IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388, p- ISSN: 2320-737x Volume 10, Issue 3 Ser. VI (May - June 2020), PP 07-13 www.iosrjournals.org DOI: 10.9790/7388-1003060713 www.iosrjournals.org 7 | Page Perceived Factors Responsible For Economics Students` Poor Performance in Mathematics for Economics in Two States Colleges of Education 1 Ezeudu, Samuel Agozie(Ph.D); 2 Jolaosho, Ramon Adisa; 3 Dajan, Henry James 1&2 Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka 3 Department of Social Science Education, Faculty of Education, University of Jos, Nigeria. Abstract: This research was carried out in order to identify the perceived factors responsible for Economics students' poor performances in Mathematics for Economics in two states colleges of education. The study adopted descriptive survey research design. The population of the study was 1,075 NCEII & III students in all the 5 colleges of education in Oyo and Osun state, Nigeria. The sample size was 293 using Yaro Yamane formula and the sample technique used was multistage. The instrument for the study was a structured questionnaire of 11 items. Using cronbash alpha the reliability coefficient of 0.96 was obtained on the questionnaire instrument. The four research questions were answered using mean and standard deviation while the three hypotheses were tested at 0.05 level of significance using T-test for Ho 1 and Ho 2 while Analysis of variance (ANOVA) was used for Ho 3 . From the results of the findings, it was discovered that, the perceived factors responsible for Economics students` poor performances in Mathematics for Economics were all the 11 items available on research question 1 table. The study also finds out no significant difference in the response rating of students based on their gender, age and level. Finally, some recommendations were made. Keywords: Poor Performance, Mathematics for Economics, College of Education, Gender and Age --------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 11-06-2020 Date of Acceptance: 28-06-2020 --------------------------------------------------------------------------------------------------------------------------------------- I. Introduction The success of a country depends upon the standard of the educational system of the country especially at the higher institution level where students are trained on how to face future challenges and work towards contributing positively to the economy of the country. No wonder Schommer-Aikins, Duell and Hutter [1] asserted that bright future of any nation in the world depends upon the educational system that builds morality and behaviors of its citizens which in depths requires attractive investment in education at global scale [1]. Education is the transmission of moral, culture and beliefs from one generation to another. In the view of Hanushek and Wobmann [2] education is considered as the optimal instrument used for the integration of the individual’s with the society for the purpose of developing national goals and achieving meaningful progress, promotion of unity, self-actualization and strive for political constancy, social evolution, economic welfare, scientific standards, cultural consciousness and technological progress [2]. This study believes that to acquire these multi tasks by Hanushek and Wobmann, mathematics in which mathematics for economics is a branch of it must be study by students as an essential element of education at the college of education level. Student cannot study Economics in Colleges of Education without a credit pass in Mathematics at the senior school certificate examination such as West Africa Examination Council (WAEC), National Examination Council (NECO) and National Business and Technical Examination Board (NABEB). Mathematics is also among the four mandatory subjects required in taking admission for Economics into higher institution through Unified Tertiary Matriculation Examination conducted by Joint Admission and Matriculation Board (JAMB). Therefore, mathematics plays a significant role in understanding the contents of other courses taught at the colleges of education such as microeconomics, macroeconomics, financial accounting, banking and financing, public finance and econometrics. Mathematics serves all most in all fields of social sciences, education, science and technology [3]. Mathematics and social science courses have inverse relationship and this makes it difficult for the discipline of social science to take even a step forward without the help of mathematics. Jameel and Ali [4] asserted that high mathematical performance drag the scientific patterns and schemes towards high societal standards that ultimately convert the dark way of progress into bright way of progress. Good performance in other Economics courses at the colleges of education depends on the broad range of mathematical discipline of the students. Also, there is an inverse relationship between mathematical performance and high achievers while low achievers need to be exposed to comprehensive counseling and remedial programmers based on their individual levels of capabilities, abstract abilities and special programs [4].