AN ANALYSIS OF THE TEACHING OF MATHEMATICS IN KADUNA STATE

Simple item page
dc.contributor.authorOJO, JACOB 0.
dc.date.accessioned2014-03-05T07:37:36Z
dc.date.available2014-03-05T07:37:36Z
dc.date.issued2014-03-05
dc.descriptionA 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)en_US
dc.description.abstractThe 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/3222
dc.language.isoenen_US
dc.subjectANALYSIS,en_US
dc.subjectTEACHING,en_US
dc.subjectMATHEMATICS,en_US
dc.subjectKADUNA STATEen_US
dc.titleAN ANALYSIS OF THE TEACHING OF MATHEMATICS IN KADUNA STATEen_US
dc.typeThesisen_US
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
AN ANALYSIS OF THE TEACHING OF MATHEMATICS IN KADUNA STATE.pdf
Size:
8.14 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.58 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
EDUCATION