ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
TEACHERS’ ASSESSMENT OF SENIOR SECONDARY MATHEMATICS CURRICULUM
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The selection of Mathematics as one of the core subjects offered in primary and post primary institutions in Nigeria, as well as its status as part of mandatory requirement for admission into Post-Secondary Institutions in the country (i.e. attainment of pass at credit level) are clear indications of the relevance of the subject in Nigeria education. In addition, job opportunities and recruitment exercises into security agencies are accessible with good performance or success in Mathematics. Aptitude tests for employment, promotion and placement are made up of questions that are based on Mathematics. These are significant justification of the relevance of Mathematics for individual personal development and success. At national and global levels, there is a general
consensus that economic development, viability and stability are solely, in the 21st century,
scientific and technologically based. This means that, economic prosperity of a nation depends largely on the scientific and technological development, which cannot be possibly attained without sound, effective and strong Mathematics education (Fajemidagba, 1986; Sule, 1990 and Collins, 2000 as cited in Aminu, 2005). The relevance of Mathematics is therefore multi-dimensional, global and undisputable.
Scholars (Fajemidagba, 1986; Sule, 1990; Aminu, 2005), stakeholders in education and relevant established examination bodies (WAEC, NECO, NABTEB, NTIC) have been showing great concern over the poor performance of students in Mathematics. Similarly, students‟ negative attitude towards the subject coupled with their poor academic achievement in the subject have also warranted discussion among scholars especially on possible precipitating factors (Aminu, 2005).Evidences that are obviously abound in the existing literature are the traditionally aged-long
factors like, unqualified teaching staff, lack of teaching and learning facilities, classroom congestion, as well as, teachers and students attitude as the much quoted reasons. But as life and society are dynamic, other precipitating factors can be highly influential in affecting Mathematics teaching and learning processes in schools, especially factors that relate to curriculum content completion.
Evidence abounds to justify that many students or candidates (during standardize examination) could not answer half of the questions, not because of time factors, but inability to confidently and independently attempt the questions (Aminu, 2005). Many students therefore resort to examination malpractice. Based on these seeming problems, one begins to ask, “Did teachers really teach their students all the courses or topics provided in the Mathematics curriculum?” This question is fundamentally the basic background to this study. The study is therefore an attempt to find out the level of Mathematics curriculum implementation in classes in Senior Secondary Schools.
Factors related to curriculum contents, activities and successful completion of all the topics that are expected to be taught to students at different levels of education, within a stipulated period of time are found to be very effective in students‟ academic performance, attitude to learning and achievements (Roser, 2000; Radford,1998; and Hamisu, 2008). Consequently, students‟ poor academic performance, attitude to learning and achievements are influenced by factors related to curriculum contents and the level of curriculum implementation. Roser (2000) is of the view that curriculum contents that are heavily characterized by factors of traditional approaches are detrimental to teaching process as according to him, such curriculum limits learners‟ active participation in learning and equally makes teaching and learning flower. In the same vein, Radford (1998) opines that, poor implementation of curriculum contents results in
learners‟ poor academic performance in examination as well as formation of negative attitude to
learning. In view of the scholars assessment and prevalent social realities relating to learners academic incompetence in Mathematics, poor attitude to learning and massive students failure are also imparts to the study of this nature. The study is therefore an attempt to investigate the level of implementation of Mathematics curriculum and its relation to various factors considered viable to learners performance, interest, attitude and motivation.
1.2 Statement of the Problem
The main problem of this study is to primarily study the level of Mathematics curriculum implementation in Senior Secondary Schools in Kano State. The main focus or problem of the study is essentially to determine the level of Mathematics curriculum coverage or implementation in Senior Secondary Schools.
Poor implementation of curriculum contents can result in multiple problems. One of the problems is students‟ poor performance in examinations, especially standardized one. This is because all the questions set are based on the syllabus or curriculum contents. But in a situation where students are not adequately taught and prepared, they will find it difficult, if not impossible to answer questions, as such failure is unavoidable. Another seeming problem is that which involves students‟ future performance or learning in tertiary institutions. Courses and topics at that level are continuation of what students learnt at the Senior Secondary School level, as such poor implementation of curriculum content makes students incapable to cope appropriately with the academic challenges at the post Senior Secondary Schools level (Aminu, 2005).
Problems associated with curriculum contents and designs are also part of the identified factors that negatively affect full implementation of curriculum in schools (Aminu, 2005); Radford, 1998 and Roser, 2000). This issue is also part of the problems being investigated in the study. Curriculum contents and activities that are based on traditional approach are considered by
constructivists as teacher-dominated, less appealing, with little or no provision of learners‟ active
participation, these factors are according to constructivists, problem that negate full implementation of curriculum contents in schools(Berry,2005; MacDonold,2000; Perguson,2000; Smith,1980 as reported in Mehmet,2005 ).
1.3 Objectives of the Study
The following objectives were made to guide this study:
1. To determine the relevance of the methodology suggested in the Mathematics curriculum for effective implementation of curriculum contents in Kano State.
2. To identify the appropriateness of instructional materials in the effective implementation of Mathematics curriculum contents in Senior Secondary Schools in Kano State.
3. To examine the roles of Teacher‟s qualification and competency in the effective implementation of Mathematics curriculum contents in Senior Secondary Schools in Kano State.
4. To ascertain the influence of students population (class size) in the implementation of Mathematics curriculum contents in Senior Secondary Schools in Kano State.
1.4 Research Questions
1. What is the relevance of suggested methodology to content in the effective implementation of mathematics curriculum in Senior Secondary Schools in Kano State?
2. What is the appropriateness of instructional materials in the effective implementation of curriculum contents?
3. What is the relevance of teacher‟s qualification/competence in the effective implementation of curriculum content in Senior Secondary Schools in Kano State?
4. What is the role of student‟s population in the implementation of Senior Secondary Schools mathematics curriculum contents in Kano State?
1.5 Research Hypotheses
The following null hypotheses were made for this study:
HO1: There is no significant difference between suggested methodology and content in Senior Secondary School Mathematics Curriculum and effective implementation of Mathematics Curriculum in Senior Secondary Schools in Kano
HO2: There is no significant difference between instructional materials and effective implementation of curriculum content in Senior Secondary Schools in Kano State.
HO3: There is significant difference between Teachers qualification and mathematics curriculum implementation in Senior Secondary School in Kano State.
HO4: There is no significant difference between student‟s population (class size) and effective implementation of mathematics curriculum content in Senior Secondary School in Kano State.
1.6 Basic Assumptions
The basic assumptions of this study are:
1. That Mathematics curriculum contents in Senior Secondary Schools are not fully and adequately implemented.
2. That some internal factors (curriculum contents) that characterized the curriculum contents are not in conformity with the dynamic and contemporary demand of our century (21st). Contents were non-pragmatic, but traditionally – based relegating learners as passive.
1.7 Significance of the Study
The findings of the study will be beneficial to relevant stakeholders in education, such relevant bodies are Nigerian Educational Research and Development Council (NERDC), Ministries of Education (Federal and States), Mathematics Association of Nigerian (MAN), Examination Bodies (WAEC, NECO), as well as curriculum planners responsible for curriculum development. The research will be beneficial by explicitly exposing the level or extent by which Mathematics curriculum contents are covered by teachers. This will enable the major stakeholders in taking appropriate measures with regard to the level of implementation. In addition, findings will also enable the stakeholders determine topics to be selected in relation to time allotted for in- depth coverage of the selected topics. Moreover, factors responsible for poor implementation will be exposed, as such; corrective measures can be taken by the relevant bodies or stakeholders in tackling the problems. Specifically, the stakeholders will find the following as part of significant contribution of the study:
The findings of this research will be of significant importance to supervisors in clarifying those topics or areas of Mathematics curriculum that are fully implemented by the teachers or otherwise. This will go a long way in facilitating creativity and identification of effective strategies, as well as, apt application of relevant pedagogical procedures and instructional materials needed in solving any identified obstacles (if any) in the implementation of the Mathematics curriculum.
Examination bodies set examination questions (standardized Test) based on the curriculum contents and the questions are set to cover on all selected topics. This is done to ensure content validity. Therefore, findings of this study will provide clear insight to those bodies on the extent of coverage, so that questions can be set on those areas covered by teachers. Alabi, (2000) identified non-coverage of Mathematics curriculum content as one of major problem responsible for student
massive failure and poor performance in Mathematics examinations (WAEC, NECO). It will also be useful to examination bodies in tackling problems of massive failure and poor performance in SSCE examinations.
The findings of this research is expected to be of significant importance to both teachers and educational administrators alike by means of intimating and expanding their awareness on those areas in Mathematics curriculum that are not fully implemented(if any) as well as the possible negative repercussion on poor implementation on both students and teaching-learning processes. This will serve as a viable major yardstick in solving problems precipitated by poor implementation of Mathematics curriculum in Senior Secondary Schools.
The findings of this research will help to facilitate research interest in areas related to curriculum content implementation, as well as evaluation or innovation. In the same vein, the research will motivate the emergence of other empirical studies need to be conducted especially on the relative influence of implementation of Mathematics curriculum on students‟ performance in Senior Secondary School Examination.
1.8 Scope of the Study
This study investigated specifically implementation of Mathematics curriculum in selected Senior Secondary School in Kano. The study was therefore focused on basic issues relating to processes of implementation of Mathematics curriculum in Senior Secondary Schools. The primary scope of the study was limited to implementation and Mathematics curriculum contents. The study was also limited to Senior Secondary Schools in Kano state. Schools and subjects selected for the study were all selected from the limited area covered by the study.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420