TEACHERS PERCEPTION AND CONTENT .ANALYSIS OF THE NEW TECHNICAL COLLEGE MATHEMATICS CURRICULUM
TEACHERS PERCEPTION AND CONTENT .ANALYSIS OF THE NEW TECHNICAL COLLEGE MATHEMATICS CURRICULUM
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Date
1988-08
Authors
KYELEVE, JOHN IORHEMEN
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Abstract
This study had two major r e l a t e d purposes. The f i r s t
was to assess the teachers1 perception of the new Technioal
College Mathematics Curriculum (TCMC) in terms of six
c u r r i c u l a r i s s u e s . The effects of the technical teachers
q u a l i f i c a t i o n and the type of technical programme on the
teachers' perception were also examined. The second purpose
was to undertake a d e t a i l e d content analysis of the new
TCMC in r e l a t i o n s h i p with the c u r r i c u l a of the three major
t r a d e s ' programmes.
One hundred and f i v e technical and Mathematics teachers,
s e l e c t e d from the p a r t i c i p a n t s at the National Board for
Technical Education (NBTE) Seminars, provided the data used
in assessing the teachers' perception. Five professional
Mathematics graduate teachers with s u f f i c i e n t technical
background and Five professional graduate technical teachers'
from each of the three major technical trades (Building,
E l e c t r i c a l and Mechanical) examined the usefulness and
extent of u t i l i t y of 50 mathematics topics considered
necessary for the mastery of the contents of the technical
t r a d e s 1 programmes. The instruments used included the
Mathematics Curriculum Evaluation Questionnaire (MCEQ)
and a l i s t of Mathematics t o p i c s . The MCEQ is a 42 - item,
3 point l i k e r t type instrument containing six a priori
scales with high r e l i a b i l i t y Coeffioient. The l i s t of
Mathematics topics has 50 items considered necessary for
the mastery of the trades' contents of the technical college
programmes! Statistical analyses included the analysis of
variance (Fixed effect, mixed effect and Factorial design)
with repeated measures and the Cochran t e s t.
The following major results were obtained, (l)
significant differences were obtained from the perception
of the teachers among the six curricular issues. (2) The
two groups of teachers concerned with mathematics differ
significantly in their perception on each of the curricular
issues. (3) Statistically, no significant differences were
found between the professional and non-professional
technical teachers. (4) The effect of the interaction
of programme by qualification was found to be significant
(5) The programme effect was significant on the technical
teachers1 perception. (6) The Cochran t e s t indicates no
significant difference among the teachers1 assessment of
the u t i l i t y of the selected mathematics topics in the
mastery of the technical trades' programmes. (7) The
content of the TCMC was found to bo adequate in meeting
the mathematical needs of the technical college students.
Description
Department of education. Ahmadu Bello University Zaria.
Keywords
TEACHERS,, PERCEPTION,, CONTENT,, ANALYSIS,, NEW,, TECHNICAL COLLEGE,, MATHEMATICS,, CURRICULUM