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ANALYSIS OF TOPICS PERCEIVED DIFFICULT BY TEACHERS AND STUDENTS IN THE SENIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM

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[icon type=”icon-pencil”]: ANALYSIS OF TOPICS PERCEIVED DIFFICULT BY TEACHERS AND STUDENTS IN THE SENIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM
[icon type=”icon-book”]: Chapter 1 – 5
[icon type=”icon-book-open”]: 63 Pages
[icon type=”icon-basket”]: #3, 000
[icon type=”icon-doc-line”]: Ms Word format

This study, ANALYSIS OF TOPICS PERCEIVED DIFFICULT BY TEACHERS AND STUDENTS IN THE SENIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM 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: ANALYSIS OF TOPICS PERCEIVED DIFFICULT BY TEACHERS AND STUDENTS IN THE SENIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM


RESEARCH BODY

CHAPTER ONE

INTRODUCTION

1.1Background to the Study

Mathematics is said to have begun for a very long time when men had learnt to take note of the number of things around them and associating those things with fingers and toes. When we begin to think about what mathematics is all about, we find that it is easy to give a sample and straight forward answer. Adekoya (1994) refers to mathematics as the cream of all discipline whether in the social or natural sciences and this why many people have given various explanations to describe the discipline when critically viewed from different angles.

Curriculum is a vital component of any educational environment. It is central to education at all levels in the world. As education is central to the society, so is curriculum which is the heart and live wire of education(Alade, 2005). Alade (2011) defines curriculum as a programme of education prepared for definite group of learners within a time frame in order to achieve the intended behavioural outcomes. The term curriculum therefore can me said o be the total environment in which education takes place. Ajibola (2008) sees it as the engine which propels the education achieves for both the individual and the society what they hold as a prize.

Mathematics is a subject in the curriculum of secondary schools in Nigeria. The subject is made compulsory for all students in the Senior School Certificate and General Certificate OˈLevel Examination conducted by West African Examination Council (WAEC). The subject is considered very basic to all science and technology as well as science related courses.

Curriculum like a pendulum changes according to the social economic and technological changes in the host society and the surrounding societies. Nigeria has witnessed so many changes in curriculum during the era before the coming of the missionaries, the period of colonial rule, post independence era and in the last two decades.  Generally in designing or changing any curriculum, three basic factors are to be considered. They are the society, the learner and the subject matter (Badmus 2002). It is incubert on the curriculum planners to analyse the implications of changes in the society when deciding upon the new programme of study for the school. Some of the things to be considered in the society include the employment pattern since schools are to be considered in the society include employment pattern since schools are to provide basics skills and the requirement arising from the development of new behaviour in health, welfare and political activities. Case in point is the inclusion of ICT, HIV /AIDS education and quantitative reasoning in the basic education curriculum for Mathematics in 2006 (FME, 2007).

Also, the characteristics of the learner and how he learns should be put into consideration by the curriculum planners. The educational needs of the learners are to be considered in curriculum planning because the purpose of education itself is to make the learner fit into the society he finds himself. For subject matter, the specialized fields of knowledge, the nature and philosophy should be considered. The subject matter is in constant change just as the society (Azuka,2009). In this regard, the curriculum to be devised has to consider some ne things or findings, topics structure etc that is relevant to living in the contemporary setting.

The Nigeria Educational Research and Development Council (NERDC) has the mandate to develop curriculum for the use of all levels of educational system in Nigeria. In line with government reform in Education, NERDC as directed in 2005  by the National Council in Education (NCE) to review  and re-align the existing senior secondary school curriculum to meet the reform in the context of National Economic Empowerment and Development Goal (Egwu,2007). Also, Obioma (2007) summarized the MDG’s and NEEDs targets as value orientation, poverty education, Job creation, wealth generations, and Using education to empower the people, hence the need to review the existing secondary school curriculum. It is against this backdrop that the secondary school mathematics had some topics added to the existing ones. The new mathematics curriculum, simple calculus (differentiation and Integration), simple co-ordinate geometry, logical reasoning and financial mathematics like annuity and amoritization.

The teacher factor is very prominent in determining the quality and the output of any educational system. Hence, teachers are regarded as the “hub” around which every other factor affecting the quality and quantity of buildings, curriculum books and other infrastructures are provided in any educational system. In the final analysis, the success and performance of the educational system will depend on the teachers. In particular, the knowledge of the curriculum by the teachers is very important as no educational system can rise above the level of the teachers. In the mathematics class, a teacher cannot effectively teach students’what he does not know. The pertinent question is how prepared are the teachers to effectively teach the topics at the secondary school level?

1.2 Statement of the problem

The aim of this study is to analyze topics perceived difficult by teachers and students in the senior secondary school mathematic curriculum.

1.3 Hypotheses

The following hypotheses were generated and will be tested for this study;

H01: There is no significant difference in the topics teachers and students  perceived difficulty in senior secondary mathematics curriculum.

H02: There is no significant difference in the topics less experience and experience perceived difficult in senior secondary mathematics curriculum.

H03: There is no significant difference in the topics male and female teachers perceived difficult in senior secondary mathematics curriculum.

H04: There is no significant difference in the topics male and female students perceived difficult in senior secondary mathematics curriculum.

1.4 Significance of the study

          The general purpose of this study is to identify topics perceived difficult by teachers and students in the senior secondary school mathematics curriculum. These identified topics would serve as very useful and strong tools to the classroom teachers, students, curriculum developers, mathematics textbooks authors, school authorities and educational researchers.

It would serve as a useful and strong tool to mathematics teachers as it would help the teachers who did not cover those topics when they were students, to stop shying away from teaching difficult topics in mathematics. It would also go a long way in solving the problem of ineffective teaching of all aspects of mathematics.

Curriculum developers and planners may also derived immense benefits from the findings of the study in the sense that, it would enable them to possess knowledge and disposition to develop methods and activities that would promote students’ inquiry that can embrace students’ understanding of mathematics topics.

1.5 Scope of the Study

This study is concerned with the analysis of topics perceived difficult by teachers and students in the senior secondary school mathematics curriculum in Ijebu North Local Government and Sagamu Local Government Area of Ogun State.

1.6 Operational Definition of Terms

Students’ perception of difficult topics: Students view of the case of difficulty of understanding particular topics ion the mathematics curriculum.

Teachers’ perception of difficult topics: Teachers’ view of the case of difficulty of teaching particular topics ion the mathematics curriculum.

Analysis: Identification of topics perceived difficult

Mathematics curriculum: the content or topics to be treated.

Keywords: ANALYSIS OF TOPICS PERCEIVED DIFFICULT BY TEACHERS AND STUDENTS IN THE SENIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM



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