AN ASSESSMENT OF METHODS TEACHING COMPUTER COURSES TO COMPUTER SCIENCE STUDENTS IN SELECTED SCHOOLS.

 

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CHAPTER ONE

1.0            Introduction                                                                   1

1.1     Background of the study                                                         1

1.2            Aims and Objectives                                                      4

1.3            Statement of problems                                                   5

1.4            Purpose of the study                                                      6

1.5            Research Question                                                         6

1.6            Significance of the study                                                         7

1.7            Scope of the study                                                                   8

1.8            Limitations of the study                                                 8

1.9            Definitions of terms                                                       9

CHAPTER TWO

2.0              Literature Review                                                        12

2.1       Historical background                                                 12

2.2              Literature Review of teaching methods                        24

2.3            Methods of teaching computer

courses to computer science major                                38

CHAPTER THREE

3.0            Methodology                                                                 44

3.1     Research design                                                             44

3.2            Size of sample and ample selection                                44

3.3            Data collection instrument and procedures                             45

CHAPTER FOUR

4.0            Data Presentation and Analysis                                              47

4.1     Introduction                                                                   47

CHAPTER FIVE

5.0            Summary, Conclusion and Recommendation                58

5.1     Summary of Findings                                                    58

5.2            Conclusion and Recommendation                                 60

References                                                                      62

Appendix 1

 

 

 

 

 

ABSTRACT

The study focuses on the methods of teaching computer courses to computer science major in selected Nigeria polytechnics.

It examines the background, methods of teaching, tools and equipments use in teaching computer courses to computer science major. The primary data for the study were generated from well structured question broadcasted to random samples of 70 out of 200 NDII students from federal polytechnic Nekede and Abia State Polytechnic and supported with interviews. Frequency labels, simple proportion percentage ratios, average, ranking, and chi-square (test for goodness of fit) for validation of the some of the some of the findings as distributed.

From the data presented and analyzed textbook is the mostly used tool for  teaching computer courses to computer science major.

Followed by the computer but 20% students said that textbooks, chalkboard and computer are the tools used.

It was also established from the study that lecture method, lecture with discussion practical  assignment, and class discussions are the  methods of teaching computer courses to computer science major.

Therefore the researcher summarized and recommend that the NBTE (National Biand for Technical Education) should improve on the  teaching tools by providing enough computers for teaching and learning and the  methods of teaching computer courses to computer science major should be maintained and if  possible across other departments.

 

 

CHAPTER ONE

 

1.0            INTRODUCTION

1.1     BACKGROUND OF THE STUDY

Education is an important sector which cannot be fun with any serious country, state, organization or individual and that is why an individual, organization or government uses every means to make sure a good education is provided for her citizens (Adibe, 2001).

One of the means of this provision is the introduction of computer science in polytechnics, as a course of study.

Computer science is the study of the design and use of computer systems. One goal of the computer science department is to provide  the student with the tools to identify those problem that are best solved by means of a computer and to design and implement effective, economical, and creative solutions.

Computer science as an academic discipline systematically includes three domains: Theory, and abstraction, and design.

The curriculum’s required courses give the  students a strong foundation in both the software and hardware aspects of computing, as well as the mathematics and science that underline the discipline. The electives in the later years allow the student to study more deeply some particular area of computer science. The department courses and programmes  continue to respond to changing g requirements for professional employment in computer science.

It is the responsibility of the student to understand and fulfill polytechnic, and  Department requirements. These requirements are described is the polytechnic has gone a ling way to keep those individuals (computer operators) in various way:

i.        To acquire formal education in computer                      science

ii        To register fully as members in Nigeria                                   computer society.

Iii      to reduce non-professionals in the field.

Computer is an electronic device, which is capable of receiving, sorting and retrieving information with tremendous speed, if computer is effectively used, it can help teachers teach computer science students visually in all the computer courses.

This study based  on the  assessment of the methods of teaching computer courses to computer science major in selected Nigerian Polytechnics is trying  to find out those teaching methods use in teaching computers courses.

According to McCathy (1989) common teaching methods are lecture method, lecture with Discussion, panel of experts, Brainstorming, video tapes, class Discussion, case studies, Role playing, Report-Back sessions, worksheets/surveys, index card exercise, Guest speaker, values clarification exercise.

IPSJ Journal (2001), state that the method of teaching computer science in a department of liberal Art is from technique (concretion) to theory (abstraction), of from practices to lecture.

In a physical classroom these is a standard, set of equipment and tools, this usually includes audio-visual equipment such as textbook, a chalkboard, video-visual  video player and tape recorder.

 

1.2            AIMS AND OBJECTIVES OF THE STUDY

The aims and objectives of the study are to assess the methods of teaching computer courses to computer science major in selected Nigeria polytechnics.

1.       It investigated whether textbooks and chalkboard the   only teaching and learning tools in teaching computer     courses.

2.       It investigated whether multimedia instructional aids    are used for both teaching and learning in computer      science courses.

3.       It investigated whether E-learning is used in teaching    introduction to computers.

4.       To investigate the most common teaching methods       for computer courses to computer science majors.

 

1.3     STATEMENT OF PROBLEMS

The objective of teaching computer courses in Nigeria Polytechnics include to equip students with the necessary knowledge that will aid them to identify those problems that can be solved by means of computer system, and to design and implement effectively.

Another objective of the study is to provide the intellectual foundation for future professional development. A cornerstone in this study is ability fro student to reason logical. It is essential that student should be familiar with basic concepts in many computer courses.

Although, there are some other problems such as:

–                     Lack of lecturers to teach computer courses.

–                     Lack of teaching tools

–                     Lack of application of computer to real world situation in their programme of study.

–                     Extreme abnormal dislike or fear and dread of mathematics (one of the  credit required for one to study  computer science).

 

1.4     PURPOSE OF THE STUDY

The purpose of the study is to the methods of  teaching computer courses to computer science major.

Also to educate student to succeed in his/her professional career, which takes place in the context of rapidly changing technology. In order to succeed in this area, the student must have certain knowledge, skills and attitudes.

 

1.5            RESEARCH QUESTION

The objective of the research is to determine those tools/ methods that are used in teaching computer science major in Federal Polytechnic Nekede and Abia State  Polytechnic.

In order to conduct an effective study on the central theme of this work, the following critical questions have been addressed namely:

(a)              What are the tools used in teaching computer courses?

(b)              Is your polytechnic connected via Internet?

(c)              How effective is the use of computer on the teaching and

(d)             What are the most common teaching methods of computer courses e.g. Introduction to computer, computer packages, Computer Programming, and, Computer Hardware maintenance.

EFFECT OF SCHOOL LOCATION AND SEX DIFFERENTIALS ON STUDENTS’ ACHIEVEMENT IN ECONOMICS IN SECONDARY SCHOOLS ( A CASE STUDY OF UGHELLI-NORTH DELTA STATE)

 IN SELECTED  NIGERIAN POLYTECHNICS.

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CHAPTER ONE

INTRODUCTION       –       –       –       –       –       –       –       –   1

1.1   Background of the study          –       –       –               –   1

1.2   Statement of the problem –       –       –       –       –       –   5

1.3   Purpose of study      –       –       –       –       –       –       –   8

1.4   Research Question   –       –       –       –       –       –       –   9

1.5   Hypothesis       –       –       –       –       –       –       –       –  10

1.6   Significance of study        –       –       –       –       –       –       –  11

1.7   Scope/Delimitation of the study      –       –       –       –  12

1.8   Limitation of the study     –       –       –       –       –       –  13

1.9   Definition of terms   –       –       –       –       –       –       –  13

 

 

CHAPTER TWO

REVIEW OF RELATED LITERATURE       –       –       –       –  15

2.1   Performance of male and female students       –       –       –  22

2.2   School location and Environmental factors

and their effects on the performance of students    –

in economics   –       –       –       –       –       –       –       –  25

2.3   Summary of the review of related literature     –       –  30

 

CHAPTER THREE

3.1   Research Design and Methodology  –       –       –       –  32

3.2   Research Design      –       –       –       –       –       –       –  33

3.3   Population of the study    –       –       –       –       –       –  33

3.4   Sample and sampling technique      –       –       –       –  33

3.5   Research instrument       –       –       –       –       –       –       –  34

3.6   Validity of the instrument        –       –       –       –       –       –  34

3.7   Reliability of the instrument    –       –       –       –       –  35

3.8   Method of Data Collection       –       –       –       –       –  35

3.9   Method of Data Analysis –       –       –       –       –       –  36

CHAPTER FOUR

4.0   DATA ANALYSIS, PRESENTATION AND DISCUSSION OF        FINDINGS        –       –       –       –       –       –       –       –       –  37

4.1   Introduction     –       –       –       –       –       –       –       –  37

4.2   Analysis of Research Questionnaire –       –       –       –  40

4.3   Discussion       –       –       –       –       –       –       –       –  46

 

CHAPTER FIVE

SUMMARY       –       –       –       –       –       –       –       –       –  47

5.1   Summary of findings       –       –       –       –       –       –       –  48

5.2   Conclusion      –       –       –       –       –       –       –       –  49

5.3   Recommendation     –       –       –       –       –       –       –  51

5.4   Recommendation for further studies       –       –       –  52

References       –       –       –       –       –       –       –       –  53

Appendix         –       –       –       –       –       –       –       –       –  55

ABSTRACT

The aim of this study is to find out the effects of school location and sex differentials on students’ achievement in economics in secondary school. It was aimed at finding out the factors responsible for the disparity if any in the performance male and female students in economics, to also find out how the education institution at different location attended by the students influence their performance in economics and to provide solutions. Research questions were formulated. To collect the data for the study, questionnaires were administered to 100 students selected from different secondary school in Ughelli North Local Government Area of Delta State. The simple percentage was used to analyze data collected. The results were showed and recommendations were made. The following recommendation were made, the approval for establishment of new secondary schools should take into consideration, the maximum distance of one (1) kilometer between school and residence of majority of students. More schools should be established in areas where students’ population is above the minimum. Moreover, Government should come to the aid of schools mostly in rural areas with necessary teaching materials to facilitate the teaching and learning activities.

 

CHAPTER ONE

INTRODUCTION

1.1   Background of the study

Economics is the corner stone or the breath of social science and technological development.

It is regarded as the bedrock of all social sciences subjects that could cut across the school curriculum and it is necessary in the study of social science whether theoretical or empirical. The desire of many countries particularly Nigeria to develop her human and material resource s in this direction has made it possible for the study and teaching of economics very imperative.

Economic as well as most other sciences its frontiers are constantly changing commonly used as the study of the use of limited resources for the achievement of alternative ends. Theories employ abstract deductive reasoning whereby conclusions are drawn and purely empirical studies are inductive in nature. It is of records that the proper teaching and learning of economics is one of the most complex problems facing the Nigeria (Nig) educational system today.

The location of nay school most time or case does follow some laid down guidelines. This is so because school should not be located close to any railway roads, factory and risky areas. Like river bank and high tension lines to mention a few. The  distance  to school in educational planning is seen  as  a rough indication to the schools densities consequently when schools are densely populated, the solution is either  running the  shifty system or  establishing another  school within the  locality. Distance travelled to schools by students also has some relationship to school attendance punctuality to school and absenteeism. When the distance travelled to school is too far from residence of majority of the students, there is the reluctance for students to attend class or school. This is so because majority of the students in Delta state and indeed all over the country walk to and fro from school. It was this reason that make the definite government of Delta state in its free education programme stipulated that schools should not be established more than one kilometer (k/m)  from the residence of  majority of the  students. Attendance in schools is a crucial factor in the case in which some students travel more than five kilometer (k/m) to get to their various schools. Some students are over populated because of their location while some others are spatially polluted. No doubt that several problems are associated in the location of schools without taking into consideration some of the parameters for location enumerated above.

The patterns of gender role development vary with gender achievement is a relatively stable characteristics in children. Boys and girls who possess the attributes associated with achievement. Some experiment being carried out shows middle childhood and adolescence. Some experiment being carried out shows that the motivational base for achievement may differ between the two genders. Girls frequently appear to engage in achievement behaviour as a means of gaining approval from adults and peers while bys are more often motivated by the intrinsic challenge of the task. In many research studies carried out, boys appears to manifest higher level of achievement behaviour when the difference actually involves factors of achievement motivation. The elements of parental behaviour are mostly closely related to early achievement include encouragement of independency.

Hence the term achievement refers to the child’s attempts to attain some standard and to acquire the skills necessary for dealing effecting with his environment. It is so because of the problems associated with that we see to investigate the distance travelled to schools by the students in secondary schools. The study also looked into the effect of gender differential on students’ achievement.

1.2   Statement of Problem

        Since the general assumption is that school location and gender differentials have  effects on students achievement, the  problems of this study is to ascertain what effect a school location has on students achievement in economics. What effect does a gender differential have on student’s achievement in economics?

ATTITUDES OF TEACHERS AND PARENT TOWARD CORPORAL PUNISHMENT IN SECONDARY SCHOOL

 IN SELECTED  NIGERIAN POLYTECHNICS.

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CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Corporal punishment is kind of punishment the causes severe pains to the body. It can be in various forms among which are flogging, picking pains, frog jump, uprooting trees and so on. Flogging which was mostly used in secondary schools was abolished in 1959 by the federal government thus generating argument between and among parents and teachers. Parents, teacher and even the society at large are arguing that corporal punishment be re-introduce to secondary schools. Corporal punishment should be used as a social control mechanism as it helps curbs indiscipline thereby establishing and maintaining a society full morally disciplined pupil. (Sulaiman 2013).
The area of corporal punishment was widely spread in school of Europe some several centuries ago. Corporal punishment formed an important part of the curriculum; Sparta boys were subjected to the ordeals of severe flogging as a test of entrance and manhood (Boycott and king, 1975.)
Gene et al (1982) defined Corporal punishment as inflicting of bodily or social pin to the leaner. Also according to him, students who misbehave are regarded as “bad” and are in need of punishment is applied it means that all other methods of punishments must have been adopted and failed before the school administer applies corporal punishment. Hence, Corporal Punishment could be seen as presentation of unpleasant stimulus to cause a reduced frequency of emission of behavior. Also Gene views punishment as arranged in order of severity and should be used in order as far as it is necessary to control the situation.
Also when universal free secondary education was introduced in the old Western region 1955, flogging in schools was banned. However, some parents and teachers opposed to it, they argued the Nigeria children are not ready for such a change (Abiri 1976).
Most parents believed that only the use of cane reform children and make them learn. Hence, the adage “spares the rod and spoils the child” they also believed that if one is too lenient in training a child, he will bring misfortune to himself and his family. Parents also stress the importance of obedience and respect to elders and thereby demand unquestionable submission to their will. Thus. They believe that the present indiscipline in schools is due to the ban on the use of corporal punishment. (Daniel 2011).
Since 1975, there has been an increase in public attention to the problem of indiscipline in our country in general and also in our schools system in particular. Early 1977, the issue reached a critical point when the them military government concluded plans to deploy military personnel to secondary schools in order to maintain discipline. (Bulus 1988).
In July 1977, the National Policy Development Centre organized a workshop on discipline in schools as part of its own study on national discipline. Also in 1984, the military government in power launched “war against Indiscipline” in the country. However, its activities towards the use of corporal punishment in secondary school were lukewarm. Although some people view corporal punishment as an act of discipline whiles other perceive it a harsh act of discipline. The application of corporal punishment is what that pupils would not be injured It is clear that the rate of indiscipline in our schools nowadays cannot be over emphasized. This raises the question of effective disciplinary methods in the control of problem behaviors. It is therefore essential to investigate the attitude of parents and teachers towards corporal punishment on erring pupils in secondary schools. (Bulus 1988).
1.2 SIGNIFICANCE OF THE STUDY
The significance of this study is just like any other study, is to highlight the importance of punishment because it is a general view that not all forms of rewards can make a pupil to be submissive.
Punishment is intended to effect a change in behavior, or break habits. Punishment is meant to save other children from falling prey to the offender’s act. For instance, if a child is identified as a bully in the school and the behavior is not curbed, he is likely to influence a few other children to practice same. The tendency to graduate into armed robbery is glaring. In a nutshell, punishment is well administered it can accomplish the following result:
(1) Teaching the child respect for authority.
(2) Forcing the child to do something he was not ready to do
(3) Blocking undesirable responses.

IDENTIFICATION OF DIFFICULT TEACHING TOPICS IN INTEGRATED SCIENCE IN JUNIOR SECONDARY SCHOOLS IN ENUGU URBAN AREA IN ENUGU STATE.

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THE NATURE AND CONSEQUENCES OF JUVENILE DELINQUENCY IN NIGERIA: A STUDY OF ENUGU NORTH LGA, ENUGU STATE

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Identification of difficult teaching topics in integrated science and the causes of their difficulty were carried out in the research. Questionnaire was used to elicit the require information and the results obtained analysed using mean and percentages. Results of the analysis showed that while some topics were difficult to the teachers. Other were easy. The causes of the difficulty as indicated were also found out.

Finally, recommendation were made bared on the research findings.

 

 

 

 

 

 

 

 

TABLE OF CONTENTS

CHAPTER ONE

Introduction                                                                            1

1.1            Background of the Study                                                        1

1.2            Statement of Problem                                                    4

1.3            Purpose of Study                                                           5

1.4            Significance of the Study                                                         5

1.5            Scope of the Study                                                                  6

1.6            Research Questions                                                       6

1.7            Limitation of the Study                                                  7

CHAPTER TWO

2.0     Literature Review                                                                    8

2.1     Nature and Structure of Integrated Science                             8

2.2     Qualified Integrated Science Teachers                                     9

2.3     Facilities and Equipment                                                         12

2.4     Area of Difficulties Topics in Integrated Science           14

2.5     Causes of these Difficult Teaching Topics                     17

2.6     Teaching Methods                                                                   19

2.7     Approach to the Teaching of Integrated  Sciences         21

CHAPTER THREE

3.0     Methodology                                                                 25

3.1            Design of the Study                                                       25

3.2            Area of Study                                                                25

3.3            Population of the Study                                                 26

3.4            Sample and Sampling Techniques                                 26

3.5            Instrumentation                                                             26

3.6            Validation and Reliability                                              27

3.7            Administration of Instruments                                                27

3.8            Methods of Data Analysis                                             27

 

CHAPTER FOUR

4.0     Analysis and Discussion                                                         29

4.1            Research Question One                                                  29

4.2            Findings of some difficult Teaching Topic in

Integrated Science by Teachers                                                32

4.3            Analysis of the Results                                                            37

CHAPTER FIVE

Findings, Summary and Recommendation                              39

5.1            Findings                                                                         39

5.2            Summary                                                                       41

5.3            Recommendation                                                           42

5.4            Area of Further Research                                               43

References                                                                      44

Appendix                                                                       48

 

 

Chapter one

 

1.0     INTRODUCTION

1.1     BACKGROUND OF THE STUDY

Science and technology are concepts in national development which remain indelible in the mind of African and third world leaders according to Ochu and Ekezie (1974).

In Nigeria science was introduced into secondary school system as far back as (1880).

It was first taught as general science and later speared into physics, chemistry and biology. With the introduction of the core science subject, the general science came to be seen as the science subject which was suitable for the less able and it was recommended to the least science oriented and for those who do not intend to pursue science. Syllabus was therefore devised to contain basic elements of biology, chemistry and physics, which should be taught primarily to pupils in the low secondary school classes. (Anani 1977).

Although attempts were made to raise the status of general science with the introduction of a double credit O/level, yet people still questioned the rationale of mere putting together subjects. There was in the early sixties a new wave of thought about science in school rather than open into professional restricting under the conditions of normal classroom culture.

There is a hesitancy on the part of both school teachers to try out innovations in classroom teaching. Activities are rarely included in the classroom deliberation and laboratory programme are seldom organized as an opportunity of exploration. Agarkara (1998), stated that teachers learn very little from experience in the classroom on that capacity of mastering science and new technology logics. Since Iloputaife and Eze (1994) has tried to propose the following tasks.

Lip dating and improving the qualify of science teaching integrating scientific  education and human features, developing a comprehensive approach for science curricula. Focus has been put on teachers processes so as to promote the teachers understanding of scientific method and rationality but the reality of lack of resources in most countries has impeded them adjusting both the contents of their curriculum and textbooks in consequence, and the training of their integrated science teachers which often remains of very poor quality. The curriculum is inter disciplinary and it is supposed to provide the teachers to see the concept and the pedagogical principles which unify the separate subject matter thus harmonizing the knowledge derived from the integrated.

The course is supposed to provide the teachers with a broad view of science which enlightens his interactions with his environment of this mental manipulative and social skills unesco –  unicef (1971).

Essentially, integrated science is designed to develop interest in the teaching that his is encourage to pursue further student in science discipline.

Secondary school was to lay a solid foundation in the learners early study of science for further studied.

A significant proportion of Nigeria J.S.S integrated science. Teachers do not achieve as well as they should in integrated science examination, Iloputaife and Eze, (1994).

 

1.2     STATEMENT OF PROBLEMS

Based on the background of the study. Here, one or two problems are shown.

First, some teachers have the problems of finding some topics difficult to teach in integrated science. This was also confirmed by research evidence in Nigeria, Desai (1994) indicates low   integrated science attainments of teachers. The condition was amplified by the alarming low number of qualified teachers in integrated science area irrespective of the crucial role of integrated science Neera (1996).

Second, as a result, there are some problems in the implementation of the curriculum Olarewaju (1987), besides achievement has been shown to be very low and unimpressive Okebukola and Jegede, (1999). These might negate the philosophy behind the introduction of the integrated science core curriculum as J.S.S leave. Also Jegede (1999) and Akueailo (1998) undependably in their studied tend to show that the teaching of integrated science in Nigerian secondary school are inadequate.

 

1.3     PURPOSE OF THE STUDY

The purpose oft his study is to identify the difficult teaching topics in J.S. integrated science curriculum.

(a)              In the relation to teachings area of specialization

(b)             In relation to teachers qualification

(c)              In relation to availability of instructional materials in Enugu urban area Enugu State.

 IN UZO-UWANI LOCAL    GOVERNMENT AREA .

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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”?