11.2
Automobile Services 300 15.0 26.2
Electrical/Electronics 333 16.7 42.9
Building Technology 341 17.1 59.9
Entertainment Industry 472 23.6 83.5
Fashion/Beauty Services 330 16.5 100.0
Total 2000 100.0

Table 1 shows that 23.6% of the students have the entrepreneurial aspiration for entertainment

industry, 16.5% aspire for fashion/beauty services, with 15.0% aspiring for automobile services

and another 16.7% aspiring for electrical/electronics, and 11.2% opted for food services. The

implication is that the most common entrepreneurial aspiration among senior school students in

Anambra state is entertainment industry while the least is food services.

4.1.2 To what extent are Anambra State senior school students interested in Mathematics?

Table 2: Interest levels of senior school students in Anambra state

Interest Level Frequency %
Low 866 43.3
High 1134 56.7
Total 2000 100.0

Table 2 shows that the extent to which 43.3% of the students in Anambra state is interested in

mathematics is low while 56.7% of others have high interest in mathematics. This implies that

the extent to which students are interested in mathematics is high among a greater population of

the senior school students.

4.1.3 What is the difference in students’ achievement scores in different sub-themes of

mathematics based on entrepreneurial aspirations?

Table 3: Differences in students’ achievement in mathematics sub-themes based on their

entrepreneurial aspirations
Numerical Algebraic Statistical Commercial General
Entrepreneurial Geometry
N processes processes reasoning Arithmetic mathematics
aspiration
x SD x SD x SD x SD x SD x SD
Food Services 224 12.53 2.19 10.14 1.50 10.66 2.37 12.66 2.35 12.65 1.99 58.75 6.45
Automobile
Services 300 13.26 2.17 11.41 1.83 10.44 2.83 12.89 2.52 12.23 2.85 60.23 7.86
Electrical/
Electronics 333 13.50 2.42 12.62 3.23 12.93 4.19 15.16 3.52 15.26 3.26 71.14 12.65
Building
Technology 341 13.04 2.15 11.73 2.81 12.85 4.18 14.61 3.53 14.72 3.38 68.10 11.91
Entertainment
Industry 472 12.75 1.73 10.30 1.56 9.96 2.22 12.32 1.81 12.30 2.34 57.64 4.67
Fashion/Beauty
Services 330 13.49 2.11 10.35 1.86 10.35 2.82 12.72 3.05 12.03 2.70 58.97 8.06

Table 3 shows that students with the entrepreneurial aspiration for electrical/electronic services

scored higher in numerical process (13.50), algebraic processes (13.63), geometry (12.93),

statistical reasoning (15.16), and in commercial arithmetic (15.26) more than students with other

entrepreneurial aspirations while students aspiring for food services had the least mean

achievement scores in numerical and algebraic processes (12.53, 10.14), where students aspiring

for entertainment industry had the least mean score in geometry (9.96) and statistical reasoning
(12.32) where students who have aspiration for fashion/beauty services had the least mean score

in commercial arithmetic (12.03). The implication is that students who have the entrepreneurial

aspiration for electrical/electronic services attained the highest achievement scores in all the sub-

themes of senior school mathematics.

4.1.4 What is the difference in students’ general achievement scores in mathematics based on

their entrepreneurial aspirations?

Table 3 further showed that students aspiring to go into electrical/electronic services had the

highest score in general Mathematics (71.14) followed by building technology (68.10) and

automobile services (60.23). After that is the fashion/beauty services (58.97) and closely

followed by food services (58.75). In contrast, students with aspirations in the entertainment

industry had the least achievement score in mathematics, at (57.64). This suggests that students

aiming for electrical/electronic services tend to achieve better in overall mathematics compared

to their peers with different entrepreneurial aspirations.

4.2 Testing of Hypotheses

4.2.1 There is no significant difference in senior school students’ achievement in different

Mathematics sub-themes based on their entrepreneurial aspirations.

Table 4: Significance of difference between the mean achievement scores in different
Mathematics sub-themes based on their entrepreneurial aspirations
Type III Sum Mean
Source Dependent Variable df F Sig.
of Squares Square
Numerical processes 243.473a 5 48.695 10.942 .000
Algebraic processes 1620.061b 5 324.012 64.505 .000
c
Corrected Geometry 3128.650 5 625.730 61.332 .000
Model Statistical reasoning 2427.522d 5 485.504 60.213 .000
Commercial Arithmetic 3392.064e 5 678.413 86.249 .000
f
General Mathematics 55509.502 5 11101.900 137.792 .000
Numerical processes 326976.468 1 326976.468 73474.325 .000
Algebraic processes 234522.662 1 234522.662 46689.236 .000
Geometry 239088.342 1 239088.342 23434.575 .000
Intercept
Statistical reasoning 341967.674 1 341967.674 42411.059 .000
Commercial Arithmetic 332178.176 1 332178.176 42230.825 .000
General Mathematics 7441094.113 1 7441094.113 92355.828 .000
Numerical processes 243.473 5 48.695 10.942 .000
Algebraic processes 1620.061 5 324.012 64.505 .000
Geometry 3128.650 5 625.730 61.332 .000
Entre. Asp.
Statistical reasoning 2427.522 5 485.504 60.213 .000
Commercial Arithmetic 3392.064 5 678.413 86.249 .000
General Mathematics 55509.502 5 11101.900 137.792 .000
Numerical processes 8873.727 1994 4.450
Algebraic processes 10015.974 1994 5.023
Geometry 20343.537 1994 10.202
Error
Statistical reasoning 16077.966 1994 8.063
Commercial Arithmetic 15684.356 1994 7.866
General Mathematics 160656.258 1994 80.570
Numerical processes 352311.000 2000
Algebraic processes 257457.000 2000
Geometry 272675.000 2000
Total
Statistical reasoning 376153.000 2000
Commercial Arithmetic 367055.000 2000
General Mathematics 8004809.000 2000
Numerical processes 9117.199 1999
Algebraic processes 11636.035 1999
Corrected Geometry 23472.188 1999
Total Statistical reasoning 18505.487 1999
Commercial Arithmetic 19076.419 1999
General Mathematics 216165.760 1999

Table 4 shows that there is a significant difference between the mean achievement scores in

numerical processes of senior school students with different entrepreneurial aspirations, F (5,
1994) = 10.942, P < 0.05; there is a significant difference between the mean achievement scores

in algebraic processes of senior school students with different entrepreneurial aspirations in

favour of students aspiring for electrical/electronic services, F (5, 1994) = 64.505, P < 0.05; there

is a significant difference between the mean achievement scores in geometry of senior school

students with different entrepreneurial aspirations in favour of students aspiring for

electrical/electronic services, F (5, 1994) = 61.332, P < 0.05; there is a significant difference

between the mean achievement scores in statistical reasoning of senior school students with

different entrepreneurial aspirations in favour of students aspiring for electrical/electronic

services, F (5, 1994) = 60.213, P < 0.05; there is a significant difference between the mean

achievement scores in commercial arithmetic of senior school students with different

entrepreneurial aspirations in favour of students aspiring for electrical/electronic services, F (5,

1994) = 86.249, P < 0.05. Table 4 also showed a significant difference between the mean

achievement scores in general mathematics of senior school students with different

entrepreneurial aspirations in favour of students aspiring for electrical/electronic services, F (5,

1994) = 137.792, P < 0.05.

4.2.2 There is no significant relationship between entrepreneurial aspirations and students’:

(a) interest in Mathematics

Table 5: Relationship between Entrepreneurial Aspiration and students’ interest in

Mathematics
Variable N Pearson r Sig.
entrepreneurial aspirations 2000
0.21 .342
Interest in Mathematics 2000

Table 5 shows that there is no significant relationship between entrepreneurial aspirations and

students’ interest in mathematics, r = 0.21, P > 0.05. The null hypothesis was not rejected
meaning that there is no significant relationship between entrepreneurial aspirations and

students’ interest in mathematics.

(b) achievement in Mathematics

Table 6: Relationship between Entrepreneurial Aspiration and students’ achievement in

Mathematics
Variable N Pearson r Sig.
entrepreneurial aspirations 2000
0.109 .000
Achievement in Mathematics 2000

Table 5 shows that there is a significant relationship between entrepreneurial aspirations and

students’ achievement in mathematics, r = 0.21, P < 0.05. The null hypothesis was not rejected

meaning that there is a significant relationship between entrepreneurial aspirations and students’

achievement in mathematics.

4.2.3 There is no significant relationship between gender and students’:

(a) interest in Mathematics

Table 7: Relationship between gender and students’ interest in Mathematics

Variable N Pearson r Sig.
Gender 2000
0.008 .706
Interest in Mathematics 2000

Table 5 shows that there is no significant relationship between gender and students’ interest in

mathematics, r = 0.008, P > 0.05. The null hypothesis was not rejected meaning that there is no

significant relationship between gender and students’ interest in mathematics.

(b) achievement in Mathematics

Table 8: Relationship between gender and students’ achievement in Mathematics

Variable N Pearson r Sig.
Gender 2000
0.244 .000
Achievement in Mathematics 2000
Table 5 shows that there is a significant relationship between gender and students’ achievement

in mathematics, r = 0.244, P < 0.05. The null hypothesis was not rejected meaning that there is a

significant relationship between gender and students’ achievement in mathematics.

4.2.4 There is no significant relationship between school location and students’:

(a) interest in Mathematics

Table 9: Relationship between school location and students’ interest in Mathematics

Variable N Pearson r Sig.
School location 2000
0.038 .093
Interest in Mathematics 2000

Table 9 shows that there is no significant relationship between school location and students’

interest in mathematics, r = 0.093, P > 0.05. The null hypothesis was not rejected meaning that

there is no significant relationship between school location and students’ interest in mathematics.

(b) achievement in Mathematics

Table 10: Relationship between school location and students’ achievement in Mathematics
Variable N Pearson r Sig.
School location 2000
0.230 .000
Achievement in Mathematics 2000

Table 10 shows that there is a significant relationship between school location and students’

achievement in mathematics, r = 0.230, P < 0.05. The null hypothesis was not rejected meaning

that there is a significant relationship between school location and students’ achievement in

mathematics.

4.2.5 There is no significant relationship between school ownership and students’:

(a) interest in Mathematics

Table 11: Relationship between school ownership and students’ interest in Mathematics
Variable N Pearson r Sig.
School ownership 2000
0.014 .520
Interest in Mathematics 2000
Table 11 shows that there is no significant relationship between school ownership and students’

interest in mathematics, r = 0.014, P > 0.05. The null hypothesis was not rejected meaning that

there is no significant relationship between school ownership and students’ interest in

mathematics.

(b) achievement in Mathematics

Table 12: Relationship between school ownership and students’ achievement in

Mathematics
Variable N Pearson r Sig.
School ownership 2000
0.171 .000
Achievement in Mathematics 2000

Table 12 shows that there is a significant relationship between school ownership and students’

achievement in mathematics, r = 0.230, P < 0.05. The null hypothesis was rejected meaning that

there is a significant relationship between school ownership and students’ achievement in

mathematics.

4.2.6 There are no significant joint contributions of the independent variables (entrepreneurial

aspirations, gender, school location and school ownership) to the variations of students’:

(a) interest in Mathematics

Table 13: Significance of joint contributions of the independent variables to variations in

interest in Mathematics
Model Sum of Squares Df Mean Square F Sig.
Regression 1200.810 4 300.202 2.254 .061b
1 Residual 265735.662 1995 133.201
Total 266936.472 1999
a. Dependent Variable: Interest
b. Predictors: (Constant), School Type, Entrepreneurial Aspiration, Gender, School Location

Table 13 shows that the joint contributions of the independent variables to variations in interest

in mathematics is not significant, F(4, 1995) = 2.254, P > 0.05. The null hypothesis was therefore

not rejected implying that joint contributions of the independent variables (entrepreneurial
aspirations, gender, school location and school ownership) to the variations in interest in

mathematics is not significant.

(b) achievement in Mathematics

Table 14: Significance of joint contributions of the independent variables to variations in

achievement in Mathematics
Model Sum of Squares df Mean Square F Sig.
Regression 15757.042 4 3939.260 39.214 .000b
1 Residual 200408.718 1995 100.455
Total 216165.759 1999
a. Dependent Variable: Achievement
b. Predictors: (Constant), School Ownership, Entrepreneurial Aspiration, Gender, School
Location

Table 14 shows that the joint contributions of the independent variables to variations in

mathematics achievement is significant, F(4, 1995) = 39.214, P (0.000) < 0.05. The null

hypothesis was therefore rejected implying that joint contributions of the independent variables

(entrepreneurial aspirations, gender, school location and school ownership) to the variations in

mathematics achievement is significant.

4.2.7 There are no significant individual contributions of the independent variables

(entrepreneurial aspirations, gender, school location and school ownership) to the variations of

students’:

(a) interest in Mathematics

Table 15: Significance of individual contributions of the independent variables to

variations in interest in Mathematics
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
(Constant) 65.125 1.233 52.836 .000
Entrepreneurial Aspiration .135 .162 .019 .828 .408
1
Gender 1.773 .765 .076 2.320 .020
School Location 2.223 .823 .095 2.701 .007
 School Ownership .221 .763 .008 .290 .772

Table 15 shows the individual contributions of the independent variables to variations in

mathematics interest. Table 15 shows that there is no significant contribution of entrepreneurial

aspiration to interest in mathematics, t(4, 1995) = 0.828, P > 0.05; there is a significant

contribution of gender to interest in mathematics, t(4, 1995) = 2.320, P < 0.05; there is a

significant contribution of school location to interest in mathematics, t(4, 1995) = 2.701, P <

0.05; and there is no significant contribution of school ownership to interest in mathematics, t(4,

1995) = 0.290, P > 0.05.

(b) achievement in Mathematics

Table 16: Significance of individual contributions of the independent variables to

variations in achievement in Mathematics
Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
(Constant) 55.344 1.070 51.703 .000
Entrepreneurial Aspiration .495 .141 .077 3.506 .000
1
Gender 3.310 .664 .157 4.985 .000
School Location 1.815 .715 .086 2.539 .011
School Ownership .919 .662 .037 1.388 .165

Table 16 shows the individual contributions of the independent variables to variations in

mathematics achievement. Table 16 shows that there is a significant contribution of

entrepreneurial aspiration to achievement in mathematics, t(4, 1995) = 3.506, P < 0.05; there is a

significant contribution of gender to achievement in mathematics, t(4, 1995) = 4.985, P < 0.05;

there is a significant contribution of school location to achievement in mathematics, t(4, 1995) =

2.539, P < 0.05; and there is no significant contribution of school ownership to achievement in

mathematics, t(4, 1995) = 1.388, P > 0.05.

4.3 Summary of the Findings

Based on the analysis of data, the following findings emerged:

1. The most common entrepreneurial aspiration among senior school students in Anambra state

is entertainment industry followed by electric/electronic services while the least

entrepreneurial areas aspired for by the students is food services.

2. The extent to which students are interested in mathematics is high among a greater

population of the senior school students.

3. Students who have entrepreneurial aspiration for electrical/electronic services have

significantly higher mathematics achievement scores in numerical processes, algebraic

process, geometry, statistical reasoning and commercial arithmetic. They also have a

significantly higher achievement score in mathematics in general than those having other

entrepreneurial aspirations.

4. There is no significant relationship between entrepreneurial aspirations, gender, school

location and school ownership and students’ interest in mathematics.

5. There is no significant relationship between the independent variables (entrepreneurial

aspirations, gender, school location and school ownership) and students’ interest in

mathematics.

6. Gender and school location significantly contributed to variations in students’ interest in

mathematics.

7. Entrepreneurial aspirations, gender and school location significantly contributed to variations

in students’ achievement in mathematics.