A CRITICAL ANALYSIS OF THE CAUSES AND EFFECTS OF MASS FAILURE IN MATHEMATICS IN SENIOR SECONDARY SCHOOLS (A CASE STUDY OF UYO LOCAL GOVERNMENT AREA)
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A CRITICAL
ANALYSIS OF THE CAUSES AND EFFECTS OF MASS FAILURE IN MATHEMATICS IN SENIOR
SECONDARY SCHOOLS (A CASE STUDY OF UYO LOCAL GOVERNMENT AREA)
CHAPTER ONE
1.0
INTRODUCTION
In recent
years, student academic achievement in senior secondary school certificate
examination mathematics.
The word
“Mathematics” is a Greek word, meaning things that are learned. Majasa (1995)
further defined it as the science of counting, measuring and describing of the
shape of objects. It deals with logical reasoning and quantitative
calculations. Mathematics as a school subject is recognized as the foundation
of science and technology without which a nation will never become prosperous
and economically independent. This underscores the importance of mathematical
competence of all the learners al all levels of education and a reason for
making mathematics compulsory and one of the leading core subject in the
secondary schools curriculum. This importance accorded the recognition of the
vital role it plays in contemporary society. Despite the effort put in by
government, and various stakeholders of education, mathematics still remained
one of the most difficult subject in schools.
There is a
general impression that mathematics is difficult by its very nature, and
because of this impression, there is poor performance among junior secondary
school students who are the focus of this study. This poor performance in
mathematics has been attributed to two broad factors which include: Hereditary
and environmental factors which can be subdivided into students, home,
teachers, and school factors. Ola (1998).
However,
students reason that mathematics is highly structured and is so abstract and
required special intellectual attitude. Thus; students see the subject as
something esoteric. Emenalo (1986) in Nwogu (1990) articulated the fact that
inherent notion held by many Africans that mathematics is a very difficult
subject which is capable of making one “mad” is at the centre of the phobia
which students exhibits for mathematics and which had claimed many casualties
over the years, Nworgu (1990:123), therefore passes the question “how them
would any person in fairness expect our poor and innocent children to be as
courageous as to face something which is capable of making even an adult mad?
The students would prefer to so something else no matter how difficult rather
than to attend mathematics classes.
Most parents
do not play a crucial role in preparing their children for school. The child is
expected to see the world from the perspective of these archaic values and the
goodness of otherwise of his behaviour is judged as such. Opposition from the
child arises from what appears to him obsolete and defense of traditionalism by
the parents. For example, Whaler (1997) argues that consistent and appropriate
parental reactions to the full range of a child’s response repertoire will
establish a family context conducive to positive reinforcement of child
compliance. In contrast, inconsistent parental reactions appear to create a
chaotic family context conducive to the negative reinforcement of child
opposition. He argues that based on these two forms of contexts, the parent and
children seen to generate distinctive personnel rules which outline the
functions arrangements of contexts, behaviour and reinforcement. Parents on
their part hardly requires their children to explain the problem or joy found
in their mathematics classes. And this count as one of the causes of poor
performance of students in mathematics.
Teachers of
junior mathematics are hard to come-by because of the site of some schools
especially the schools in Uyo LGA, of Akwa Ibom State. The few available
teachers have not been given opportunities to up-date the skill and knowledge
available in-service training. Teachers have an important part to play in
learning mathematics by students. According to Nicol (1997) “A teacher can only
be seen to be effective, if the students can learn with greater ease and
perform well his help than without his help.
Teacher’s
attitude can hinder learning especially when one does not present oneself as a
high intellectual and formidable person. “A quack doctor is capable to handle
an individual as a time but a bad teacher can ruin not only the individual but
also a nation. Nigeria is faced with the problem of competent teachers in
mathematics which is the major causes of this mass failure of student in
mathematics.
The school
administrator also has a direct role to play as if relates to discipline of
both the student and the teacher supervision of teaching and learning and
preparation of students well enough for examination.
According to
Ekemia (2006:38) “An effective mental health for principal includes emotional,
stability, maturity of character and a large capacity of frustration tolerance
with the strength to withstand the strain the strain and stress inherent in
running today’s Nigeria secondary school without undue fiscal or psychological
disequilibria”.
Many
principals are faced with managerial difficulties especially those who lack
human relationship cannot execute effective administrative duties in the
schools. For example, a school that lacks discipline hardly achieves the aim
and objective of the educational system. Through these factors enumerated
above, it could be seen that, there are many causes attributed to mass failure
in mathematics examination in junior secondary school certificate examination.
According to
Adewale (1992), it is the only instrument that could evaluate the performance
of both students and teachers at the end of junior secondary school career. He
further stated that, the success or failure of the student in examination is a
clear manifestation of the student academic activities during the course.
Success or good performance determines a brighter future for the student while
failure is disastrous as it always indicate a dropout which is the common
effect in the area of this study.
Finally, it
is obvious that the findings of the study will definitely aspire the researcher
to seek for possible suggestions and recommendations to students, teachers,
parents, sponsor and government to bring an end to student mass failure of
mathematics in a such external junior certificate examination and to improve
student performance in the future examination in these schools and other part
of the country having similar educational problems.
1.1
STATEMENT OF THE PROBLEM
Perhaps not
much attention has been given to the performance of students in senior
secondary school subjects in recent years. This neglect, no doubt has relegated
this junior subjects to the background in our senior secondary certificate
examination. A close look at the 2004/2008 SSCE result records, confirms that
students’ performance has been very poor generally and the increase number of
school dropout in the area of study is a clear pointer of the theme. The poor
performance is caused by many factors such as; students ineffective study
techniques, quality of teachers and method of teaching, the parent’s inability
to provide useful materials like textbooks, exercise books and school fees and
problem of inadequate instructional materials for teaching and learning of
mathematics in schools.
In
philosophical view of these causes, this study therefore is specifically
designed to assess the causes and effects of mass failure of mathematics in
senior secondary school certificate examination in Uyo LGA.
1.2 PURPOSE
OF THE STUDY
The main
purpose of this study is to find out the causes and effect of mass failure of
mathematics in senior secondary school certificate examination. The interests
of the researchers are to examine critically and identify the causes and
effects of mass failure of mathematics in senior secondary school certificate
examination specifically, the study sought to find out if:-
There are
sufficient numbers of qualified mathematics teachers and instructional
materials for teaching of mathematics.
The previous
socio-economic background of the students affect them in studying mathematics.
The attitude
and interest of students towards the nature of mathematics contribute deeply to
their mass failure in SSCE especially in mathematics.
1.3
SIGNIFICANCE OF THE STUDY
The student
will be able to appreciate the importance of the effective domain like interest
and motivation in improving their performance. With this awareness, the student
might put up a positive attitude towards mathematics which will increase their
performance and enhance higher grades in senior secondary school certificate
examination. Teachers will also be able to adjust their teaching methods and
offer remedial helps where they find out that students are putting up a low
attitude. State government will also see the need of guidance and counseling in
each schools, the ministry of education and curriculum planners for better
organization of subjects in education.
1.4 SCOPE OF
THE STUDY
The scope of
this study was focused on the causes and effect of mass failure of mathematics
in senior secondary school certificate examination in Uyo LGA. Due to military
factors such as time and other resources and the inconvenience of handling a
large scope, the researchers focused only on senior mathematics.
1.5 RESEARCH
OF THE STUDY
To carry out
a detailed study of the research, the following research question will guide to
study:-
Are there
sufficient numbers of qualified mathematics teachers and instructional
materials for teaching mathematics?
Does the previous
socio-economic background of the students affect them in studying mathematics?
Does poor
attitude and low interest of students towards the nature of mathematics
contribute deeply to their mass failure in SSCE especially in mathematics?
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