AN ANALYSIS OF THE TEACHING OF MATHEMATICS IN KADUNA STATE
AN ANALYSIS OF THE TEACHING OF MATHEMATICS IN KADUNA STATE
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Date
2014-03-05
Authors
OJO, JACOB 0.
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Abstract
The political e ercises which created states
in Nigeria in 1968 and 1976 brought about increases
in the number of Ministries of education in the
country. The number in the Northern Region jumped
from one to ten., As a consequence, the number of
schools and pupil - population increased correspondingly.
This expansion in pupil-population and the
improvement and broadening of the curriculum especially
in Mathematics (a subject which, though upopular,
is a compulsory offering in all post-primary schools
in Kaduna State) demanded corresponding increase in
the number of qualified teachers available to operate
the new programmes. Those recruited to teach mathematics,
at high cost to the Government, are largely
Expatriates*,
The problem, thus, seeks to ascertain the extent
to which these mathematics teachers are meeting the
need of the State in particular, and the country in
general.
i
The study is likewise concerned with the analysis
of the teaching of mathematics in the lower forms
of post-primary schools in Kaduna State. The investigation
tested six null hypotheses which seek
to find out the significance (or otherwise) of teacher
factors such as age, experience, educational and
professional qualification, sex, nationality, and
attitude towards mathematics, to the effective
teaching of mathematics.
The researcher hopes that the findings of the
study maybe able to:
.help school administrators and
recruitment agencies to examine
more closely their teacher recruitment
policies,
. Make mathematics curriculum designers
and teachers to reexamine closely their
programmes of instructions, and
. form basis for innovation and the
strengthening of instructional practices
of mathematics teachers in the country.
The study sample consists of 47 teachers (29
Expatriates and 18 Nigerians) found in 10 schools
randomly chosen from a stratified population of 59
post-primary schools in Kaduna State where the
researcher works as an inspector of mathematics„
Relevant information about each teacher in the study
have been collected from Staff Inventory Sheets of
the Ministry of Education; his (teacher) attitude
scale score obtained using an adaptation of the Attitude
Scale Test developed by Lassa (1975), and his
(teacher) classroom performance assessed on the tenpoint
score of the Student Teaching Practice Evaluation
Form of the Department of Education, Ahmadu
Bello University, Zaria. The data obtained from these
sources are then compared and analysed.
The study results show that age, experience,
educational and professional qualifications, sex,
and nationality, are not factors which significantly
contribute to the effectiveness with which a teacher
teaches mathematicso However, a teacher's attitude
towards mathematics is shown as a significant factor
contributing towards his mathematics teaching
effectiveness.
Description
A Thesis
Presented to
the Department of Education, Graduate Division
Ahmadu Bello University, Zaria
In Partial Fulfillment
of the Requirements for the Degree
M.Ed.-Curriculum & Instruction (Mathematics)
Keywords
ANALYSIS,, TEACHING,, MATHEMATICS,, KADUNA STATE