TEACHERS PERCEPTION AND CONTENT .ANALYSIS OF THE NEW TECHNICAL COLLEGE MATHEMATICS CURRICULUM

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dc.contributor.authorKYELEVE, JOHN IORHEMEN
dc.date.accessioned2014-03-21T09:06:32Z
dc.date.available2014-03-21T09:06:32Z
dc.date.issued1988-08
dc.descriptionDepartment of education. Ahmadu Bello University Zaria.en_US
dc.description.abstractThis 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/4115
dc.language.isoenen_US
dc.subjectTEACHERS,en_US
dc.subjectPERCEPTION,en_US
dc.subjectCONTENT,en_US
dc.subjectANALYSIS,en_US
dc.subjectNEW,en_US
dc.subjectTECHNICAL COLLEGE,en_US
dc.subjectMATHEMATICS,en_US
dc.subjectCURRICULUMen_US
dc.titleTEACHERS PERCEPTION AND CONTENT .ANALYSIS OF THE NEW TECHNICAL COLLEGE MATHEMATICS CURRICULUMen_US
dc.typeThesisen_US
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