STUDENTS' PERFORMANCE IN MATHEMATICS CURRICULUM CONTENTS OF THE JUNIOR SECONDARY SCHOOL IN ADAMAWA STATE
STUDENTS' PERFORMANCE IN MATHEMATICS CURRICULUM CONTENTS OF THE JUNIOR SECONDARY SCHOOL IN ADAMAWA STATE
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Date
1999-06
Authors
KADALA, JACOB TSUWI
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Abstract
This study investigated the mathematical performance of Junior Secondary III
Students in the various Curriculum content areas of the Junior Secondary School
mathematics Curriculum. It also investigated students' areas of difficulties in each of
the four broad content areas. Four major hypotheses were formulated and tested.
A sample of 360 Junior Secondary III Students were drawn from 24 Junior
Secondary School in Adamawa State. The were tested with an attainment test
developed by the researcher. In order to test the hypotheses analysis of variances, Ttest
for independent samples and Scheffe's test were employed. The level of
significance was at 0.05. The general performance of the JSS EH students in this
investigation has shown the JSS students demonstrated low performance across the
various components of the JSSMC as only 41 (11.4% of the sample) could score the
minimum pass mark of (40%).
Some of the findings of this study showed that, there were significant differences in
the various curriculum content and the basic mathematical abilities between boys and
girls, urban and rural JSS students. The results also indicated that students performed
better in number and numeration while algebraic processes geometry and mensuration
were least understood by the JSS HI students.
Based on the findings some recommendations were made to reduce the students
low mathematical performance and their levels.
1. Mathematics teachers have to present mathematics tasks with materials familiar with
the learners drawn from their environment and relevant to Science and Technology.
Teachers also have to explore the construction of activities, which will engender and
sustain learners’ level of participation in mathematics classroom.
2. Teachers should pay great attention to the topics, which were identified as causing
difficulties to most of the students. They should try to see that the students in the
teaching and learning processes properly understood difficult concepts and symbols.
3. Research of this kind should be extended to the SSSMC to find out students greater
difficulties in the subject. This will provide a clear picture of the areas of difficulties
that need a special attention by both teachers students, also provide bases on how those
areas could be tackled effectively.
4. Further research of this kind should be conducted in a wider scale in two or more
states. Results from this wider scale can reveal more than what this study has done and
also can be of vital use to the curriculum designers, teachers of mathematics as well as
the students.
5. A similar research should be conducted in another environment to compare with the
present study in question.
Description
A THESIS SUBMITTED TO POSTGRADUATE SCHOOL
AHMADU BELLO UNIVERSITY, ZARIA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE AWARD OF THE DEGREE OF MASTER OF
EDUCATION IN MATHEMATICS
DEPARTMENT OF EDUCATION,
AHMADU BELLO UNIVERSITY,
ZARIA.
Keywords
STUDENTS,, PERFORMANCE,, MATHEMATICS,, CURRICULUM,, CONTENTS,, JUNIOR SECONDARY SCHOOL,, ADAMAWA STATE