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CAUSES AND
EFFECT OF MASS FAILURE OF MATHEMATICS IN JUNIOR SECONDARY SCHOOL CERTIFICATE
EXAMINATION
ABSTRACT
There has
been a problem for some years now, student’s poor academic performance in
junior secondary School certificate examination. It is always on the increase,
in the light of this significant problem that this study is based to find out
the causes and effect of mass failure in junior secondary school certificate
examination (JSSCE) in Igbo-Etiti Local Government Area of Enugu State,
however, the centre of interest is on junior mathematics examination. In the
process of the study, three (3) research questions were formulated and tested, to
validate these research questions ten (10) schools was randomly selected from
the entire population. Research instrument in form of questionnaire was
administered to the area involved in the study. On the whole, two hundred and
fifty (250) respondents were collected. Based on the findings of this study,
some recommendation were made as follows, government and other stakeholders in
education should provide adequate facilities and conducive environment to
enable teachers functions effectively, and teachers on their part, must assume
positive professional attitude, and show more willingness, more moral maturity
and more commitment in the conduct of their professional duties. Government
should employ more qualified teachers and those with qualification lower than
(NCE) should be sponsored for in-service training and distance education
programme. Conclusively, more effort should be made to improve the teaching and
learning of mathematics in junior secondary schools for positive change in
student performances.
CHAPTER ONE
1.0 Background of the Study
For Nigeria
to realize her dream in the development of Junior Secondary School, the
citizens of the country must show outstanding performance in all secondary
school subjects.
In recent years, student academic
achievement in junior 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
Igbo-Etiti local Government Area of Enugu 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. The junior secondary school
certificate examination is an external examination organized and conducted by
the ministry of education. The establishment of this junior secondary school
education by the state government in Igbo-Etiti Local Government Area of Enugu
State like any other states has the same aims and objectives as the national
policy on education specified that secondary education is the education
received after primary education and before the tertiary institution.
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 junior secondary school subjects in
recent years. This neglect, no doubt has relegated this junior subjects to the
background in our junior secondary certificate examination. A close look at the
2004/2008 JSSCE 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 junior secondary school certificate
examination in Igbo-Etiti Local Government Area of Enugu State.
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 junior 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 junior secondary school certificate
examination specifically, the study sought to find out if:-
1. There are sufficient numbers of qualified
mathematics teachers and instructional materials for teaching of mathematics.
2. The previous socio-economic background of the
students affect them in studying mathematics.
3. The attitude and interest of students towards
the nature of mathematics contribute deeply to their mass failure in JSSCE
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 junior 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 junior 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 junior secondary school
certificate examination in Igbo-Etiti Local Government Area of Enugu State. Due
to military factors such as time and other resources and the inconvenience of
handling a large scope, the researchers focused only on junior mathematics.
1.5 Research of the Study
To carry out a detailed study of the
research, the following research question will guide to study:-
1. Are there sufficient numbers of qualified
mathematics teachers and instructional materials for teaching mathematics?
2. Does the previous socio-economic background
of the students affect them in studying mathematics?
3. Does poor attitude and low interest of
students towards the nature of mathematics contribute deeply to their mass
failure in JSSCE especially in mathematics?
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