STUDENTS' PERFORMANCE IN MATHEMATICS CURRICULUM CONTENTS OF THE JUNIOR SECONDARY SCHOOL IN ADAMAWA STATE

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dc.contributor.authorKADALA, JACOB TSUWI
dc.date.accessioned2014-03-19T09:04:44Z
dc.date.available2014-03-19T09:04:44Z
dc.date.issued1999-06
dc.descriptionA 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.en_US
dc.description.abstractThis 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.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/4016
dc.language.isoenen_US
dc.subjectSTUDENTS,en_US
dc.subjectPERFORMANCE,en_US
dc.subjectMATHEMATICS,en_US
dc.subjectCURRICULUM,en_US
dc.subjectCONTENTS,en_US
dc.subjectJUNIOR SECONDARY SCHOOL,en_US
dc.subjectADAMAWA STATEen_US
dc.titleSTUDENTS' PERFORMANCE IN MATHEMATICS CURRICULUM CONTENTS OF THE JUNIOR SECONDARY SCHOOL IN ADAMAWA STATEen_US
dc.typeThesisen_US
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