EFFECTS OF TEACHER –LED PROFESSIONAL AND MENTORING SUPPORT ON TEACHERS’ EFFECTIVENESS AND PUPILS’PERFORMANCE IN MATHEMATICS IN ZARIA, KADUNA STATE

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dc.contributor.authorIBRAHIM, Maruf Olasunkanmi
dc.date.accessioned2014-02-25T09:41:31Z
dc.date.available2014-02-25T09:41:31Z
dc.date.issued2012-06
dc.descriptionA DISSERTATION SUBMITTED TO SCHOOL OF POST GRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA. IN PARTIAL FULLFILMENT OF THE REQUIREMENT FOR THE AWARD OF PhD DEGREE IN MATHEMATICS EDUCATION DEPARTMENT OF SCIENCE EDUCATION AHMADU BELLO UNIVERSITY, ZARIA JUNE 2012en_US
dc.description.abstractThe aim of this study was to provide a new approach for remedying the problem of poor performance of primary school pupils’ in mathematics. A target population for the study comprises of ninety (90) teachers and twenty nine thousand four hundred and forty two (29442) pupils of classes 4, 5 and 6 in the six Educational District within Zaria Local Government Area. Using stratified and simple random sampling techniques a sample size of thirty (30) teachers and one thousand five hundred and eighty five (1585) were selected. The teachers and pupils were classified into Experimental Group and Control Group, that is, Pupils and Teachers that are exposed to the treatment of Teacher-led professional and Mentoring Support (TLPMS) and those that are not exposed to the treatment respectively. Quasi-experimental method with pre-test post test design was adopted and four hypotheses were formulated, t-test statistics and analysis of variance was used to analyze the hypotheses. The results revealed significant difference between performance of pupils in the experimental group against those from the control group and there was significant difference between the performance of boys and girls, pupils from urban and rural areas as well as difference in performance of pupils from the four Educational Districts exposed to the treatment. Part of the recommendations and suggestions drawn from the study is for stake holders in primary schools to ensure that teachers are given more exposure to mathematics content knowledge and pedagogical content knowledge by adapting to this new approach of teaching.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/2504
dc.language.isoenen_US
dc.subjectEFFECTSen_US
dc.subjectTEACHER –LED PROFESSIONALen_US
dc.subjectMENTORING SUPPORTen_US
dc.subjectTEACHERSen_US
dc.subjectEFFECTIVENESSen_US
dc.subjectPUPILSen_US
dc.subjectPERFORMANCEen_US
dc.subjectMATHEMATICSen_US
dc.subjectMATHEMATICSen_US
dc.subjectKADUNA STATEen_US
dc.titleEFFECTS OF TEACHER –LED PROFESSIONAL AND MENTORING SUPPORT ON TEACHERS’ EFFECTIVENESS AND PUPILS’PERFORMANCE IN MATHEMATICS IN ZARIA, KADUNA STATEen_US
dc.typeThesisen_US
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