A CRITICAL ANALYSIS OF THE CAUSES AND EFFECTS OF MASS FAILURE IN MATHEMATICS IN SENIOR SECONDARY SCHOOLS
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A CRITICAL
ANALYSIS OF THE CAUSES AND EFFECTS OF MASS FAILURE IN MATHEMATICS IN SENIOR
SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
BACKGROUND
OF THE STUDY
In recent
years, student academic achievement in senior secondary school certificate
examination mathematics.
The word “Mathematics” is a Greek word,
meaning things that are learned. Majasa (1995) further defined it as the
science of counting, measuring and describing of the shape of objects. It deals
with logical reasoning and quantitative calculations. Mathematics as a school
subject is recognized as the foundation of science and technology without which
a nation will never become prosperous and economically independent. This
underscores the importance of mathematical competence of all the learners al
all levesl of education and a reason for making mathematics compulsory and one
of the leading core subject in the secondary schools curriculum. This importance
accorded the recognition of the vital role it plays in contemporary society.
Despite the effort put in by government, and various stakeholders of education,
mathematics still remained one of the most difficult subject in schools.
There is a general impression that mathematics
is difficult by its very nature, and because of this impression, there is poor
performance among junior secondary school students who are the focus of this
study. This poor performance in mathematics has been attributed to two broad
factors which include: Hereditary and environmental factors which can be
subdivided into students, home, teachers, and school factors. Ola (1998).
However, students reason that mathematics is
highly structured and is so abstract and required special intellectual
attitude. Thus; students see the subject as something esoteric. Emenalo (1986)
in Nwogu (1990) articulated the fact thtae inherent notion held by many
Africans that mathematics is a very difficult subject which is capable of
making one “mad” is at the centre of the phobia which students exhibits for
mathematics and which had claimed many causalities over the years, Nworgu
(1990:123), therefore passes the question “how them would any person in
fairness expect our poor and innocent children to be as courageous as to face
something which is capable of making even an adult mad? The students would
prefer to so something else no matter how difficult rather than to attend
mathematics classes.
Most parents do not play a crucial role in
preparing their children for school. The child is expected to see the world
from the perspective of these archaic values and the goodness of otherwise of
his behaviour is judged as such. Opposition from the child arises from what
appears to him obsolete and defense of traditionalism by the parents. For
example, Whaler (1997) argues that consistent and appropriate parental
reactions to the full range of a child’s response repertoire will establish a
family context conducive to positive reinforcement of child compliance. In
contrast, inconsistent parental reactions appear to create a chaotic family
context conducive to the negative reinforcement of child opposition. He argues
that based on these two forms of contexts, the parent and children seen to
generate distinctive personal rules which outline the functions arrangements of
contexts, behaviour and reinforcement. Parents on their part hardly requires
their children to explain the problem or joy found in their mathematics
classes. And this count as one of the causes of poor performance of students in
mathematics.
Teachers of junior mathematics are hard to
come-by because of the site of some schools especially the schools in Uyo LGA,
of Akwa Ibom State. The few available teachers have not been given
opportunities to up-date the skill and knowledge available in-service training.
Teachers have an important part to play in learning mathematics by students.
According to Nicol (1997) “A teacher can only be seen to be effective, if the
students can learn with greater ease and perform well his help than without his
help.
Teacher’s attitude can hinder learning
especially when one does not present oneself as a high intellectual and
formidable person. “A quack doctor is capable to handle an individual as a time
but a bad teacher can ruin not only the individual but also a nation. Nigeria
is faced with the problem of competent teachers in mathematics which is the
major causes of this mass failure of student in mathematics.
The school administrator also has a direct
role to play as if relates to discipline of both the student and the teacher
supervision of teaching and learning and preparation of students well enough
for examination.
According to Ekemia (2006:38) “An effective
mental health for principal includes emotional, stability, maturity of
character and a large capacity of frustration tolerance with the strength to
withstand the strain the strain and stress inherent in running today’s Nigeria
secondary school without undue fiscal or psychological disequilibria”.
Many principals are faced with managerial
difficulties especially those who lack human relationship cannot execute
effective administrative duties in the schools. For example, a school that
lacks discipline hardly achieves the aim and objective of the educational system.
Through these factors enumerated above, it could be seen that, there are many
causes attributed to mass failure in mathematics examination in junior
secondary school certificate examination.
According to Adewale (1992), it is the only
instrument that could evaluate the performance of both students and teachers at
the end of junior secondary school career. He further stated that, the success
or failure of the student in examination is a clear manifestation of the
student academic activities during the course. Success or good performance
determines a brighter future for the student wile failure is disastrous as it
always indicate a dropout which is the common effect in the area of this study.
Finally, it is obvious that the findings of
the study will definitely aspire the researcher to seek for possible
suggestions and recommendations to students, teachers, parents, sponsor and
government to bring an end to student mass failure of mathematics in a such
external junior certificate examination and to improve student performance in
the future examination in these schools and other part of the country having
similar educational problems.
1.1
STATEMENT OF THE PROBLEM
Perhaps not much attention has been given to
the performance of students in senior secondary school subjects in recent
years. This neglect, no doubt has relegated this junior subjects to the
background in our senior secondary certificate examination. A close look at the
2004/2008 SSCE result records, confirms that students’ performance has been
very poor generally and the increase number of school dropout in the area of
study is a clear pointer of the theme. The poor performance is caused by many
factors such as; students ineffective study techniques, quality of teachers and
method of teaching, the parent’s inability to provide useful materials like
textbooks, exercise books and school fees and problem of inadequate
instructional materials for teaching and learning of mathematics in schools.
In philosophical view of these causes, this
study therefore is specifically designed to assess the causes and effects of
mass failure of mathematics in senior secondary school certificate examination
in Uyo LGA.
1.2 PURPOSE
OF THE STUDY
The main purpose of this study is to
find out the causes and effect of mass failure of mathematics in senior
secondary school certificate examination. The interests of the researchers are
to examine critically and identify the causes and effects of mass failure of
mathematics in senior secondary school certificate examination specifically,
the study sought to find out if:-
There are
sufficient numbers of qualified mathematics teachers and instructional
materials for teaching of mathematics.
The previous
socio-economic background of the students affect them in studying mathematics.
The attitude
and interest of students towards the nature of mathematics contribute deeply to
their mass failure in SSCE especially in mathematics.
1.3
SIGNIFICANCE OF THE STUDY
The student will be able to appreciate
the importance of the effective domain like interest and motivation in
improving their performance. With this awareness, the student might put up a
positive attitude towards mathematics which will increase their performance and
enhance higher grades in senior secondary school certificate examination.
Teachers will also be able to adjust their teaching methods and offer remedial
helps where they find out that students are putting up a low attitude. State
government will also see the need of guidance and counseling in each schools,
the ministry of education and curriculum planners for better organization of
subjects in education.
1.4 SCOPE OF
THE STUDY
The scope of this study was focused on the
causes and effect of mass failure of mathematics in senior secondary school
certificate examination in Uyo LGA. Due to military factors such as time and
other resources and the inconvenience of handling a large scope, the
researchers focused only on senior mathematics.
1.5 RESEARCH
OF THE STUDY
To carry out a detailed study of the research,
the following research question will guide to study:-
Are there
sufficient numbers of qualified mathematics teachers and instructional
materials for teaching mathematics?
Does the
previous socio-economic background of the students affect them in studying
mathematics?
Does poor
attitude and low interest of students towards the nature of mathematics
contribute deeply to their mass failure in SSCE especially in mathematics.
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