ABSTRACT
This study investigated implementation of secondary school mathematics in Umauhia, Abia State. This study was guided by four objectives; to determine the extent to which teaching methods influence the implementation of secondary schools Mathematics curriculum, analyze the extent which availability of textbooks influence the implementation of secondary school curriculum, to determine the extent to which teacher motivation influence the implementation of secondary school mathematics curriculum and to establish the extent to which mathematics language influences the implementation of secondary school mathematics curriculum. The Descriptive survey research design was used and data collected using questionnaires and an interview guide. The population consisted of 22 public secondary schools. The sample used in this study comprised of 22 principals, 314 students and 60 mathematics teachers making a total of 396 respondents. Data analysis was based on research questions and responses in questionnaires were tabulated, coded and processed and analyzed using Microsoft Excel program and presented in tables, graphs and pie-charts. The responses in open-ended items and interview were reported by descriptive narrative. The findings indicated that all schools principals had administrative training to carryout their administrative roles effectively.
The student: textbook ratio was found to vary between 2:1 up to 5:1 with an average of 3 students per book. In addition, large class size was found to influence mathematics curriculum implementation where the average teacher: student ratio for Abia was found to be one mathematic teacher to 93 students. This indicated the schools suffered from shortage of mathematics teachers. There was also a wide variation in the head teacher perceptions regarding the meaning of mathematics curriculum implementation but majority of them thought the mathematics syllabus was being taught in their school at the right depth and width including the quality of coverage. Most schools also had effective or sufficient instructional supervision both from the principals and state school inspectors. School based actors such as teaching methods, resources; low teacher and student motivation, technical language used in mathematics were found to be key in explaining the unsatisfactory of the mathematics curriculum.
Teachers methodology dealing with mathematics curriculum implementation, availability of text books in relation to curriculum implementation teachers and learners motivation and technical language used in mathematics were found to negatively influence mathematics curriculum implementation in Umauhia. In view of this findings, the researcher recommended the introduction of students’ friendly methods of instruction such as group discussion, mastery learning, experimental method, project method and mathematical games should be highly encouraged. There should be special mathematic days where all mathematics teachers and learners participate for collaboration purposes.
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
UNESCO (2000b) indicates that the World Education Forum (WEF) in Dakar-Senegal in 2000 adopted as one of the six goals to promote Education for All (EFA), improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes were achieved by all, especially in numeracy. UNESCO (2009) argued that science; technology and mathematics education (STME) is a global challenge that needs urgent local solutions. UNESCO (2007) noted that international, regional and national assessments conducted since 1999 show that learning outcomes in mathematics still characterize many countries worldwide.
UNESCO (2006) indicated that under achievement in mathematics is a concern not only in developing countries but also in central and Eastern Europe. Furthermore, the programme for international student Assessment (PISA) concurs with these results and showed that much remain to be done to improve mathematics achievement in middle-income countries such as Czech republic, Slovakia, Poland, Hungary and Latria.
In Europe and United States, higher education began with training in religion and philosophy, the component skills and pieces of number of knowledge that children must have if they are to succeed in formal mathematics. Many of the components can be acquired before first grade. It’s possible to explicitly teach the skills to children in their pre-school careers so that thy can benefit from mathematics instructions (Bruer, 1997). In U.S.A (1995) the results in performance shows that the fourth grade students performed above the international average in mathematics.
World Bank (1999) asserted that quality education requires efficient systems that would provide supportive learning environment, motivated staff with mastery of content, adequate access to resources, students who are health and ready to learn. It is only a combination of quality inputs and quality process that can produce quality outcomes.
UNESCO (1994) pointed out that general economic decline and widespread financial debt burden in most Africa countries has eroded the gains made to promote quality education. As a result, the condition of the school physical facilities instructional materials has had prominent influence on the quality of education and the achievement of students in African schools. In addition, a review of studies in Africa revealed that poor implementation of mathematics curriculum was due to the lack of well-trained and motivated teachers, inadequate supply of relevant equipments, negative attitude and lack of development of a mathematics culture (UNESCO 2009).
Wanjohi (2006) noted that mathematics is one of the core and compulsory subjects for all secondary school students in Nigerian’s 8.4.4 system of education. In addition, the compulsory nature and the proportion of time allocated to mathematics emphasize the major importance given to mathematics. The scenario does not differ significantly from practice in Britain and other African counties. The Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) second survey on mathematics learning outcomes (2000-2002), showed that only slightly more than one third of Nigerian students who participated in the numeracy survey, reached one of the highest four levels of SACMEQ numeracy scale (UNESCO 2006).
The National Development Plans indicated that low Gross Enrolment Rates (GER) in Nigeria’s secondary schools is attributed to an overloaded curriculum that includes the mathematics curriculum. The government of Nigeria has therefore proposed enhancing the teaching of the mathematics as one strategy to achieve improved access equity , relevance and management in secondary education ( Republic of Nigeria, 2002 – 2008).
Eshiwani (1993) suggested that the unsatisfactory students performance in mathematics in Nigeria is due to poor staffing situation in mathematics , unsatisfactory teaching methods in mathematics made worse by the shortage of text books, teaching materials and large classes found in many schools. The 2004 Nigeria National Examination Council (NECO) report emphasized that for many years, performance in mathematics has been declining. Hence, there is need for an immediate intervention.
The 2007 NECO report added that many candidates still score zero in KCSE mathematics papers yet some of the questions are set from concepts drawn from primary school level. However with the replacement of the 7-4-2-3 system of education with the 8-4-4 curriculum, some mathematics content intended for the advanced or even the university level have been brought down to lower level, This indicates that some topics in secondary school mathematics were difficult for the level of learners . Maina (2002) emphasize that topics in secondary school mathematics are too abstract for teachers to give vivid examples. Robbers (1992) noted that some context areas in mathematics such as geometry, measurement, probability , statistics, algebra, patterns, relations and functions are seriously underrepresented in current mathematics curriculum.
Abagi, Wasuma, Sifuna, Ngome, Aduda and Karagu (2000) indicated that there is unhealthy competition in Nigeria’s education system because it over emphasized teaching for examinations rather than teaching for understanding. Additionally, there is a mismatch between the curriculum context and the time allocated to cover it.
In Nigeria, mathematics has been recognized as one of the subjects which are vital in people’s life, may it be in science, technology, business or in other walks of life. The major objectives of teaching mathematics at secondary school level in Nigeria is to produce persons who will be numerate, orderly, logical, accurate and precise in thoughts. It emphasizes the mastery of specific concepts and skills by secondary students. These contexts attributes are tested by the Nigeria National Examination Council (NECO) after four years (K.I.E 2002). According to Benson (2011) poor performance in mathematics is caused by the following factors; teacher not using students-centred approaches, lack of experiments, conversion of units, milliliters to litres and practical modeling activities, and lack of professional exposures that could have articulated to the teaching of mathematics. In secondary schools, negative attitudes by the students, missing link between primary and secondary, lack of application of teaching including computer use, lack of parental support and lack of motivation by both teachers and students. Eshiwani (2001) points out that poor performance in mathematics in Nigeria is due to poor teaching methods and acute shortage of text books.
Curriculum implementation is a key to school success in terms of its mission, goal and objectives. It is therefore imperative that Head of Institutions put in place mechanisms to ensure that syllabus is covered in their schools. However in Nigeria secondary schools, there have been several factors that influence implementation of mathematics curriculum.
The sessional paper No.1 of Government of Nigeria (2005) notes that secondary education has been characterized by poor performance in nation examinations, high pupil-book ratio in mathematics, a shortage of mathematics teachers, over burdened curriculum, and teachers promotion based on qualification rather than performance.
Mathematics is inevitably utilized in many life activities and specialized activities, yet its still among the most poorly performed subjects at NECO level. In an attempt to improve performance, some parents arrange and pay for extra tuition for their children so that they may cover all topics within the curriculum, these topics include; Arithmetic, algebra, Geometry, Statistics, Navigation among others. Concepts in these topics are tested at NECO.
1.2 Statement of the problem
In Abia, performance in mathematics has been low compared to other subjects. Table 1.3 shows the distribution of performance in various subjects. Mathematics is one of the core subjects at the secondary level of education and a requirement in calculating the overall mean score for learners. Poor performance in mathematics undermines learners’ chances of joining certain courses at the high levels of learning and jeopardizes opportunity for job placement. Considering that school plays a major role in influencing the curriculum implementation process, there is need to examine school related factors that influence implementation of mathematics curriculum.
Eshiwani (2001) points out that poor performances in NECO in Nigeria is due to acute shortage of textbooks or learning resources. Furthermore, dismal achievement in secondary mathematics has also been caused by teachers and learners commitment and motivation as cited by Tswani (2009). Various government and non-governmental organization efforts such as in servicing of teachers and provisional of resources to improve mathematics achievements did not seem to be bearing fruits. There still seem to be some deficiencies with mathematics curriculum implementation. It is in view of this that the researchers set to investigate the implementation of secondary school mathematics curriculum in Umauhias, Abia State.
1.3 Purpose of the study
The purpose of the study was to investigate the implementation of secondary school mathematics curriculum in Abia.
1.4 Research Objectives.
The study was guided by the following objectives:
a) To determine the extent to which teaching methods influence the implementation of secondary school mathematics curriculum.
b) Analyze the extent to which availability textbooks influence the implementation of secondary school mathematics curriculum.
c) To determine the extent to which teacher motivation influences the implementation of secondary school mathematics curriculum.
d) To establish the extent to which mathematics language influences the implementation of secondary school mathematics curriculum.
1.5 Research questions
In order to achieve the objectives of the study, the following questions were addressed;
a) To what extent do the teaching methods influence the implementation of secondary school mathematics curriculum?
b) To what extent do availability of textbooks influence the implementation of secondary school mathematics curriculum?
c) To what levels does teacher motivation influence the implementation of secondary school mathematics curriculum?
d) To establish the extent to which mathematics language influences the implementation of secondary school mathematics curriculum?
1.6 Significance of the study
The findings of the study, conclusion and recommendation may help MOE to find ways of intervening the factors influencing curriculum implementation in secondary schools.
The secondary school principals’ in manning and managing the curriculum implementation at school in order to improve the performance. The mathematics HODS in making sure that mathematics curriculum is
implemented at the right time to facilitate room for revision of areas that are deemed difficult by learners. This will improve the mean score of the school and eventually the mean score of the whole state.
The Nigeria institute of curriculum development officers may get to know factors that influence implementation of mathematics curriculum and take measures to improve on the implementation by proving additional textbooks.
1.7 Limitation of the study
There is limited research done on implementation of secondary school mathematics curriculum, Abia being a new state has several challenges that relates to category of secondary schools. This means that the study cannot be generalized to all other states in Nigeria.
1.8 Delimitation of the study
Since secondary schools in Umauhia have similar characteristics the study was delimited to public secondary schools’ Headteachers, Mathematics teachers and students in Umauhia the variables to captured are; methods of teaching, availability of textbooks, motivation and language.
1.9 Basic Assumption of the study
The respondents selected to participate in the study cooperated and gave honest and truthful responses to answer the research questions. Respondents were assumed to understand implementation of secondary school mathematics curriculum.
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Item Type: Project Material | Size: 57 pages | Chapters: 1-5
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