INVESTIGATION INTO THE APPLICATION OF INSTRUCTIONAL MATERIALS FOR TEACHING OF MATHEMATICS IN SOME SELECTED SECONDARY SCHOOLS
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INVESTIGATION
INTO THE APPLICATION OF INSTRUCTIONAL MATERIALS FOR TEACHING OF MATHEMATICS IN
SOME SELECTED SECONDARY SCHOOLS
ABSTRACT
This study
investigated whether instructional materials are applied for teaching
Mathematics among secondary school teachers in Lagos Metropolis. The simple
random sampling technique was employed in the selecting the schools under the
study from the total population. In carrying out this study, a self developed ,
structured and validated Questionnaire on Application of Instructional
Materials in Teaching of Mathematics in Public Secondary Schools (QAIMTMPSS)
was administered while inferential Statistics of Chi-Square was used to test
hypotheses at 0.05 level of significance. The results of the study show that
instructional materials are not available for the teaching of Mathematics in
secondary schools; the use of instructional materials influence learning; the
application of instructional material influences the teaching of Mathematics;
teachers are knowledgeable in the application instructional materials but the
cost of instructional materials used for teaching Mathematics is high.
The
implication for policy and practice respectively drawn from the study are that
government should provide for schools the instructional materials or subsidize
the price so that the objective on the EKO Project and Millennium development
goal (MDGs) can be achieved.
CHAPTER ONE
INTRODUCTION
Background to the Study
Mathematics
can simply be defined as those aspects of human experience and knowledge that
involve the concept of number, quantity and space. Over the years
mathematicians in formal educational setting have been able to construct
abstract concepts into logical, systematic and symbolic terms that involve
pattern and precision. Physical observations are often better expressed in
mathematical expressions thereby enhancing understanding. There is no doubt
that mathematics has come to stay in the educational plan of nations in the
world.
Mathematics
is as old as man. It is a subject that has grown with civilization. Odili
(2000) defines mathematics as a science with precise in method and faultless in
logic that if a person is exposed to it systematically for a sufficient long
time usually through a course of study the individual is bound to be influenced
by its contents, method, logic and procedure. Smith (2001) on the other hand
defines mathematics as a ‘filter’ because failure to enroll in mathematics
course and/or to perform well bars one from a variety of careers and life
styles associated with them. A strong background in mathematics is critical for
many careers and job opportunity in today’s increasing technological society.
Professionals like Engineers, Architects and Pilots use mathematics, likewise
the married women, tailors, vulcanizers, and mechanics.
The
importance of mathematics to everyday life justifies the inclusion in the
curricula at all the levels of education. There is hardly any human being
whether literate or non-literate who does not apply mathematical concepts in
everyday life, even though he may not be aware of it.
Ezenweani,
(2002), further added that mathematics is the queen of all science subjects and
the gateway to technological breakthrough and improvement. Hence the saying
that "No mathematics, no science and technology".
Okereke,
(2006) asserted that mathematics is the foundation of science and technology
and it’s functional role to science and technology is multifaceted that no area
of science, technology and business enterprise escapes its application. Ukeje
(1986) described mathematics as the mirror of civilization in all the centuries
of painstaking calculation. The author
observed that mathematics is the most
basic discipline for any person that would be truly educated in any science and
other endeavours. Despite the importance placed on mathematics, some scholars
observed that students lack interest in the subject and perform poorly in it.
Ukeje (1986)
observed that mathematics is one of the most poorly taught, widely hated and
abysmally under-stood subject in secondary school, students particularly girls
run away from the subject. The Examination Council (WAEC) Chief Examiners
[2003, 2004, 2005, and 2006] consistently reported candidates’ lack of skill in
answering almost all the questions asked in general mathematics. WAEC Chief
Examiners [2003, 2005] further observed that candidates were weak in Geometry
of circles and 3- dimensional problems. According to their reports, most
candidates avoided questions on 3-dimensional problem, when they attempt
geometry questions; only few of the candidates showed a clear understanding of the
problem in their working. WAEC [2004] also reported candidates’ weakness in
Algebraic expression and word problems among others.
Students’
poor performance and lack of interest in mathematics could be attributed to
many factors among which teachers’ strategy itself was considered as an
important factor. Mathematics is abstract in nature and students must be made
to see the usefulness of every aspect of it in real life. This implies that the
mastery of the concept might not be fully achieved without the application of
instructional materials. The teaching of mathematics without instructional
materials may certainly result in students not being interested in the subject
and performing poorly in it.
According to
Nnaka and Anaekwe (2006), instructional materials or resources are equipments
and materials, which the teacher can use to enhance the realization of the
instructional objectives. Instructional materials’ applications in teaching can
make instruction to be much more interesting and enjoyable. The changing images
and use of special effects among others, can reduce boredom on the part of
learners. Furthermore classroom interaction can be more interactive. Materials
also save teaching time as they require short-time to present large
information. They can be used to reveal needs and stimulate students'
curiosity. Thus learners’ interest can be aroused maintained, and stimulated to
promote their imaginative power.
No matter
how well trained and professional a mathematics teacher is, he would be unable
to be efficient in the teaching of mathematics if he does not make use of
sufficient instructional materials in the teaching of the subject.
Statement of
problem
The ability
of school authorities to provide instructional materials in spite of their
numerous advantages in teaching of mathematics, is witnessing serious neglect
by both the teachers and educational administrators. Also, it has been observed
that both state and federal government has provided instructional material yet
the teachers have not been seen to utilise them as expected. The ability of a
trained teacher to improvise teaching materials for classroom teaching is
getting more difficult. This cumulative problem has increased difficulty
experienced in teaching learning environment.
Also, it has
been observed that claims of the government that instructional materials has
been supplied to schools yet they are not been utilized by teachers. Even the
functional ones are not put into proper use by the teachers in the classroom.
It has been observed that there is only display of such materials by various
schools by the officials of the Ministry of Education.
The effect
of this neglect mismanagement, poor maintenance and inadequate supply of these
instructional materials has created the following problems: Students’ poor
performance in mathematics, what is learnt is not easily recalled and lack of
interest in the subject mathematics.
The
identified problems gave rise to the investigation into the application of
instructional materials in the teaching of mathematics in some selected
secondary schools in Lagos metropolis.
Purpose of
the Study
The study
intends to:
1. Examine whether instructional materials
are fully used for teaching of mathematics in the secondary schools.
2. Identify the various types of
instructional materials used in teaching of mathematics in school.
3. Determine the extent to which the
utilization of instructional materials has made or marred the learning of
mathematics in secondary schools.
4. Find out the views of teachers regarding
the use of instructional materials.
5. Examine factors affecting the use of
instructional materials in school.
Research
Questions
The
following research questions were raised in this study:
1. Will instructional materials for
mathematics be available in secondary schools in Lagos metropolis?
2. Will the utilization of instructional
materials influence comprehension/learning in secondary schools in Lagos
metropolis?
3. Will application of mathematics
instructional materials influence teaching in secondary schools in Lagos
metropolis?
4. Will teachers be knowledgeable in the
application of instructional materials for mathematics in secondary schools in
Lagos Metropolis?
5. Will
there be a high cost of producing instructional materials for teaching
mathematics in secondary schools in Lagos Metropolis.
Research
Hypotheses
The
following research hypotheses were formulated in this study:
1. Instructional materials for teaching
mathematics will not be available in Lagos State secondary schools.
2. Utilization of instructional materials
will not influence learning/comprehension in Lagos State secondary schools.
3. Application of instructional materials
will not influence teaching of mathematics in Lagos State secondary schools.
4. Teachers will not be knowledgeable in the
application instructional materials for teaching mathematics in Lagos State
secondary schools.
5. The cost of producing instructional materials
for teaching mathematics in Lagos State secondary schools will not be high.
The
Significance of the Study
The findings
of this study will educate the operational administrators in both public and
private schools on the need to ensure adequate supply and utilization of
instructional materials in the teaching process of mathematics.
It will
sensitize the teachers over the benefits of the use of instructional materials
in teaching mathematics and this is expected to cause a change of attitude
towards the use of instructional materials.
Students of
education will learn to use instructional materials for classroom teaching and
other learning situations
The society
will also benefit from the findings of this study, as it will help them to have
an insight into the use of teaching aids in teaching and learning of
mathematics in the school.
Delimitation
of the Study
The study is
delimitated to 25 selected secondary schools in Lagos metropolis and a total of
fifty (50) teachers were selected for this study. A modified version of the
instrument used by earlier researcher (Esan, 2009) is used for data collection.
Definition
of Terms
Application
of instructional materials: This means the act of the teachers making use of
the materials that will enable them teach well
Instructional
Materials: Anything that assists teachers to teach well in the classroom. Also,
those things that help students to learn well in the classrooms.
Availability
of Instructional Materials: this addresses the provision of instructional
materials for teachers’ use.
Teaching:
this has to do with imparting knowledge, skills, values and norms to students.
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