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THE IMPACT OF TASK PRACTICE ON LEARNERS ACHIEVEMENT IN MATHEMATICS EDUCATION

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RESEARCH INFORMATION

: THE IMPACT OF TASK PRACTICE ON LEARNERS ACHIEVEMENT IN MATHEMATICS EDUCATION
: Chapter 1 – 5
: 64 Pages
: #3, 000
: Ms Word format

This study,THE IMPACT OF TASK PRACTICE ON LEARNERS ACHIEVEMENT IN MATHEMATICS EDUCATION contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.

Keywords:THE IMPACT OF TASK PRACTICE ON LEARNERS ACHIEVEMENT IN MATHEMATICS EDUCATION


RESEARCH BODY

CHAPTER ONE

Introduction

  • Background of the Study

Mathematics has been a core subject in education along with other subjects such as English and social studies taught in primary schools. The place of Mathematics as a course has been so elevated in the academic setting to the extent that many higher institutions of learning only admit students who have good grades in Mathematics. The reason is that the world has; in recent times, become a global village where adequate knowledge of simple arithmetic and data analysis are the essential to meet up with the pace of science and technology. For instance, almost all employers require that employees possess computer literacy and skills. The scenario shows that technology is fast being an integral part of the human life.

Mathematics lays the concrete foundation for adequate and effective understanding of various science-related subjects or courses and the inability of the learners to acquire skills necessary for a sound achievement foretells future personal doom. Mathematics is important in our understanding of the working of the universe and equally important to individuals for personal development both mentally and in the workplace.

History of Mathematics

Mathematics, according to Wikipedia (2013) was part of the education system in ancient civilization, including AncientGreeze, the Roman Empire, Vedic society and ancient Egypt. In most area a formal education was only available to male children with a sufficiently high status, wealth and caste.

By the twentieth century, Mathematics was part of the core curriculum in all developed countries. During the twentieth century, mathematics education became a major profession. Every year, thousands of new Ph.Ds. in mathematics are awarded and jobs are available in both teaching and industry.

In the 21st century, especially in 2000, the clag Mathematics Institute announced the seven Millennium Prize Problems and in 2003, thePrincaré conjecture was solved by Grigori Perelman. Most Mathematics journals now have online versions as well as print version, and many on-line only journals are launched. There is presently an increasing drive towards open access publishing.

Furthermore, there are many observable trends in mathematics the most notable being that the subject is growing ever larger, computer are ever more important and powerful, the application of Mathematics to bioinformatics is rapidly expanding, the volume of data to be analysed being produced by science and industry, facilitated by computers, is explosively expanding.

The quality of teaching and learning Mathematics is a major challenge for educators. General concern about achievement in mathematics has been evident for the past 20years. Scholars are currently debating on the specific tasks students should be exposed to in order to have greater achievement in Mathematics.

The Oxford Advanced Learner’s Dictionary, 7th Edition has defined achievement as a thing that somebody has done successfully especially using their own effort and skills. This implies that for a learner to be successful in tasks presented to him or her there must be elements of exertion of efforts and skills. And this action is majorly deliberately done for effective mastery of the task at hand.

RasheedSanni (2012) quoting Sullivan and Glarke has stated that the important of tasks in mathematics classrooms cannot be overemphasized. The tasks with which students engage in the classroom are central to, and largely determined the experiences to which students are exposed in the classroom. Therefore, tasks contribute significantly to students learning and achievement in mathematics education.

The effects of task practice are yet to be accurately ascertained in Mathematics education. While some may applaud the efficacy of task practice, others may cast a gloomy look at the level of achievement task practice has attained. Nonetheless, it is generally accepted the more learners practice given tasks, the more acquainted they become to them and the greater their chances of recording high achievement rate.

Saurab (2013) made reference to Thorndike’s law of exercise which concern the role of practice in learning. It states, that the strength with which a response will be connected with a situation depends on the number of times the response occurred in that situation. In other words, if a response is practised for a certain number of times, it will tend to be permanently established. Any repeated response gathers some strength. As a result, it becomes easier to repeat it again. Practice will result in strengthening of connections; its discontinuance will result in weakening of connection leading to forgetting.

In relation to Mathematics education, tasks practice among learners can go a long way in reviving or creating the love for Mathematics, helping learners see connected between related tasks, boosting self-confidence, conferring mastery of formulas and Mathematics skills, combating the menace of procrastination and granting learners a retentive memory.

  • Statement of Research Problem.

The study was mainly designed to investigate and to find out the effects of task practice on learner’s achievement in Mathematics education in Tai-Solarin University of Education Ijagun, Ijebu-Ode, Ogun State.

There are several effects of tasks practice on learners’ achievement in Mathematics education. The study is focus on the effect of tasks practice and how it affects learners’ achievement in Mathematics education.

The ability of learners to practice what they have been taught in the classroom is inquiry into and its effect on learners’ achievement in Mathematics education.

In addition, it considers other effects of task practices on learner’s achievement in Mathematics education.

  • Purpose of the Research

This research work will focus on investigating and discovering the various effects task practice has in improving and sustaining learner’s achievement in Mathematics education.

  • Research Question
  1. Does task practice in Mathematics education help to improve learners’ retention?
  2. Is task practice a veritable tool in combating procrastination thereby improving learners’ achievement in Mathematics education?
  3. Does task practice help in developing in learners’ mastery of formulas thereby enhancing their achievement in Mathematics education?
  4. Is the ability to make connections between tasks an effect of task practice in Mathematics education?
  5. Does task practice improve learners’ self-confidence and general outlook towards Mathematics education?
  • Research Hypothesis
  1. Task practice has no significant effect on learner’s retention in Mathematics.
  2. Task practice as a veritable tool has no significant effect in combating procrastination.
  3. Task practice has no significant effect in developing learners’ mastery of formulas.
  4. Task practice has no significant effect on learner’s ability to make connection between tasks.
  5. Tasks practice has no significant effect in improving learners’ self-confidence and general outlook towards Mathematics education.
  6. Task practice has no significant effects on learners performance
  • Significance of the Study

This research work will be of immense benefit to students who either offer a course or major in Mathematics in that it will provide them with adequate information on the importance of tasks practice in enhancing and sustaining commendable achievement in Mathematics education.

The research work will also be informative to parents and guardians, because it will educate them on their vital role in making sure their wards are kept busy with revision, homework or assignment at home when the need arises.

The department and faculties of Mathematics at all higher institutions of learning will greatly benefit through this research finding, for it reveal the effects of task practice which must be put into consideration when designing the time-table for each semester.

Mathematics lecturers will gain a lot through this research work because the finding will provide them with enough reason to facilitate ample tasks during and after lectures for learners to practice.

Education Board, through the research findings, will be encouraged to design the curriculum of schools in such a way as to provide ample opportunities for classroom exercises and assignment in Mathematics education.

This research work will be of great help to government at all levels because it will help in guiding the formulation of policies that can transform the face of Mathematics education in Nigeria. This can lead to adequate finding of faculties and departments of Mathematics and training of professional Mathematics teachers.

  • Scope of Study

This research work is cantered on the effects of task practice on learner’s achievement in Mathematics education taking Tai- Solarin University of Education as a case study, but opinion could be gathered from other tertiary institutions around Ogun state.

  • Limitation of the Study

The case study of Tai- Solarin University of Education (TASUED) is centred on the effect of task practice on learners achievement in Mathematics education, targeted at 200 students at all levels from major department of TASUED. The department under consideration are: Computer Science, Agricultural Science, Mathematics, Physics, Biology, Chemistry, Industry Chemistry, Petrochemical Science, Health Education, Hotel and Human Management, Secretariat Administration, Economics, Business Education, accounting, and telecommunication.

  • Definition of Terms

Practice:         a way of doing something that is the usual or expected way in a particular organisation or situation.

Task:              a piece of work that somebody has to do especially a hard or unpleasant one.

Achievement: a thing that somebody has done successfully especially using their own effort and skill.

Scenario: a description of how things might happen in the future.

Caste:                         a social class, especially one whose member do not allow others to join it.

Core:              the most important or central part of something.

Bioinformatics: the use of computer science, Mathematics, information theory to model and analyse biological system, especially system involving genetic material.

Efficacy:        the ability of something to produce the results that are wanted

Menace:         a person or thing that causes, or may cause serious damage, harm or danger.

Combat:         to stop something unpleasant or harmful from happening or from getting        worse

Keywords: THE IMPACT OF TASK PRACTICE ON LEARNERS ACHIEVEMENT IN MATHEMATICS EDUCATION




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