FACTORS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS
Click here to download our android mobile app to your phone for more materials and others
COMPLETE PROJECT MATERIAL COST 5000 NAIRA
ORDER NOW
GTBANK
Account Name : Chi E-Concept Int’l
ACCOUNT NUMBER:0115939447
First Bank:
Account Name: Chi E-Concept Int’l
Account Name:3059320631
We also accept : ATM transfer , online money transfer
OR
PAY ONLINE USING YOUR ATM CARD. IT IS SECURED AND RELIABLE.
form>
Call Help Desk Line : 08074466939,08063386834.
After Payment Send Your Payment Details To
08074466939 Or 08063386834, The Project Title You Selected On Our Website , Amount Paid, Depositor Name, Your Email Address, Payment Date. You Will Receive Your Material In Less Than 1 Hour Once We Confirm Your Payment.
WE HAVE SECURITY IN OUR BUSINESS.
MONEY BACK GUARANTEE
You may also need: web design company in Nigeria
ABSTRACT
This study was carried out to find out the factors militating against effective teaching and learning of mathematics in secondary schools in Uzo-Uwani local government area of Enugu state.
There are five (5) research questions formulated to guide this study. There are eighteen (18) secondary schools in Uzo-Uwani local government area of Enugu state.
Out of these secondary schools, ten (10) schools were randomly selected through ballot method. In each of the ten (10) schools selected for the study, two (2) classes of SSII were randomly selected using ballot method; this implies that 440 students were selected for the study.
Also six (6) mathematics teachers were randomly selected in each schools used for the study through ballot method, this implies that sixty (60) mathematics teachers were used for the study.
The questionnaire was used to collect and analyze the data. The instrument were validated by three (3) experienced mathematics lecturers and two (2) experts in measurement and evaluation all from the department of science and computer education of Enugu State of Science and technology (ESUT), and the test-retest method was used to determine the reliability of the instrument.
The data collected from the students were analyzed using the mean respondents’ scores. The result showed that the factors militating against effective teaching and learning of mathematics in secondary schools are as follows; students have negative attitude towards the learning of mathematics, students in mathematics have very poor background, parents have negative attitude towards the learning of mathematics, the learning environment are not well conducive for learning, most of the mathematics teachers are not qualified. It also discussed the implication of the findings and finally recommendations were made to enhance students’ achievement in mathematics.
TABLE OF CONTENTS
CHAPTER ONE
Introduction 1
Background of the Study 1
Statement of the Problem 6
Purpose of the Study 7
Significance of the Study 8
Scope of the Study 9
Research Question 10
CHAPTER TWO
Literature Review 11
2.1 Mathematics Education 11
2.2 Academic Performance 14
2.3 Factors that Contributes to Poor Academic Performance 15
2.4 Quality of Mathematics Teachers 15
2.5 Negative Attitude of Students of Mathematics 20
2.6 Effective Use of Instructional Materials 22
2.7 Provision of Mathematics Laboratory 23
2.8 Recruitment of Qualified Mathematics Teachers 24
2.9 Lack of Adequate Funding from Government 25
2.10 Poor Students’ Background in Mathematics 27
2.11 Parental Related Factors 29
2.12 Unconducive School Environment 30
2.13 Mathemaphobia 32
CHAPTER THREE
3.0 Research Method 34
3.1 Research Design 34
3.2 Area of the Study 35
3.3 Population of the Study 35
3.4 Sample and Sampling Techniques 36
3.5 Instrument for Data Collection 36
3.6 Validation of the Instrument 37
3.7 Reliability of the Instrument 37
3.8 Method of Data Collection 38
3.9 Method of Data Analysis 38
3.10 Decision Rule 39
CHAPTER FOUR
4.0 Presentation and Analysis of Data 40
4.1 Research Question 1 40
4.2 Research Question 2 42
4.3 Research Question 3 44
4.4 Research Question 4 46
4.5 Research Question 5 48
CHAPTER FIVE
5.0 Discussion of Findings, Conclusion, Implications
and Recommendations 50
5.1 Discussion of Findings 50
5.2 Conclusion 52
5.3 Recommendations 54
5.4 Limitation of the Study 55
5.5 Summary of the Study 55
5.6 Suggestion for Further Study 57
REFERENCES 58
APPENDIX I 63
APPENDIX II 64
QUESTIONNAIRE 65
APPENDIX III 70
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The focus of this study is secondary school education. Secondary education is the stage following primary education. It is generally the final stage of compulsory education. In some country, it is a period of compulsory and a period of non-compulsory education. Secondary education is characterized by transition from the typically compulsory education to selective education for adult.
The content and philosophy of Nigeria education must reflect the past, present and drive into the future of Nigeria society in term of the role the individual is expected to play in the present national building process (Vision 20:2020)
Education is the best legacy given to a child; it is the producer of human capital. It is the truth of existence and centre of life. Every human-being depends on education for truthful, peaceful and wise co-existence. It has witnessed active participation by non-governmental agencies, communities and individual as well as government parastatals in order to bring education to the country. Education is an instrument for national development, it fosters on the worth and development of individual to be self-reliant, just and building egalitarian society (Federal Republic of Nigeria [FRN] 2004).
Mathematics is all embracing and all encompassing. In virtually all spheres of human endeavor, mathematics was used as an aid in commerce farming and control of environment. Mathematics also proved it usefulness in areas of medicine, engineering, administration and aviation just mention but a few. This was when people felt incomplete without the basic knowledge of arithmetic.
Mathematics calls for adequate concentration and adequate practices. As learners are involved in these activities they develop interest and get motivated, which are well oriented, they enjoy and concentrate there on, no matter how complicated and involving activities maybe.
According to statistics, academic performance in mathematics among secondary school students has bees on the decline since the end of civil war in 1970. The decline is mostly affecting secondary schools in Uzo-Uwani Local Government Area.
The efforts of the Nigerian government in highlighting the importance of mathematics study in schools by making it compulsory for all students and in addition to the efforts of Mathematics Association of Nigeria (MAN) towards the development of mathematics, student still perform poorly in this subject in both internal and external examination.
Obodo (2004:18) highlighted on this by saying that “A teacher achieves this concentration by beginning the lesson in an officious manner with respect to awaking the interest of students and sustaining if through skillful instructional management. In most cases, teachers fall to observe this skillful instructional management and the obvious result is that the more the teacher teaches, the more confused the student will be and the deeper the aversion and fear for the subject”.
Children need to understand spoken and written expression which involves mathematical concepts and number relationship. They must be able to solve problems involving addition, subtraction, multiplication and division.
Consequently and currently in Nigeria, students are allowed to study some course on gaining admission into universities because of their poor performance in West African School Certificate Examination (WASCE) or National Examination Council (NECO). In consonance, this study will look into the lapses to the government, curriculum develops, textbooks, publisher, teachers and students, families and their members at large and others involved in the education sectors. The constraints in poor achievement in mathematics, as an adage has it “A problem identified is halfway solved” it implies that knowing the constraints will be of immense help in solving it.
According to Leeichi (2007:41), “Learning is the human activity which least needs manipulation by others” this means that everybody is endowed with the ability to learn but an expert (a qualified teacher has to manipulate the endowment, otherwise it becomes disused). Teaching and learning of mathematics is not exceptional.
Without effective teaching and learning of mathematics there will be poor performance in mathematics work. Considering the recovery and terrible failure of secondary school students in SSCE, the researcher was forced to ask; what are the factors militating against effective teaching and learning? Some of the pertinent questions often ask are: How widespread is the incident of poor external result among Nigerian students? What is the role of the notation special center in the whole problem? And to what extent have the parent and teacher contributed to the factors militating against effective teaching and learning to student in public examination especially the one being conducted by WAEC and NECO?
Obodo (2004:14) opined that “A shortage of qualified mathematics teachers will result to poor teaching and learning of mathematics and consequently poor achievement and performance of students, which invariably will lead to the production of another generation of poor student achievers who will eventually turn-out to teach mathematics poorly tomorrow”.
This illustrates that any student who develops phobia for mathematics cannot learn well. Mathematics is a language of size and order. This explains why some students develop sudden fever whenever it is time for mathematics lesson in a school.
According to National Policy on Education, stated by Obodo (2004), the aims and objectives of secondary education should be as follows:-
1.) To provide necessary mathematical background for further education
2.) To stimulate and encourage creativity
3.) To develop the ability to recognize problems and to solve them with related mathematical knowledge
4.) To develop precise, logical and abstract thinking
5.) To develop computational skill
6.) To generates interest in mathematics and to provide a solid foundation for everyday living
7.) To foster the desire and ability to be accurate to degree relevant to the problem at hand
From the above objectives of mathematics, it became quite obvious that even the entire world
race depends on the knowledge of mathematics to achieve it aim and objective. But with recurring and terrible failure among secondary school students in SSCE, how can this aim be achieved.
The focus of this study, the researcher wants to know the factors militating against effective teaching and learning of mathematics in secondary schools.
1.2 STATEMENT OF THE PROBLEM
Okpara (2010) stated that over the years students have shown high rate of mass failure in mathematics. He further stated that the problem of mass failure could be attributed on the quality of teaching in schools, saying that unless there was improvement in the teaching and learning in schools, there is little the examination body could do to salvage the already bad situation.
The government, parent, policy makers, mathematics educators, mathematics and different professional organization are bothered about what could be responsible for this factor militating against effective teaching and learning of mathematics.
The researcher is worried about this unfortunate development and he asked, “What are the factors militating against effective teaching and learning of mathematics in secondary schools”?
Below is the website of our various clients from various higher institutions of learning. These are universities, polytechnic and college of education website in Nigeria.
Adeyemi College of Education, Ondo,
Alvan Ikoku College of Education, Owerri,
Alvan Ikoku College of Education, Owerri, .
Federal College of Educ. Abeokuta, .
Federal College of Education, Eha-Amufu, .
Federal College of Education, Kano, .
Federal College of Education, Katsina, .
Federal college of Education, Kontagora, .
Federal College of Education, Obudu, .
Federal College of Education, Okene, .
Federal College of Education, Okene, .
Federal College of Education, Pankshin, .
Federal College of Education, Yola, .
Federal College of Education, Zaria, .
Federal College of Education (Technical), Akoka, .
Federal College of Education (Technical), Asaba, .
Federal College of Education (Technical), Bichi, .
Federal College of Education (Technical), Gombe, .
Federal College of Education (Technical), Gusau, .
Federal College of Education (Technical), Omoku, .
Federal College of Education (Special) Oyo, .
State college of education
College of Education, Agbor, .
Akwa-Ibom State College of Education, Afaha-Nsit, .
College of Education, Akwanga, .
College of Education, Akwanga, .
Cross River State College of Education, Akamkpa, .
Adamu Augie College of Education, Argungu, .
College of Education, Azare, .
Bayelsa State College of Education, Okpoama, .
Emmanuel Alyande College of Education, Oyo, .
Enugu State College of Education (Tech.) Enugu, .
College of Education, Ekiadolor, .
Umar Suleiman College of Education, Gashua, .
College of Education, Gindiri, .
Michael Otedola College of Primary Education, Moforiji, .
College of Education, Port Harcourt, .
Adeniran Ogunsanya College of Education, Otto, .
Tai Solarin College of Education, Ijebu-Ode, .
Tai Solarin College of Education, Ijebu-Ode, .
Ebonyi State College of Education, Ikwo, .
College of Education, Ikere, .
College of Education, Ilesha, .
College of Education, Ilesha, .
College of Education, Ilorin, .
College of Education, Jalingo, .
Kano State College of Education, Kumbotso, .
College of Education, Benue, .
Kebbi State College of Education, Argungu, .
College of Education, Minna, .
Nwafor Orizu College of Education, Nsugbe, .
Oyo State College of Education, Oyo, .
College of Education, Warri, .
College of Education, Warri, .
FCT College of Education, Zuba, .
Private college of education
Angel Crown College of Education, Gidan-Daya, .
Elder Oyama Memorial College of Education, Ofat-Adun, .
Assanusiyah College of Education, Odeomu, .
African Thinkers Community of inquiry College of Education, .
Best Legacy College of Education, Ikirun, .
Bauchi Institute for Arabic and Islamic Studies, .
Calvin Foundation College of Education, Naka, .
Harvard Wilson College of Education, Aba, .
Hill College of Education, Akwanga, .
Institute of Ecumenical Education, Enugu, .
College of Education, Foreign Links Campus Moro, .
College of Education, Foreign Links Campus Moro, .
Diamond College of education aba . past questions,jamb news, admission form and list
Muhyideen College of Education, Ilorin, .
ONIT College of Education, Abagana, .
The African Church College of Education, Lagos, .
St. Augustine College of Education, Yaba, .
Yewa Central College of Education, Ogun, .
List of Federal Universities in Nigeria
Abubakar Tafawa Belewa University, .
Ahmadu Bello University, Zaria, .
Federal University of Tech, Akure, .
Federal University of Petroleum Resources, Effurun, .
Federal University of Technology, Minna, .
Federal University of technology, Owerri, .
Federal University Dutsin-Ma, .
Federal University, Ndufu-Alike, .
Federal University, Birnin Kebbi, .
Michael Okpara Univeristy of Agric, Umudike, .
Modibbo Adama University of Tech, Yola, .
National Open University of Nigeria, .
Nigeria Police Academy Wudil, .
Nigeria defense Academy, Kaduna, .
Nnamdi Azikiwe University, Awka, .
Obafemi Awolowo University, Ile-Ife, .
University of Abuja, Gwagwalada, .
University of Agriculture Abeokuta, .
University of Agriculture Markurdi, .
University of Nigeria Nsukka, .
University of Port-Harcourt, .
Usmanu Danfodiyo University, .
List of State Universities
Abia State University, Uturu, .
Adamawa State University, Mubi, .
Adekunle Ajasin University, Akungba, .
Amrose Alli University, Ikot Akpaden, .
Anambra State University of Sc. & Tech, Uli, .
Anambra State University of Sc. & Tech, Uli, .
Bauchi State Unibversity, Gadau, .
Benue State University Markurdi, .
Bukar Abba Ibrahim University, Damaturu, .
Cross River State University of Sc. & Tech, Calabar, .
Delta State University Abraka, .
Ebonyi State University, Abakaliki, .
Enugu State University of Sc. & Tech. Enugu, .
Ibrahim Badamasi Babangida University, .
Ignatius Ajuru University of Education, .
Imo state University,Owerri, .
Kaduna State University, Kaduna .
Kano University of Sc. & Tech, Wudil
Kebbi State University, Kebbi, .
Kogi State University, Anyigba, .
Kwara State University, Ilorin, .
Ladoke Akintola university of Tech, .
Nasarawa State University, Keffi, .
Niger Delta University, Yenagoe, .
Olabisi Onabanjo University Ago-Iwoye, .
Ondo State University of Sc. & Tech, Okitipupa, .
Osun State University, Oshogbo, .
Plateau State University, Bokkos, .
Rivers State University of Sc. & Tech, .
Tai Solarin University of Education, Ijebu-ode, .
Taraba State University, Jalingo, .
Umaru Musa Yar’Adua University, .
Private Universities
Afe Babalola University, Ado- Ekiti, .
African University of Sc. & Tech, Abuja, .
Al-hikmah University, Ilorin, .
Ajayi Crowther University, Ibadan, .
Al-Qalam University, Katsina, .
American University of Nigeria, Yola, .
Babcock University, Ilishan, .
Bells University of Technology, Otta, .
Benson Idahosa University, Benin, .
Bingham University, New Karu, .
CETEP City University, Lagos, .
Crawford University, Igbesa, .
Elizade University, Ilara-mokin, .
Fountain University, Oshogbo, .
Joseph Ayo Babalola University,Ikeji, .
Kwararafa University, Wukari, .
Lead City University, Ibadan, .
Nigerian-Turkish Nile University, Abuja, .
Obong University, Obong Ntak, .
Oduduwa University, Ipetumodu, .
Pan-African University, Lagos, .
Redeemer’s University, Mowe, .
Renaissance University, Enugu, .
Wesley University of Sc. & Tech, Ondo, .
Western Delta University, Oghara
List of all the Federal Polytechnics
Air Force Institute of Technology Nigerian Air Force, .
Air Force Institute of Technology Nigerian Air Force, .
Akanu Ibiam Federal Polytechnic, Unwana, .
Nigeria Army School of Military Engineering, .
Federal Polytechnic, Ado-Ekiti .
Federal Polytechnic, Ado-Ekiti .
Federal Polytechnic, Bauchi, .
Federal Polytechnic, Damaturu, .
Federal Polytechnic, Ede, Osun State, .
Federal Polytechnic, Ede, Osun State, .
Federal Polytechnic, Ile-Oluji, Ondo State, .
Federal Polytechnic, Namoda, .
Federal Polytechnic, Nassarawa, .
Federal Polytechnic, Nekede, .
Federal Polytechnic, Nekede, .
Federal School of Dental Technology and Therapy, .
Hussaini Adamu Federal Polytechnic, .
Nigeria Army School of Military Engineering, .
Federal College of Animal Health and Production Technology, .
Waziri Umaru Federal Polytechnic Birnin Kebbi, .
List of State Polytechnics in Nigeria
Abraham Adesanya Polytechnic, Ijebu-Igbo, .
Akwa-Ibom State Polytechnic, Ikot-Osurua, .
Gateway Polytechnic, Igbesa, .
Imo State Polytechnic, Umuagwo, .
Kogi State Polytechnic, Lokoja, .
Kwara State Polytechnic, Ilorin, .
Delta State Polytechnic, Ogwashi-Uku, .
Osun State College of Tech, Esa-Oke, .
Delta State Polytechnic, Ozoro, .
Plateau State Polytechnic, Barkin-Ladi, .
Rivers State College of Arts and Science, .
Rivers State College of Arts and Science, .
Gateway Polytechnic Saapade, .
Edo State Inst. of Tech and Mgt, Usen, .
Niger State Poly, Zungeru, Niger State, .
List of Private Polytechnics in Nigeria
Allover Central Polytechnic, .
Dorben Polytechnic, Bwari-Garam Road, .
The Polytechnic, Ile-Ife, NITEL Road, .
Lagos City Poly, Ikeja, Lagos State, .
Light House Polytechnic, Eubuobanosa, .
Shaka Polytechnic, Polytechnic, Benin city, .
The Polytechnic Imesi-Ile, Osun, .
i need assistance of my project topics
assistance on project
project material
I need chapter two and three