ASSESSMENT OF THE IMPLEMENTATION OF MATHEMATICS CURRICULUM IN SENIOR SECONDARY SCHOOLS IN KANO STATE

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dc.contributor.authorABDU, BELLO MAGAJI
dc.date.accessioned2015-03-17T07:58:33Z
dc.date.available2015-03-17T07:58:33Z
dc.date.issued2014-07
dc.descriptionA THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM, AHMADU BELLO UNIVERSITY ZARIA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE MASTERS DEGREE IN EDUCATION (CURRICULUM AND INSTRUCTION) JULY, 2014en_US
dc.description.abstractThis study was set to primarily investigate the issue of the implementation of Mathematics curriculum in Senior Secondary Schools in Kano State. In other words, the study was an attempt to study the level of curriculum content implementation. Research objectives, Questions and hypothesis were made to guide the study. Relevant research findings, studies and scholastic analysis related to this study were sought. The research design of the study was non-experimental or Qualitative Descriptive Design. The instrument used for the collection of data from the randomly selected sample of 624 out of the population of 3,679, was questionnaire. Two types of questionnaires were used in the study; one Questionnaire for Teachers and the other for Supervisors. Teacher’s Questionnaire was made up of thirty items that were adopted from Mehmet (2005) and Ismet (2005) while supervisor’s questionnaire was made up of twenty items. The response pattern or format of the questionnaire is open ended .On the-spot collection technique (Mkpa, 1998) was employed in the collection of the questionnaire distributed to subjects. Descriptive and Inferential Methods of Data Analysis were both employed in the analysis of the collected data. The Descriptive method of Simple Percentage was employed to test the research questions of the study, while the inferential analysis of Chi-square was used to test the stated research hypothesis of the study. Findings of study revealed that Mathematics curriculum contents in Senior Secondary Schools in Kano State were not fully implemented. In addition, it was discovered that some internal factors i.e. those inclusive aspects within the curriculum, and other external factors such as provision of teaching and learning facilities, Qualified Teachers were influential to effective implementation of Mathematics curriculum. Based on the findings of the study, recommendations were provided at the concluding part. Part of the recommendations emphasized on the need for review of the entire curriculum contents in order to make it relevant to the needs and demand of this modern eraen_US
dc.identifier.urihttp://hdl.handle.net/123456789/6235
dc.language.isoenen_US
dc.subjectIMPLEMENTATION,en_US
dc.subjectMATHEMATICS,en_US
dc.subjectCURRICULUMen_US
dc.subjectSENIOR SECONDARY SCHOOLS IN KANO STATEen_US
dc.titleASSESSMENT OF THE IMPLEMENTATION OF MATHEMATICS CURRICULUM IN SENIOR SECONDARY SCHOOLS IN KANO STATEen_US
dc.typeThesisen_US
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