SECONDARY SCHOOL MATHEMATICS TEACHERS' PERCEPTION OF THE JUNIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM (JSSMC) IN GONGOLA STATE
SECONDARY SCHOOL MATHEMATICS TEACHERS' PERCEPTION OF THE JUNIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM (JSSMC) IN GONGOLA STATE
No Thumbnail Available
Date
1988
Authors
MUSA, RAYMOND H.
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study was aimed at assessing the secondary school
mathematics Teachers1 perception of the Junior Secondary
School Mathematics Curriculum (JSSMC) based on their
experience with it in the classroom so far in Gongola state.
The study had also sought to establish the extent (if any)
of relationships between; (a) perception of teachers of the
JSSMC and their general attitude towards mathematics as a
school subject, and (b) perception of teachers of the JSSMC
and teachers knowledge of the curriculum.
The study involved an extensive review of the theoretical
models and strategies of curriculum innovation and a statistical
analysis of data obtained on a fifty-five item questionnaire
administered on teachers. The review of the innovation
models focused attention on what needs to be done by curriculum
innovators to ensure the installation of an innovation, and
the expected role of teachers in the process.
The questionnaire for the statistical study was meant
to measure (a) perception of teachers based on their .responses
on five curricular scales (relevance of content of the curriculum,
relevance of instructional objectives, adequacy and
balance of content, reasonableness of the organisational
structure of content, and the feasibility and applicability
of the prescribed teaching learning strategies), (b) attitude
of teachers towards mathematics and mathematics teaching;
and (c) knowledge of the curriculum in terms of familiarity
with the content and development of the JSSMC.
One hundred and fifteen (115) secondary school mathematics
teachers were involved in the study. The teachers
were grouped into three based on their academic and professional
training. The three groups are graduate professionals,
the Non-graduate professionals and others, i.e. teacher
engaged in teaching mathematics at the secondary school
level but with no training in mathematics.
Findings from the study showed that all the categories
of teachers studied do not view the JSSMC as a document
differently. But they do have differences of opinions on the
five curricular issues raised on the JSSMC. Also, a significant
relationship was found between the perception of
teachers of the JSSMC and their general attitude towards
mathematics. However, no such relationship was found between
the perception and knowledge variables in the study.
Conclusions and recommendations focus mainly on more
familiarization activities for teachers involved in the
implementation of the JSSMC, and more genrally the 6-3-3-4,
and need for further research on this issue especially in
the light of the findings of this research.
Description
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL,
IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE DEGREE OF MASTER OF EDUCATION IN MATHEMATICS
EDUCATION.
DEPARTMENT OF EDUCATION
AHMADU BELLO UNIVERSITY,'
ZARIA - NIGERIA
1988.
Keywords
SECONDARY,, SCHOOL,, MATHEMATICS,, TEACHERS',, PERCEPTION,, JUNIOR,, SECONDARY,, SCHOOL,, MATHEMATICS,, CURRICULUM,, GONGOLA,, STATE,