1. 1BACKGROUND TO THE STUDY
Osokoya ( 2003 ) . defines Education as a uninterrupted procedure which the society establishes to help its members to understand the heritage of the past and to take part fruitfully in the hereafter. It is the taking out of the in-born powers and potencies of the persons in the society and the acquisition of accomplishments. aptitudes. and competences necessary for self-fulfillment and for get bying with life’s job.
For Afe ( 2000 ) . Education is considered as a tool to be used for the integrating of the person into the society to accomplish self-fulfillment. develop national consciousness. promote integrity. and strive for societal. economic. political. scientific. cultural and technological advancement.
Education in scientific discipline and mathematics hence becomes bedrock and indispensable tools for scientific. technological and economic promotion in any state. It gives the state the capacity to use engineering for the development of the resources of nature. Such development will depend greatly on mathematics for puting the foundation for political. governmental. military. civil. scientific. technological promotion. economic development. socio-cultural and environmental peace.
There are figure of inquiries which need to be answered at this phase. What so is Mathematicss? Why should everybody larn Mathematicss? What is the importance of this topic in life and in school course of study? What shall be the advantage of giving so much attempt. clip. and money to the instruction of Mathematicss?
Shapiro ( 2000 ) defines Mathematics as the survey of qualitative dealingss ; put merely. it is the scientific discipline of construction. order. Numberss. infinite and relationships about numeration. measurement and describing of forms and objects. It qualifies in its ain right as a scientific discipline but it is frequently regarded as a linguistic communication of and a nexus between all the scientific disciplines.
Soyemi ( 1999 ) Mathematics is a organic structure of cognition that opens up the head to logical logical thinking. analytical thought and the ability for originative thought. deep focussing and lucidity of idea and preciseness. It is the hub on which all scientific and technological surveies find their bearings. In pure scientific disciplines it is the footing and linguistic communication of survey. in applied scientific disciplines and engineering it is an indispensible tool of analysis. with the societal scientific disciplines it is a scaffold and for the Arts the visible radiation that gives systematically and completeness to its survey.
Osafehinti ( 1990 ) observes that the acquisition of mathematics in schools represent foremost. a basic readying for big life and secondly a gateway to a huge array of calling picks. And from the social position. competency in mathematics is indispensable for the readying of an informed people and for uninterrupted production of extremely skilled forces required for industry. engineering and scientific discipline. The advancement of any state depends upon her scientific and technological promotion which can merely be built on a sound mathematical instruction capable of doing the citizens efficaciously functional in the natural and applied scientific disciplines. The survey of Mathematics therefore will travel a long manner to “equip pupils to populate efficaciously in our modern age of scientific discipline and technology” ( NPE 2004 ) .
Fakuade ( 1977 ) sums up this averment ; for the intents of economic endurance. the ordinary citizen demands to be able to compare and gauge values of articles. determine monetary values of groceries. reckon distances and clip. weigh grounds and be able to sift substances from husks. Therefore in the complexness of the modern society everyman requires a certain sum of competency in basic mathematics for intents of managing money. prosecuting day-to-day concerns. construing mathematical graphs and charts and believing logically.
In reasoning this subdivision hence. Mathematics Education must lend towards the skill of these values: cognition and accomplishments. rational wonts and power. desirable attitudes and ideals that are indispensable tools for a successful and balanced human being.
In the visible radiation of the above. Mathematics Education has been given its rightful topographic point in course of study development in Nigeria Educational History and System.
During the last 50 old ages at that place had been unprecedented attempts in course of study reforms in Mathematics instruction in Nigeria. from the autochthonal invention of the Africa Mathematic Programme ( AMP ) ( The Entebbe Mathematics ( 1961-1969 ) . through the formation of Nigeria Educational Research Council ( NERC ) in 1969. Inspite of the attempts made by these organic structures. recorded pupils failures were on the rise.
Subsequent councils. workshop and conferences were to salve the tendency finally and gave a solid foundation to mathematic instruction course of study developments and execution. To call but a few of such events are: The Benin Conference ( 1977 ) . The Comparative Education Study and Adaptation Centre ( 1976 ) that took attention of secondary-level mathematics course of study and The National Critique Workshop at Onitsha ( 1978 ) .
The conference accordingly formulated and adopted. nem con. the undermentioned aims for learning mathematics in Nigeria secondary schools: I. To bring forth involvement in mathematics and supply a solid foundation for mundane life two. To develop computational accomplishments
three. To further the desire and ability to be accurate to a grade relevant to the job at manus four. To develop and pattern logical and abstract thought
v. To develop capacity to recognize jobs and to work out them with related mathematics knowledge six. To supply necessary mathematical background for farther instruction seven. To excite and promote creativeness
Despite the commendable attempts at developing an acceptable General Mathematics course of study. students’ public presentation in the topic appears to be worsening over the old ages.
To relieve the state of affairs in 1989. the National Mathematics Centre was established. Chief amongst its maps include: I. To promote and back up activities taking to the betterment of the instruction and acquisition of mathematical scientific disciplines at all degrees. two. To undertake national set ends in the development of mathematical scientific disciplines. three. To shoot mathematical instruction to the rarified country of theoretical mathematics with a position to increasing the figure of mathematicians.
Given all these attempts. yet. as Adeniyi ( 1988 ) justly observes. that one’s engagement in the marker of mathematics for the West African Examinations Council ( WAEC ) is adequate to acquire anyone sorrowful at the province of Mathematicss in Nigeria secondary schools. Some campaigners submit their reply books without composing anything in them. Some campaigners simply recopy the inquiries. while a high per centum of those who try to compose anything at all mark below 40 % .
The inquiry that readily comes to mind is: What are the factors responsible for students’ hapless public presentation in mathematics in secondary school scrutiny?
This undertaking will therefore take a study of the factors responsible for these failures. the effects on the pupils and hereafter of our society. the attendant jobs and proffer agencies of altering the tendency of students’ hapless public presentation in mathematics. In this attempt. students’ public presentations in senior secondary school mathematics in Idah Local Government Area of Kogi State will be used as tool for analysis and probe.
Cardinal to this pursuit are these inquiries that one seeks to turn to: 1. Are the instructors of mathematics adequately qualified and decently trained in their topic? 2. Is the inordinate work load and deficiency of instructor preparation installations at the root of hapless public presentations of pupil? 3. Is the WAEC course of study inadequate. irrelevant and equivocal? 4. Are parents as committed to the advancement and success of their ward? 5. How is the Mathematics taught in schools taught?
6. Have the gustatory sensation for larning being diluted by the answer-centeredness of most school learning? 7. Is WAEC merely serving failures annually with net income? Is that ethical?
These are some of the pertinent inquiries this research seeks to turn to.
1. 2PURPOSE OF THE STUDY
The research worker is cognizant without any shred of uncertainty that mathematics remains the most serviceable scientific discipline topic to all subjects and Fieldss of human work and survey. Besides. admit the attempts. committedness and painstaking dedication of policy shapers. educationalists and the authorities of Nigeria in guaranting and positioning mathematics instructors. schools and pupils towards self-fulfillment and national development.
Yet in the face of all these attempts the rate and grade of students’ hapless public presentation in senior secondary school scrutiny in Mathematicss must now be a job of national concern. Schools in Idah Local Government Area of Kogi State would be used as instance survey.
1. 3STATEMENT OF THE PROBLEM
This survey examines the factors responsible for students’ hapless public presentation in mathematics in selected secondary schools in Idah Local Government Area of Kogi State. It looks at this quandary from the position of Teacher/Principal factor. authorities factor. pupils factors. parents factor. economic factor. environmental factor. policy shapers factor. WAEC factor and hapless or non-availability of larning installations factor.
This subject is of huge concern to instructors because their position is being threatened with the hapless public presentation of the pupils. while the parents besides felt much worried because of the non-realisation of their hopes on their kids. The school administrators’ administrative accomplishment is besides brought to inquiry with the hapless public presentations of the pupils while the authorities is every bit disillusioned because the students’ public presentation did non warrant the immense disbursal on instruction.
Schools are established to carry through specific ends and aims and by the way one of the most common standards of measuring the effectivity of any school system is the extent to which the pupils perform in their scrutinies.
1. 4RESEARCH Question
In Nigeria educational circle. no inquiry has been more topical in recent times than the hapless students’ public presentation in public scrutinies and besides the public consciousness and concern about this has grown to such a dimension that it has become a topic of changeless remark in the mass media. The pick of the subject of study is hence timely and most appropriate.
These research inquiries hence become the necessary prompt for a deeper study of factors responsible for students’ hapless public presentation in mathematics in senior secondary school scrutiny: 1. Make teacher factors constitute a important job in students’ public presentation in SSCE in Mathematics? Who teaches what is taught in school? 2. What is the nature of school environment in which instruction is done? 3. Does the students’ attitude and committedness towards mathematics constitute a important job in public presentation in SSCE mathematics? 4. Department of energies learning method constitute important job in students’ public presentation in mathematics scrutiny. How is what is taught in schools. taught? 5. Does the deficiency of instructional stuffs. educational installations and unequal supervising constitute a important job in students’ public presentation in SSCE scrutiny? 6. Make the parents’ unequal proviso of school stuff. indifference and broken places constitute a important job in students’ public presentation in SSCE mathematics?
1. 5HYPOTHESES
In happening solution to the jobs stated before the undermentioned hypotheses were formulated: I. There is no important relationship between instructor factors and students’ hapless public presentation in SSCE in mathematics. two. There is no discernible relationship between the school environment and location and the pupils hapless public presentation. three. There is no cogent evidence of relationship between the students’ attitude and committedness and their hapless public presentation in SSCE in mathematics. four. There is no grounds of relationship between the learning methods and students’ public presentation in SSCE in mathematics. v. There is no important relationship between the deficiency of instructional stuffs. educational installations and unequal supervising and the hapless public presentation of pupils in Mathematicss at the SSCE degree. six. There is no ground to keep that parental indifference is grounds for the students’ hapless public presentation in SSCE in mathematics.
1. 6OBJECTIVE OF Survey
Inspite of the dismaying rate and grade of failure of mathematics no analysis of the job is thorough. Hence. the research worker lends his voice to the increasing figure of those who seek to place the factors at the bosom of the failure in mathematics and suggestion redresss.
The aims of this survey hence are ;
1. To place the factors militating against effectual instruction and acquisition of mathematics. 2. To foreground for the public. policy shapers and concerned individuals the causes of pupil hapless public presentation in mathematics scrutiny in some selected secondary schools in Kogi State. 3. To suggest ways by which the factors identified could be ameliorated.
1. 7SIGNIFICANCE OF Survey
It is the sincere hope of the research worker that by transporting out this elaborate scrutinies of the causes of students’ hapless public presentation in mathematics and proffering solutions. the findings and recommendations would be of a great aid to every known group and persons who have anything to make with the success or failure of the kid in school: school decision maker. schoolroom teachers’ pupils themselves. psychologists. instructor trainers. theoreticians. scrutiny organic structures. course of study interior decorators and professional associations will happen here a systematic and appropriate redresss.
These will every bit steer and guard the authorities at all degrees and Ministries of Education. school counsel and counselors and parents. It is hoped that this study will assist in bettering the whole system in such a manner as to bring on better public presentation in mathematics scrutiny at the secondary school degree.
1. 8SCOPE OF Survey
The present survey used five secondary schools in Idah Local Government Area of Kogi State. These schools the research worker has used to do a instance in the study of factors responsible for students’ hapless public presentation in mathematics in senior secondary school certification scrutiny.
These five schools are listed below:
1. St. Kizito Seminary. Iyegu – Idah
2. St. Peter Secondary School. Idah
3. Holy Rosary Secondary School. Idah
4. Idah Secondary Commercial College. Idah
5. Idah Polytechnic Secondary School. Idah
1. 9LIMITATION OF Survey
The research work covered some selected schools merely. Some other restraints such as ; clip. finance and mobility had its effects on the attempt at doing an thorough survey.
2. 0DEFINITION OF Footing
To put the phase for our study of factors responsible for the hapless public presentation of pupils in mathematics. We present working definitions of the some footings. 1. Performance: Accomplishing or accomplishment of specific ends. aims or set grade in any academic enterprise. It is one of the most common standards of measuring effectivity of schools. 2. Course of study: A sequence of possible experiences. put up in the school to train kids and young person in ways of thought and moving whether it is carried out in groups or separately. inside or outside the school. 3. Course of study: A brief drumhead or defined statement of the chief points of a class of lectors or surveies. 4. Invention: is a manner of altering and accommodating for the intent of achieving certain ends and aspirations. 5. Qualified Teacher: A instructor who has undergone a specialized preparation and possess a basic making in the topic. techniques of instruction and has become familiar with policies and professional activities.
Chapter TWO
LITERATURE REVIEW
2. 1INTRODUCTION
In this chapter the research worker presents the literature reappraisal of the survey. The major focal point is on the factors that are responsible for the dismaying rate of students’ hapless public presentation in Mathematics in Senior Secondary School Certificate Examination this would be analysed on the undermentioned factors:
1. The Teacher/Principal Factors
2. Students’ Attitude and Commitment
3. The Method of Teaching Mathematicss
4. The Lack of Instructional Material. Education installations and unequal Supervisors 5. The Socio-Economic Factor
6. Parents/Guardian Factor
7. The School Environment Factor
2. 2THE TEACHER/PRINCIPAL FACTOR
The school is regarded by many as an extension of the Principal’s personality. The failure of the school is the principal’s and the success of the school is the principal’s success. A study of factors responsible for the public presentation in Mathematicss at the senior secondary school degree puts the school decision maker on the defensive. The bucking-passing exercising with respects to students’ hapless public presentation most frequently stops at the Principal’s tabular array. 1. Teacher’s Qualification/Experience
A study of this nature must concentrate some attending on the quality and experience of instructor. Our educational programmes started crashing from the yearss of clang programmes. Teachers besides were rushed through clang programmes to obtain N. C. E. Certificates. But without a broad-based instruction. these instructors have really small to offer. N. C. E. instructors who are supposed to learn merely up to Junior Secondary School now teach even the seniors. in some instances have been appointed Assistant Principals and go WASCCE testers in many topics including mathematics. A hapless instructor can merely bring forth hapless consequences.
The National Policy on Education ( Revised Edition. 1998 ) spelt out the intent of Teacher Education to be: ( a ) To bring forth extremely motivated. painstaking and efficient schoolroom instructors for all degrees of our Education system ( B ) To supply instructors with the rational and professional background adequate for their assignment and to do them adaptable to any altering state of affairs. non merely in the life of their state. but in the wider universe ( degree Celsius ) To heighten teachers’ committedness to learning profession
The National Mathematical Centre ( NMC ) ( 1988 ) set among its aims. to develop and develop high degree forces in the mathematical scientific disciplines including Mathematicss. Mathematics Education. Computer Science. Theoretical Physics and Statistics for Nigeria and African establishments through Research. Lectures Series. Workshops. Conferences. Seminars and Linkages.
The National Teachers Institute ( NTI ) every bit charged with the duty of supplying classs of direction taking to the development. upgrading and enfranchisement of instructors utilizing the distance instruction techniques.
Others. like Mathematical Association of Nigeria ( MAN ) and Science Teachers Association of Nigeria ( STAN ) have as central aims. to advance effectual mathematical instruction and research and to maintain in touch with developments in scientific discipline and its application to industry and commercialism and above all to popularise scientific discipline.
Despite all these attempts. the mumbling of discontent at the incompetency of instructors has been acquiring louder and louder without any coordinated program of onslaught. Ali ( 1989 ) has the position that teachers’ incompetency in the new course of study which made them run about at the same degree as their pupils is another lending factor to the students’ hapless public presentation in Mathematics.
Ezewu ( 1986 ) highlighted the nine classs of instructors found all over the state in the nation’s secondary schools. These are the Grade II. the Pivotal. the WASC/GCE Ordinary Level. the GCE Advanced Level. the ACE. the NCE. the OND/HND. and the Graduates without learning making. Of the nine classs. merely four are qualified in footings of command of content at the secondary school degree. In footings of professional competency. merely two classs are qualified to learn the secondary school degrees. These are the NCE and the Graduates with learning making.
Surveies have attempted to measure the mathematical competency of Mathematics instructors. Habor-Peters and Ogoamaka ( 1991 ) . The consequences have systematically shown that Mathematics instructors do non hold cognition of mathematics expected as a requirement to effectual instruction.
Sidhu ( 2006 ) command of the topic is an absolute necessity for effectual instruction. The instructor must possess a basic making in the topic. professional preparation. battle in professional activities and personal enthusiasm for mathematics.
Scientific fact has established that motive is necessary for effectual work in any country of human enterprise. Sadly nevertheless. Akinwumiju and Orimoloye ( 1985 ) found out that secondary school instructors in the federation are least bucked up through conditions of service. wage and publicity chances. Teachers have no significant particular allowances. really frequently unpaid for old ages ; ne’er own autos or houses of their ain. For these grounds. instructors are disillusioned and forced to settle with a low self-concept. Consequently. they are in no place to actuate their pupils who themselves see nil to esteem about the instructors. This excessively. has been lending to the close entire failure of campaigners in senior secondary school mathematics scrutinies.
In many instances. instructors are mostly responsible for loss of involvement by pupils in some classs or topics. particularly Mathematics. 2. Teaching Experience Sidhu ( 2006 ) proposed for effectual and efficient instruction for instructors. selective academic preparation. supervised Teaching Practice. in-service preparation and professional activities. The pupil instructor should acquire an chance of detecting a few presentation lessons by experient instructors. and so should be required to learn categories on those lines. These lessons should be circumstantially ascertained and exhaustively discussed by a group dwelling of his class-fellows and a few experts. Such rating should take into history facets such as category readying. learning techniques. direction and control. personal and professional qualities and accomplishments.
This pattern learning should truly tag the beginning of mature. brooding and analytic idea in analyzing and work outing learning troubles. In the recent clip. a new tendency seems to hold emerged in the deployment of alumnuss of the National Youth Service Corps ( NYSC ) who are non professionally trained. inexperient and under-motivated are used to make full in the spread of the scarceness of instructors. This has its toll on the students’ public presentation every bit good. 3. Teachers/Students Ratio
Ogunbiyi ( 1983 ) there is a overplus of literatures to demo that our crude secondary schools are hampered by tonss of job: deficit of well-trained instructors. insufficiency of learning installations. deficiency of financess to buy necessary equipment. hapless quality text editions. big categories. ill motivated instructors. deficiency of research labs and libraries. ill co-ordinated supervisory activities. intervention of the school system by the civil service. ceaseless transportations of instructors and principals. over-crowded schoolrooms or research labs. automatic publicity of students. the negative function of public scrutiny on the teaching-learning procedure. inequality in educational chances.
For instruction to be effectual. particularly at the secondary school degree. learning staff strength has to be equal. A student-teacher ratio of 40:1 may be considered equal but the state of affairs is far from this in many secondary schools in Nigeria. An existent ratio of 100:1 is known to be in many secondary schools across the state. Under this state of affairs. the instructor can non execute efficaciously and expeditiously.
For Odili ( 2006 ) wonders how a individual instructor can take attention of 50 pupils at a clip. In most instances. the suites are excessively little and ill ventilated. It becomes hard for the instructors to set up any close single contact with the pupils.
Ajayi ( 1985 ) asserts that having to the bloated class-size. the work becomes unmanageable and boring ; personal attending to single students becomes infeasible. marker of assignments becomes boring and onerous. while digest of consequences became a frustrating exercising. The attendant consequence is the hapless state of affairs of hapless public presentations in Mathematics scrutiny.
4. Students’ Attitude and Commitment
Ezewu ( 1985 ) confirmed that a kid who has a positive attitude towards what he learns will be extremely motivated to prosecute in activities that promote larning thereby developing a positive self-concept in relation to the entire instruction environment.
One of the most of import factors for bettering public presentation is students’ engagement. By engagement it means how much clip. energy and attempts pupils devote to the acquisition procedure. There is now a good trade of research grounds to propose that the more clip and attempts pupils invest in the acquisition procedure and the more intensely they engage in their ain instruction. the greater will be their growing and accomplishment. their satisfaction with their educational experiences and their continuity in school. and the more likely they are to go on their acquisition.
But pupils. every bit much as research into the acquisition procedure has shown. are improbable to larn unless they are someway involved in the procedure of larning ; they seldom learn much when they are treated merely as inactive receptors.
For Balogun ( 1986 ) . the pupils bring to the instructional puting his abilities. motivational leanings. personal background ; place background. community values and these can impair. do or supplant teacher’s intercession of whatever quality.
Johnson and Rising ( 1972 ) see attitude as a mental province of preparedness organized through experiences. exercising a way or dynamic influence upon the individual’s response to all objects and state of affairss with which it is related.
Attitude therefore is cardinal to the kineticss of behaviors and find how far a pupil learns. Osafehinti ( 1986 ) posits that if a pupil has a positive attitude towards mathematics. he will non merely bask analyzing it but will besides deduce satisfaction from the cognition of mathematical thoughts he additions.
Obodo ( 2002 ) explains farther. if a pupil has a positive attitude to mathematics. he will decidedly be interested in its instruction and acquisition.
For Salman ( 2004 ) . most mathematics instructors do non do the instruction of mathematics practical and exciting and this leads to negative attitude to mathematics by pupils.
Sidhu ( 2006 ) . the elements of freshness. usefulness and absolute rational wonder are the primary stimulation for the waking up. keeping the students’ involvement in Mathematics.
With echt attitudinal alteration. sustained involvement and continual challenge. mathematics would no longer seem to the pupils a drilling. useless to existent life issues and progressively inexplicable but a topic that will be longed for.
2. 6METHOD OF Teaching MATHEMATICS
This calls for the scrutiny of the qualities that anyone called a instructor should show to ease the successful discharge of the undertakings expected of him. As Sober et Al ( 1988 ) puts it: ?Teachers must cognize the material
Teachers must cognize the students whom they are “stuffing” And above all. they must cognize how to “stuff” them artistically.
Knowledge of capable affair entirely is non sufficient ; the Mathematics instructor should be effectual and efficient in learning methodological analysis.
Cockcroft Report ( 1982 ) recommends among other agencies for effectual and efficient mathematic instruction at all degrees: Exposition by the instructor
Discussion between instructor and students and among students themselves
Appropriate practical plants
Consolidation and pattern of cardinal accomplishments and modus operandis
Problem work outing. including the application of mathematics to mundane state of affairs
Fact-finding work
For Sage ( 1977 ) . this general instruction method is a set of instructor behaviors that are perennial ; occur in united and systematic mode. This creates the templet for a sympathetic. intelligent. competent. mathematical linguistic communication
eloquence and animating instruction and acquisition.
2. 7INADEQUATE EDUCATIONAL FACILITIES
Educational installations in footings of qualified instructors. good equipt research labs. criterion schoolrooms. standard libraries. recreational stuffs. instructional stuffs were unequal in most of these schools. These restraints limit the opportunities of pupil success.
Egbugara ( 1995 ) suggests that scientific discipline equipment Centres should be set up in each province for the local production and service of laboratory equipment. Learning mathematics by rote can be discouraged if stuffs are available.
Ezewu ( 1985 ) observed that educational establishments from baby’s room to university necessitate edifices for their effectual operations. Classrooms. offices. assembly halls. research labs and staff quarters are needed. Within the edifice there should be fixtures and adjustments to do them functional. the infrastructural installations. These are of import points like furniture for staff and pupils. books. scientific discipline equipment. games and athletics equipment. The insufficiencies of these were partially responsible for their monolithic failure rate. Failure to keep public belongings after an initial ardor in put ining them might be responsible for the hapless public presentation of pupils in some well-established schools.
For Odili ( 2006 ) the constitution of a mathematical research lab will cut down this defect.
Supervision of schools has non been conducted with the earnestness it deserves in the post-interdependence Nigeria. Ogunniyi ( 1984 ) describing his research findings maintained that in provinces with good over 500 secondary schools. there were 10 or less supervisors.
Aiyepeku ( 1983 ) believes that modern school supervising in an effectual agencies of instructional betterment in the schools. so other possible grounds for the mass failure could be attributed to miss of effectual supervising.
2. 8SOCIO-ECONOMIC /FAILURE SYNDROME
The hapless public presentation in mathematics is merely a symptom and effect of the permeant national failure and socio-economic deadlock.
Our airplanes fail to take off on agenda. our roads take many old ages to finish. our telephones do non work good. our electric power is invariably neglecting. there is changeless traffic jam. pupils cheat massively during scrutiny. civil retainers. instructors. professors. husbandmans fail to make the work for which they are paid. scrutiny escapes ; has failure non being stamped on every enterprise? A province of personal businesss in which everything goes incorrect and the normal machinery is powerless to rectify things. social ends are vague. rich nonreaders are venerated. faculty members are disenchanted and disillusioned. The natural effect on instruction is hapless public presentations.
There is no uncertainty every bit good that economic recession has affected every aspect of the country’s national life. instruction non exampled. With this the authorities has being neglecting in most provinces to pay instructors their wages. and allowances on a regular basis. to supply equal instructional stuffs. The same economic recession leads to poorness of parents who find it hard to pay fees and purchase basic text edition for their wards.
For Obilade ( 1985 ) the turning moving ridge of anti-intellectualism in the state has besides affected the immature people today. One hears of schools being closed indefinitely so kids could assist their parents on farm. or for ground of voters’ enrollment. One witnesses uneducated people being actively promoted in society. while intellectuals are blamed for misguiding the authorities.
The immature people of today are inquiring why they should fight to go through any public scrutiny when people who did non hold much instruction are basking so much wealth.
2. 9PARENTS/GUARDIAN Factor
Most times parents do non supply adequately their kids school stuffs. Some parents are apathetic and disinterested in their children’s schools. broken places and accent on philistinism has grave negative effects on students’ public presentation in school.
There are overpluss of literature to demo that our crude secondary school method of educating are hampered by tonss of jobs: deficit of good trained instructors. insufficiency of learning installations. deficiency of financess to buy equipment. hapless quality text editions. big categories. ill motivated instructors. deficiency of research labs and libraries. ill co-ordinated supervisory activities. illation of the school system by civil service. ceaseless transportations of instructors and principals. over-crowded schoolrooms or research labs. automatic publicity of students. the negative function of public scrutinies on instruction and acquisition procedure. inequality in educational chances.
These jobs enumerated above every bit good as others are bound to do hapless public presentation in mathematics scrutinies in our secondary schools. This affirms what a batch of research workers have given as factors responsible for students’ hapless public presentation in mathematics. 2. 10 The School Environment
Physical environment of the school affects academic public presentation of the pupils. For illustration. Bloom ( 1978 ) affirmed that environmental influences help the acquisition of cognition and accomplishments. Agring with the above. Ezewu ( 1983 ) noted that it is because of the effects of environment on the kid that pedagogues are interested in the child’s environment. as this. instead than heredity is the phenomenon they can easy command in order to heighten instruction. acquisition and accomplishment. Onwuchekwa ( 1985 ) explained that a contributing environment which includes the physical environment. the physical scenes of the schoolroom. learning AIDSs to advert a few. enhance instruction. acquisition and accomplishment. It is a fact that environing environment of a pupil influences their public presentation. For illustration. the quality of the school edifice has a direct impact on pupil public presentation.
Students perform better academically in better edifices. Research workers have found that pupils in old edifices scored 5-7 per centum points lower than pupils in new edifices. Note that high public presentation school use assorted building and design methods to better the acoustical environment. This reduces internal noise and external noise factor like traffic. Another interesting factor to observe is that daytime is a cardinal constituent of high public presentation design. Supplying natural daytime provides biological stimulation for endocrines that regulate organic structure systems and tempers. supply chances for natural airing. and reduces the demand for unreal visible radiation. thereby cut downing energy costs. Adidipe ( 2007 ) concludes that the insufficiency of such physical resources like talk halls. halls of abode. research labs. libraries and other academic resources translate to hapless consequences because it breeds over crowdedness. TEACHER’S QUESTIONNAIRE
The intent of this questionnaire is to study the factors responsible for students’ hapless public presentation in mathematics in S. S. C. E. The study is strictly for research intent and any information supplied will be treated as purely confidential.
I ever find it hard fixing for mathematics category. Mathematicss is dull and deadening because it leaves no room for personal sentiment. I hate learning mathematics because there is nil originative in it ; it’s merely memorizing expressions and replies. I teach mathematics today because there is no alternate occupation and as a waiting occupation. I prefer learning in urban schools than rural schools. I am ever tardily to school everyday because the route to my school is unaccessible. My pupils are non disputing because the school location is non contributing for them. I go to school twice in a hebdomad because my school is located in a small town. In my ain sentiment location of school has nil to make with students’ accomplishment in mathematics. My pupils hate mathematics because it makes them experience uneasy and baffled. 12My pupils enjoy mathematics and it is exciting to them.
My pupils enjoy traveling beyond the assignment work and seeking to work out new jobs in mathematics. My pupils are interested and willing to get farther cognition in mathematics. My pupils show involvement in mathematics and this will assist to develop their accomplishments and analyze the topic the more. I ever use assortments of learning methods when learning a lesson in mathematics. I ever like utilizing talking method whenever I am learning a subject in mathematics. I ever find it hard following a peculiar instruction method in any mathematics lesson. I love presentation method and I ever use it when learning mathematics. Whenever I am learning mathematics. I don’t even see the method I am utilizing because I feel it is non of import.
