CHAPTER ONE
1.1 Background of the study
The challenges of classroom instruction in Nigeria’s school system and research started changing dramatically with the emergence of new technologies which include Information and Communication Technology (ICT). This period of computer age had ushered in a new dimension of processing, preservation and dissemination of information among other vital roles of computer through the help of ICT. These days, ICT has had and is continuing to have an increasingly significant impact on all aspects of human life. ICT provides an avenue for people in all aspects of life to access and profit from the power of computer as a personal tool, to collaborate in groups and to disseminate information locally and globally. For a continuing global interaction in the international community and in a bid to solve the inter-cultural and language barriers that are part of the factors that result in global conflict in recent times, many countries of the world have taken steps to ensure that their citizens have access to information and communication technology through increased reliance on computer assistance in delivering their classroom instructions. In view of the fact that computer has become an inevitable instructional material/method for teaching and learning of Agricultural science, this paper explores how ICT must be harnessed to promote teaching and learning of Agricultural science.
Attitude is an important concept in social judgments and behaviors and thus, is one of the most important concepts in decision making (Venkatesh et al., 2003). As a result, a lot of research on the attitude of both students and Mathematicsteachers towards the use of ICT in teaching and learning had been done with outcome being either positive or negative. For instance Becta (2004) reported that negative attitude was a barrier towards integration of ICT in teaching and learning while Rhoda and Gerald (2000) found that positive attitudes towards ICT use are widely recognized as a necessary condition for effective computer use in teaching and learning. Similarly, study findings by Kubiatko and Halakova (2009) pinpointed that attitude towards use of ICT in teaching and learning in students was as a result of its impact. According to Selewyn (1999), integration of ICT in education environment depends, to a great extent, on Mathematicsteachers and student attitude towards their use. This view is supported by Slouti and Barton (2007) findings which indicated that ICT can motivate students in their learning by bringing variety into the lessons and at the same time sustaining Mathematicsteachers own interest in teaching. Myers and Halpin (2002) asserted that attitude of both students and Mathematicsteachers towards ICT use was a major predictor of future classroom use. It therefore appears that Mathematicsteachers’ and students’ attitude may influence adoption of ICT in teaching and learning Agricultural science.
Use of ICTs such as computer technology and internet is intended to enable Mathematicsteachers to facilitate learning more effectively and enhance students’ understanding of concepts which are expected to translate into expansion of Knowledge and improved examination outcomes. However, in Mathematicstheir use has not produced desired outcomes in schools which offer computer studies in Rachuonyo South District where average performance of students in K.C.S.E. MathematicsExaminations dropped from 6.7 to 4.10 between 2007 and 2009 despite the adoption of use of new ICTs such as computer technology and internet in 2005. It is not clear how attitude determines use of these new technologies in the study schools as far as students’ performance in K.C.S.E MathematicsExaminations is concerned. There is no structured survey which has been undertaken to unearth the problem. Given this scenario, there is therefore, need to assess attitude as a determinant of use of these new ICTs in the implementation of secondary school Mathematicscurriculum in schools which offer computer studies in Rachuonyo South District. This is the focus of this study. In this age of Information and Communication Technology (ICT), there is growing concern for the use of ICT resources such as the computer, scanner, printer, Intranet, Internet, e-mail, videophone systems, teleconferencing devices, wireless application protocols (WAP), radio and microwaves, television and satellites, multimedia computer and multimedia projector in curriculum implementation. In e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolor images, maps, and graphics, can be simultaneously presented online to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning). E-learning in education is the wholesome integration of modern telecommunications equipment and ICT resources, particularly the internet, into the education system. Tracy (1995) defines the internet as the international network of communications in which computers in the Wide Area Network (WAN) talk to each other. Shavinina (2001) defines ICT as all the digital technologies, including: computer, scanner, printer, telephone, internet, digital satellite system (DSS), direct broadcast satellite (DBS), pocket-switching, fiber optic cables, laserdisc, microwaves, and multi-media systems for collection, processing, storage and dissemination of information all-over the world. E-learning as an aspect of ICT is relatively new in Nigeria’s educational system. It is a departure from the conventional approach in curriculum implementation. The main purpose of e-learning is to transform the old methods and approaches to curriculum implementation and not to silence the curriculum or to extinguish or erase the contents of curriculum. E-learning is driven by the curriculum. It should follow the curriculum and should not rob the curriculum of its essence.
E-learning should ensure effective pedagogy and curriculum implementation in the computer age. According to Nicholls and Nicholls (1980), Mkpa (1987), and Offorma (2002), curriculum implementation is the planning and execution of the contents of curriculum in order to bring about certain changes in the behavior of the students and the assessment of the extent to which the changes take place. The primary purposes of implementation is to achieve the objectives of instruction, and achieve retention and transfer of knowledge. E-learning is an instructional medium that permits alternative approaches to curriculum implementation in an ICT age. Richmond (1997) observed that, there is a great link between the curriculum and ICT and that there are three major areas that technology can influence learning, including:
Presentation, demonstration and the implementation of data using productivity tools. Use of curriculum – specific applications such as educational games, drills and practice, simulations, tutorials, virtual laboratory visualizations and graphics, representations of abstract concepts, musical composition and expert systems.
Use of information and resources on CD-Rom, online encyclopedia, interactive maps and atlases, electronic journals and other references.
Similarly, the role of ICT in curriculum implementation is recognized by the Nigeria National Policy on Education (FRN, 2004, p. 53) where it stated that, “the government shall provide facilities and necessary infrastructures for the promotion of ICT and e-learning.” It is against this background that the researcher intends to find out the extent of availability and use of e-learning materials by Mathematicsteachers in secondary schools.
1.2 STATEMENT OF PROBLEM
The call for application of e-learning in secondary education is to infuse and inject efficiency and effectiveness in curriculum implementation. However, in developing countries like Nigeria, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia courseware development among others (Global Information Technology Report, 2005) . Other studies indicated that there is dearth of trained Mathematicsteachers for e-learning, lack of facilities, infrastructures and equipment (Ikemenjima, 2005; and Jegede&Owolabi, 2008).
The problem is that e-learning in secondary education is challenged by the new technologies in terms of availability and use. It is against this background that the present study is carried out to determine the extent of availability and use of e-learning materials. Second, it seeks to identify possible strategies for availability and use in curriculum implementation “Lack of/inadequate inadequate ICT facilities in schools” ranks second with 108 respondents (61 percent). This finding is corroborated by Ndiku (2003) cited by Wims and Lawler (2007) who discovered that insufficient numbers of computers and peripheral devices inhibit deployment of ICT by Mathematicsteachers and by Plante and Beattie (2004) who observed that inadequate ICTs was a challenge to integration of technologies in Canadian schools. Similarly, Okwudishu (2005) discovered that unavailability of some ICT components in the schools hampered Mathematicsteachers’ use of ICTs. This problem may be due to underfunding (Enakrire and Onyenenia, 2007)
“Frequent electricity interruption” ranks third with 101 respondents (57 percent). Electricity failure has been a persistent problem militating against ICT application and use in Nigeria (Adomi, 2005a; Adomi, Omodeko, and Otole, 2004; Adomi, Okiy, and Ruteyan, 2003). This makes the few schools with ICT facilities unable to use them regularly.
“Poor ICT policy/project implementation strategy” attracted 94 respondents (63 percent).
The Nigerian Federal Government’s 1988 policy introduced computer education to the high
schools (Okebukola, 1997). The only way this policy was implemented was the distribution
of computers to federal government high schools, which were never used for computer
education of the students. No effort was made to distribute computer to state government or
private schools. Although the government planned to integrate ICTs into the school system
and provide schools with infrastructure, concerted efforts have not been made to provide facilities and trained personnel. Thus, most schools do not yet offer ICT training programmes (Goshit, 2006). The NEPAD e-Schools Project is expected to take care of an estimated 600,000 African schools. This means that not all schools will benefit from this initiative. Most countries participating in the NEPAD e-Schools Project have an ICT development policy or are creating one, but very few have clear implementation plans (Aginam, 2006). Evoh (2007) observes that despite the recognized role of ICTs in improving education, ICTs remain a low financial priority in most educational systems in Africa. He further observes that most countries in the region lack resources for a sustainable integration of ICTs in education, and that African countries face numerous competing development priorities. These range from budgetary constraints, management challenges, and shortage of Mathematicsteachers and other educational resources, to the dreadful impacts of HIV/AIDS on education. These are issues that vie for the attention of local policy makers. While all countries in the region acknowledge the strategic role of ICTs in development, only a few have established a comprehensive policy. When such policies exist, they tend to remain unclear and make little reference to implementation (James, 2001, cited by Evoh, 2007).
“Inadequate ICT manpower in the schools” was indicated by 91 respondents (52 percent). The main problem facing Nigeria and its ICT programme is workforce training (Goshit, 2006). Teaching as a profession in Nigeria is considered to be for poor people, therefore the few professional that are available prefer to work in companies and industries where they can earn better salaries. With this deplorable condition, Mathematicsteachers are not motivated to go the extra mile in assisting the students to acquire computer education (Oduroye,n.d).
“High Cost of ICT Facilities” attracted 83 respondents (47 percent). Cost has been reported as one of the factors which influence provision and use of ICT services (Adomi, 2006). The cost of computers is too high for many to afford. Monthly Internet rates are exorbitant and the charges for satellite television are unaffordable for most people in Africa (Brakel and Chiseuga, 2003). This has made it difficult for Nigerian seconndary schools to acquire and install ICT facilities for the use of Mathematicsteachers and students.
A total of 70 respondents (40 percent) indicated “Lack of/poor perception of ICTs among Mathematicsteachers and administrators” There is widespread ignorance and misconception about ICTs amongst Nigerians (Ighoroje and Ajayi, n.d). One of the major inhibitors to Nigeria fully embracing ICTs is the average Nigerian’s general lack of exposure to them. For most Nigerians, information technology is still something unfamiliar, distant, and mysterious. Rather than being seen as a tool for personal and national development, information technology is seen as a hurdle (NITDA, 2003). Some Nigerians are not aware of the existence and importance of the Internet (Adomi, Okiy, and Ruteyan, 2003). It has been reported that 75 percent of the Mathematicsteachers in the NEPAD’s e-Schools Project have no or very limited experience and expertise regarding ICTs in education.
Lack of/inadequate inadequate ICT facilities in schools .
Frequent electricity interruption.
Non integration into the school curriculum.
Poor ICT policy/project implementation strategy .
Inadequate ICT manpower in the schools.
High cost of ICT facilities/components.
Limited school budget .
Lack of/limited ICT skills among Mathematicsteachers.
Lack of/poor perception of ICTs among Mathematicsteachers and administrators
Inadequate educational software .
Poor management on the parts of school administrators and government .
Lack of maintenance culture .
Lack of interest in ICT application/use on the part of students.
1.3 OBJECTIVE OF THE STUDY
i. To evaluate Mathematicsteachers’ attitude towards ICT use in the implementation of Mathematicscurriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
ii. To find out students’ attitude towards ICT use in the implementation of Mathematicscurriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
iii. To compare the attitude of Mathematicsteachers and students across gender in the implementation of Mathematicscurriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
(iv) To know the constraints of applying ICT teachiong and learning of Mathematicsin secondary schools in Kaduna state.
(v) To justify the fact that lack of knowledge of ICT by Mathematicsteachers is one of the major constraints in the use of ICT in teaching and learning of Mathematicsin secondary schools.
(vi) To evaluate the possible strategies for improving the use of e-learning materials in secondary schools.
1.4 RESEARCH QUESTIONS
i. How can one evaluate Mathematicsteachers’ attitude towards ICT use in the implementation of Mathematicscurriculum in selected secondary schools in Rachuonyo South District, Kaduna state?
ii. What are the students’ attitude towards ICT use in the implementation of Mathematicscurriculum in selected secondary schools in Rachuonyo South District, Kaduna state?
(iii) What are the constraints involve in applying ICT teachiong and learning of Mathematicsin secondary schools in Kaduna state?
(v) Is lack of knowledge of ICT by Mathematicsteachers is one of the major constraints in the use of ICT in teaching and learning of Mathematicsin secondary schools?
(V) What are the possible strategies for improving the use of e-learning materials in secondary schools?
1.5 REARCH HYPOTHESIS
H0: One cannot evaluate Mathematicsteachers’ attitude towards ICT use in the implementation of Mathematics curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
H1: One can evaluate Mathematics teachers’ attitude towards ICT use in the implementation of Mathematics curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
H0:There are no significant relationship between students’ attitude and ICT use in the Mathematics in selected secondary schools in Rachuonyo South District, Kaduna state?
H0: There are no constraints involve in applying ICT teachiong and learning of Mathematicsin secondary schools in Kaduna state.
H1: There are a lot constraints involve in applying ICT teachiong and learning of Mathematicsin secondary schools in Kaduna state.
H0: Lack of knowledge of ICT by Mathematicsteachers is not one of the major constraints in the use of ICT in teaching and learning of Mathematicsin secondary schools.
H1: Lack of knowledge of ICT by Mathematicsteachers is one of the major constraints in the use of ICT in teaching and learning of Mathematicsin secondary schools.
1.6 SIGNIFICANCE OF THE STUDY
This research work centered on the constraints to effective use of ICT in teaching and learning of Mathematicsin secondary schools in Kaduna stateThis topic is of major interests which will benefit the entire public, students, researchers, lecturers and so on.
1.7 SCOPE OF THE STUDY
This research work centered on constraints to effective use of ICT in teaching and learning of Mathematicsin secondary schools in Kaduna state.
1.8 LIMITATION OF STUDY
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Mathematicsteachers in secondary schools in Kaduna state find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Education: Education is a complex social undertaking, and there is no easy way to analyze the many dimensions of the policies involved. Nonetheless, we can begin with the simple characterization of higher education as a process involving the allocation and use of available resources to achieve certain instructional, social and/or economic objectives
“Computer literacy” : “Computer literacy”is a commonly used term in the business world, but it is not precisely defined. Computer literacy, in general, is being knowledgeable about the computer and its applications (Rochester & Rochester, 1991). Such knowledge appears to have two dimensions: conceptual, and operational (Winter, Chudoba, & Gutek,1997). The conceptual dimension includes an understanding of the inner workings of a computer or general computer terminology.
Literacy: Literacy means the ability to read and write.6 In this study, the term “literacy” is the ability to read programs and instructions. Teachers. A teacher is a person employed in an official capacity for the purpose of giving instruction to students in an educational institution, whether public or private.
Competence : In this study, “competence”, refers to the ability of high school teachers to apply their teaching skills, classroom management skills, and evaluation skills in the field of teaching. Computer. Is an electronic device capable of interpreting and executing programmed command for input, output
Computer-assisted instruction” (CAI): Computer-assisted instruction” (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways.
Computer assisted instruction involves using computer technology in order to teach. This can be used by a teacher in addition to lecture.
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Tags: THE USE OF ICT IN EFFECTIVE TEACHING AND LEARNING MATHEMATICS
CHAPTER ONE
1.1 Background of the study
The challenges of classroom instruction in Nigeria’s school system and research started changing dramatically with the emergence of new technologies which include Information and Communication Technology (ICT). This period of computer age had ushered in a new dimension of processing, preservation and dissemination of information among other vital roles of computer through the help of ICT. These days, ICT has had and is continuing to have an increasingly significant impact on all aspects of human life. ICT provides an avenue for people in all aspects of life to access and profit from the power of computer as a personal tool, to collaborate in groups and to disseminate information locally and globally. For a continuing global interaction in the international community and in a bid to solve the inter-cultural and language barriers that are part of the factors that result in global conflict in recent times, many countries of the world have taken steps to ensure that their citizens have access to information and communication technology through increased reliance on computer assistance in delivering their classroom instructions. In view of the fact that computer has become an inevitable instructional material/method for teaching and learning of Agricultural science, this paper explores how ICT must be harnessed to promote teaching and learning of Agricultural science.
Attitude is an important concept in social judgments and behaviors and thus, is one of the most important concepts in decision making (Venkatesh et al., 2003). As a result, a lot of research on the attitude of both students and Mathematicsteachers towards the use of ICT in teaching and learning had been done with outcome being either positive or negative. For instance Becta (2004) reported that negative attitude was a barrier towards integration of ICT in teaching and learning while Rhoda and Gerald (2000) found that positive attitudes towards ICT use are widely recognized as a necessary condition for effective computer use in teaching and learning. Similarly, study findings by Kubiatko and Halakova (2009) pinpointed that attitude towards use of ICT in teaching and learning in students was as a result of its impact. According to Selewyn (1999), integration of ICT in education environment depends, to a great extent, on Mathematicsteachers and student attitude towards their use. This view is supported by Slouti and Barton (2007) findings which indicated that ICT can motivate students in their learning by bringing variety into the lessons and at the same time sustaining Mathematicsteachers own interest in teaching. Myers and Halpin (2002) asserted that attitude of both students and Mathematicsteachers towards ICT use was a major predictor of future classroom use. It therefore appears that Mathematicsteachers’ and students’ attitude may influence adoption of ICT in teaching and learning Agricultural science.
Use of ICTs such as computer technology and internet is intended to enable Mathematicsteachers to facilitate learning more effectively and enhance students’ understanding of concepts which are expected to translate into expansion of Knowledge and improved examination outcomes. However, in Mathematicstheir use has not produced desired outcomes in schools which offer computer studies in Rachuonyo South District where average performance of students in K.C.S.E. MathematicsExaminations dropped from 6.7 to 4.10 between 2007 and 2009 despite the adoption of use of new ICTs such as computer technology and internet in 2005. It is not clear how attitude determines use of these new technologies in the study schools as far as students’ performance in K.C.S.E MathematicsExaminations is concerned. There is no structured survey which has been undertaken to unearth the problem. Given this scenario, there is therefore, need to assess attitude as a determinant of use of these new ICTs in the implementation of secondary school Mathematicscurriculum in schools which offer computer studies in Rachuonyo South District. This is the focus of this study. In this age of Information and Communication Technology (ICT), there is growing concern for the use of ICT resources such as the computer, scanner, printer, Intranet, Internet, e-mail, videophone systems, teleconferencing devices, wireless application protocols (WAP), radio and microwaves, television and satellites, multimedia computer and multimedia projector in curriculum implementation. In e-learning, curriculum content in the form of texts, visuals, e.g. pictures, posters, videos, audio/sound, multicolor images, maps, and graphics, can be simultaneously presented online to students in both immediate locations (classroom model of e-learning) and various geographical distances (Distance Education model of e-learning). E-learning in education is the wholesome integration of modern telecommunications equipment and ICT resources, particularly the internet, into the education system. Tracy (1995) defines the internet as the international network of communications in which computers in the Wide Area Network (WAN) talk to each other. Shavinina (2001) defines ICT as all the digital technologies, including: computer, scanner, printer, telephone, internet, digital satellite system (DSS), direct broadcast satellite (DBS), pocket-switching, fiber optic cables, laserdisc, microwaves, and multi-media systems for collection, processing, storage and dissemination of information all-over the world. E-learning as an aspect of ICT is relatively new in Nigeria’s educational system. It is a departure from the conventional approach in curriculum implementation. The main purpose of e-learning is to transform the old methods and approaches to curriculum implementation and not to silence the curriculum or to extinguish or erase the contents of curriculum. E-learning is driven by the curriculum. It should follow the curriculum and should not rob the curriculum of its essence.
E-learning should ensure effective pedagogy and curriculum implementation in the computer age. According to Nicholls and Nicholls (1980), Mkpa (1987), and Offorma (2002), curriculum implementation is the planning and execution of the contents of curriculum in order to bring about certain changes in the behavior of the students and the assessment of the extent to which the changes take place. The primary purposes of implementation is to achieve the objectives of instruction, and achieve retention and transfer of knowledge. E-learning is an instructional medium that permits alternative approaches to curriculum implementation in an ICT age. Richmond (1997) observed that, there is a great link between the curriculum and ICT and that there are three major areas that technology can influence learning, including:
Presentation, demonstration and the implementation of data using productivity tools. Use of curriculum – specific applications such as educational games, drills and practice, simulations, tutorials, virtual laboratory visualizations and graphics, representations of abstract concepts, musical composition and expert systems.
Use of information and resources on CD-Rom, online encyclopedia, interactive maps and atlases, electronic journals and other references.
Similarly, the role of ICT in curriculum implementation is recognized by the Nigeria National Policy on Education (FRN, 2004, p. 53) where it stated that, “the government shall provide facilities and necessary infrastructures for the promotion of ICT and e-learning.” It is against this background that the researcher intends to find out the extent of availability and use of e-learning materials by Mathematicsteachers in secondary schools.
1.2 STATEMENT OF PROBLEM
The call for application of e-learning in secondary education is to infuse and inject efficiency and effectiveness in curriculum implementation. However, in developing countries like Nigeria, e-learning is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia courseware development among others (Global Information Technology Report, 2005) . Other studies indicated that there is dearth of trained Mathematicsteachers for e-learning, lack of facilities, infrastructures and equipment (Ikemenjima, 2005; and Jegede&Owolabi, 2008).
The problem is that e-learning in secondary education is challenged by the new technologies in terms of availability and use. It is against this background that the present study is carried out to determine the extent of availability and use of e-learning materials. Second, it seeks to identify possible strategies for availability and use in curriculum implementation “Lack of/inadequate inadequate ICT facilities in schools” ranks second with 108 respondents (61 percent). This finding is corroborated by Ndiku (2003) cited by Wims and Lawler (2007) who discovered that insufficient numbers of computers and peripheral devices inhibit deployment of ICT by Mathematicsteachers and by Plante and Beattie (2004) who observed that inadequate ICTs was a challenge to integration of technologies in Canadian schools. Similarly, Okwudishu (2005) discovered that unavailability of some ICT components in the schools hampered Mathematicsteachers’ use of ICTs. This problem may be due to underfunding (Enakrire and Onyenenia, 2007)
“Frequent electricity interruption” ranks third with 101 respondents (57 percent). Electricity failure has been a persistent problem militating against ICT application and use in Nigeria (Adomi, 2005a; Adomi, Omodeko, and Otole, 2004; Adomi, Okiy, and Ruteyan, 2003). This makes the few schools with ICT facilities unable to use them regularly.
“Poor ICT policy/project implementation strategy” attracted 94 respondents (63 percent).
The Nigerian Federal Government’s 1988 policy introduced computer education to the high
schools (Okebukola, 1997). The only way this policy was implemented was the distribution
of computers to federal government high schools, which were never used for computer
education of the students. No effort was made to distribute computer to state government or
private schools. Although the government planned to integrate ICTs into the school system
and provide schools with infrastructure, concerted efforts have not been made to provide facilities and trained personnel. Thus, most schools do not yet offer ICT training programmes (Goshit, 2006). The NEPAD e-Schools Project is expected to take care of an estimated 600,000 African schools. This means that not all schools will benefit from this initiative. Most countries participating in the NEPAD e-Schools Project have an ICT development policy or are creating one, but very few have clear implementation plans (Aginam, 2006). Evoh (2007) observes that despite the recognized role of ICTs in improving education, ICTs remain a low financial priority in most educational systems in Africa. He further observes that most countries in the region lack resources for a sustainable integration of ICTs in education, and that African countries face numerous competing development priorities. These range from budgetary constraints, management challenges, and shortage of Mathematicsteachers and other educational resources, to the dreadful impacts of HIV/AIDS on education. These are issues that vie for the attention of local policy makers. While all countries in the region acknowledge the strategic role of ICTs in development, only a few have established a comprehensive policy. When such policies exist, they tend to remain unclear and make little reference to implementation (James, 2001, cited by Evoh, 2007).
“Inadequate ICT manpower in the schools” was indicated by 91 respondents (52 percent). The main problem facing Nigeria and its ICT programme is workforce training (Goshit, 2006). Teaching as a profession in Nigeria is considered to be for poor people, therefore the few professional that are available prefer to work in companies and industries where they can earn better salaries. With this deplorable condition, Mathematicsteachers are not motivated to go the extra mile in assisting the students to acquire computer education (Oduroye,n.d).
“High Cost of ICT Facilities” attracted 83 respondents (47 percent). Cost has been reported as one of the factors which influence provision and use of ICT services (Adomi, 2006). The cost of computers is too high for many to afford. Monthly Internet rates are exorbitant and the charges for satellite television are unaffordable for most people in Africa (Brakel and Chiseuga, 2003). This has made it difficult for Nigerian seconndary schools to acquire and install ICT facilities for the use of Mathematicsteachers and students.
A total of 70 respondents (40 percent) indicated “Lack of/poor perception of ICTs among Mathematicsteachers and administrators” There is widespread ignorance and misconception about ICTs amongst Nigerians (Ighoroje and Ajayi, n.d). One of the major inhibitors to Nigeria fully embracing ICTs is the average Nigerian’s general lack of exposure to them. For most Nigerians, information technology is still something unfamiliar, distant, and mysterious. Rather than being seen as a tool for personal and national development, information technology is seen as a hurdle (NITDA, 2003). Some Nigerians are not aware of the existence and importance of the Internet (Adomi, Okiy, and Ruteyan, 2003). It has been reported that 75 percent of the Mathematicsteachers in the NEPAD’s e-Schools Project have no or very limited experience and expertise regarding ICTs in education.
Lack of/inadequate inadequate ICT facilities in schools .
Frequent electricity interruption.
Non integration into the school curriculum.
Poor ICT policy/project implementation strategy .
Inadequate ICT manpower in the schools.
High cost of ICT facilities/components.
Limited school budget .
Lack of/limited ICT skills among Mathematicsteachers.
Lack of/poor perception of ICTs among Mathematicsteachers and administrators
Inadequate educational software .
Poor management on the parts of school administrators and government .
Lack of maintenance culture .
Lack of interest in ICT application/use on the part of students.
1.3 OBJECTIVE OF THE STUDY
i. To evaluate Mathematicsteachers’ attitude towards ICT use in the implementation of Mathematicscurriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
ii. To find out students’ attitude towards ICT use in the implementation of Mathematicscurriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
iii. To compare the attitude of Mathematicsteachers and students across gender in the implementation of Mathematicscurriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
(iv) To know the constraints of applying ICT teachiong and learning of Mathematicsin secondary schools in Kaduna state.
(v) To justify the fact that lack of knowledge of ICT by Mathematicsteachers is one of the major constraints in the use of ICT in teaching and learning of Mathematicsin secondary schools.
(vi) To evaluate the possible strategies for improving the use of e-learning materials in secondary schools.
1.4 RESEARCH QUESTIONS
i. How can one evaluate Mathematicsteachers’ attitude towards ICT use in the implementation of Mathematicscurriculum in selected secondary schools in Rachuonyo South District, Kaduna state?
ii. What are the students’ attitude towards ICT use in the implementation of Mathematicscurriculum in selected secondary schools in Rachuonyo South District, Kaduna state?
(iii) What are the constraints involve in applying ICT teachiong and learning of Mathematicsin secondary schools in Kaduna state?
(v) Is lack of knowledge of ICT by Mathematicsteachers is one of the major constraints in the use of ICT in teaching and learning of Mathematicsin secondary schools?
(V) What are the possible strategies for improving the use of e-learning materials in secondary schools?
1.5 REARCH HYPOTHESIS
H0: One cannot evaluate Mathematicsteachers’ attitude towards ICT use in the implementation of Mathematics curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
H1: One can evaluate Mathematics teachers’ attitude towards ICT use in the implementation of Mathematics curriculum in selected secondary schools in Rachuonyo South District, Kaduna state.
H0:There are no significant relationship between students’ attitude and ICT use in the Mathematics in selected secondary schools in Rachuonyo South District, Kaduna state?
H0: There are no constraints involve in applying ICT teachiong and learning of Mathematicsin secondary schools in Kaduna state.
H1: There are a lot constraints involve in applying ICT teachiong and learning of Mathematicsin secondary schools in Kaduna state.
H0: Lack of knowledge of ICT by Mathematicsteachers is not one of the major constraints in the use of ICT in teaching and learning of Mathematicsin secondary schools.
H1: Lack of knowledge of ICT by Mathematicsteachers is one of the major constraints in the use of ICT in teaching and learning of Mathematicsin secondary schools.
1.6 SIGNIFICANCE OF THE STUDY
This research work centered on the constraints to effective use of ICT in teaching and learning of Mathematicsin secondary schools in Kaduna stateThis topic is of major interests which will benefit the entire public, students, researchers, lecturers and so on.
1.7 SCOPE OF THE STUDY
This research work centered on constraints to effective use of ICT in teaching and learning of Mathematicsin secondary schools in Kaduna state.
1.8 LIMITATION OF STUDY
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Mathematicsteachers in secondary schools in Kaduna state find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Education: Education is a complex social undertaking, and there is no easy way to analyze the many dimensions of the policies involved. Nonetheless, we can begin with the simple characterization of higher education as a process involving the allocation and use of available resources to achieve certain instructional, social and/or economic objectives
“Computer literacy” : “Computer literacy”is a commonly used term in the business world, but it is not precisely defined. Computer literacy, in general, is being knowledgeable about the computer and its applications (Rochester & Rochester, 1991). Such knowledge appears to have two dimensions: conceptual, and operational (Winter, Chudoba, & Gutek,1997). The conceptual dimension includes an understanding of the inner workings of a computer or general computer terminology.
Literacy: Literacy means the ability to read and write.6 In this study, the term “literacy” is the ability to read programs and instructions. Teachers. A teacher is a person employed in an official capacity for the purpose of giving instruction to students in an educational institution, whether public or private.
Competence : In this study, “competence”, refers to the ability of high school teachers to apply their teaching skills, classroom management skills, and evaluation skills in the field of teaching. Computer. Is an electronic device capable of interpreting and executing programmed command for input, output
Computer-assisted instruction” (CAI): Computer-assisted instruction” (CAI) refers to instruction or remediation presented on a computer. Many educational computer programs are available online and from computer stores and textbook companies. They enhance teacher instruction in several ways.
Computer assisted instruction involves using computer technology in order to teach. This can be used by a teacher in addition to lecture.
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Tags: THE USE OF ICT IN EFFECTIVE TEACHING AND LEARNING MATHEMATICS
ABSTRACT
This work discusses students’ characteristics and learning of mathematics among secondary school students in abak local government area, akwa ibom state
. A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools in abak local government area, akwa ibom state
. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that students’ characteristics and learning of mathematics have a strong and significant impact among secondary school students
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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Tags: AKWA IBOM STATE, STUDENTS’ CHARACTERSITICS AND LEARNING OF MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS IN ABAK LOCAL GOVERNMENT AREA
ABSTRACT
This work discusses students’ characteristics and learning of mathematics among secondary school students in abak local government area, akwa ibom state
. A hundred and twenty questionnaires were distributed among students and teachers from selected secondary schools in abak local government area, akwa ibom state
. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that students’ characteristics and learning of mathematics have a strong and significant impact among secondary school students
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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That you ordered this material shows you have agreed not to copy word-to-word.
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Tags: AKWA IBOM STATE, STUDENTS’ CHARACTERSITICS AND LEARNING OF MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS IN ABAK LOCAL GOVERNMENT AREA
ABSTRACT
The study examined the perception of students and teachers on the cause of poor academic performance among secondary school students in Enugu North, Enugu State. Subjects for the study were fifty (50) students and fifty (50) teachers randomly drawn from four secondary schools in Enugu North Local Government Area of Enugu state. Questionnaire was used to collect relevant data for the study. Percentages and Chi-square were used to analyze the research questions. Responses of teachers showed that teachers’ qualification and students’ environment do not influence students’ poor performance but teachers’ methods of teaching influence poor academic performance. Students’ response on the other hand showed that while teaches’ qualification and students’ environment influence students’ poor performance teacher methods of teaching and learning materials do not. The implications of these findings for secondary school guidance counselors interested in counseling adolescents for good academic performance were discussed.
TABLE OF CONTENT
Title Page
Approval Page
Dedication
Acknowledgment
Abstract
Table Of Contents
Chapter One:
1.0 Introduction
1.1 Purpose Of The Study
1.2 Research Questions
Chapter Two:
2.0 Review Of Related Literature
2.1 Causes Of Poor Academic Performance Among Secondary School Students
2.2 Family Background And Poor Academic Performance Of The Child
2.3 Factors Affecting The Child’s Academic Performance And Socialization Processes In The Family
2.4 Types Of Family And Student’s Academic Performance Family
2.4.1 Size And Position In The Family
2.4.2 Family Educational Background And Socio-Economic Status
2.5 Socio- Economic Status (Ses) And Academic Achievement Of Students
2.6 Types Of Disciple At Home Finance School Factors
2.7 School Location And Physical Building
2.7.1 Interpersonal Relationship Among The School Personnel
2.7.2 Quality Of Teaching Staff
2.7.3 Teachers Method Of Teaching
2.8 Classroom Management
2.9 Learning Environment
2.10 Peer Group Influence
Chapter Three:
3.0 Method Research Design
3.1 Method Of Research Design
3.2 Procedure For Data Collection
3.3 Research Instrument
Chapter Four
4.0 Method Of Data Analysis And Discussion Of Result
4.1 Analysis Of Data Analysis And Discussion Of Result
Chapter Five:
5.0 Discussion Of Result
5.1 Discussion Of Result
5.2 Implications For Counseling
5.3 Summary
5.4 Conclusion
Suggestions For Further Studies
References
Appendix
CHAPTER ONE
INTRODUCTION
The differential scholastic achievement of students in Enugu North has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Enugu State (Adebule, 2004).
Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination. The annual release of Senior Secondary Certificate Examination Result (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subject. For instance, the percentage of failure compared with students who passed English language and Mathematic between 2004 to 2008 is shown below.
Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examinee/test and some other significant as falling below an expected standard, poor academic performance has been observed in school subjects especially Mathematics and English language among secondary school students (adesemowo, 2005). Aremu (2000) stress that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the economy and politics.
Education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as in instrument that can be used to achieve a more rapid economics, social, political, Technological, scientific and cultural development in the country. Certificate Mathematics
The National policy on Education (2004) stipulated that secondary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of education opportunities to all Nigerian children, irrespective of any real or marginal disabilities. Certificate Mathematics
To role of secondary education is to lay the foundation for further education and if a good foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have pass the blame of poor performance in secondary school to students because of their low retention, parental factors, association with wrong pees, low achievement, low achievement motivation and the likes (Aremu & sokan 2003; Aremu & oluwole 2001; Aremu, 2000).
Morakinyo (2003) believe chat the falling level of academic Achievement is attributed to teacher’s non-use of verbal reinforcement strategy. Other found out that the attitude of some teaches to their job is reflected in their poor attendance to lessons. Lateness to school, unsavory comments about student’s performance that could damage their ego, poor method of teaching and the like affect pupils’ academic performance. Certificate Mathematics
STATEMENT OF THE PROBLEM
The question therefore is what is the cause of this fallen standard and poor academic performance of students? Is the fault entirely that of teaches or students or both of them? Is it that students of today are non-achievers because they have low intelligent quotient and a good neural mechanism, to be able to act purposefully, think rationally and deal effectively with academic tasks? Or is it because teaches are no longer putting in much commitment as before? Or is it in teachers’ method of teaching and interactions with pupils? Or is it poor performance of students caused by parent’s neglect, separation and poverty? The present study therefore sought to find out students and teachers’ perception of the causes of poor academic performance among secondary school students in Nigeria. Certificate Mathematics
PURPOSE OF THE STUDY
The study sets out clearly among other things to: finding out whether there is significant difference between methods of teaching and academic performance, qualification or teachers and academic performance, and student’s environment and poor academic performance.
RESEARCH QUESTIONS
This research will attempt to answer the following questions:
1. What is the perception of teachers on students, poor academic performance and teachers qualification?
2. What is students perception on teaches, qualification and students poor academic performance?
3. What is the perception of teachers on student poor academic performance and teaches method of teaching?
4. What is students perception on their poor academic performance and students poor performance?
5. What is the students perception on students environment and poor academic performance?
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
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www.uniprojects.com.ng
Tags: RELATIVE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN SCHOOL CERTIFICATE MATHEMATICS
ABSTRACT
The study examined the perception of students and teachers on the cause of poor academic performance among secondary school students in Enugu North, Enugu State. Subjects for the study were fifty (50) students and fifty (50) teachers randomly drawn from four secondary schools in Enugu North Local Government Area of Enugu state. Questionnaire was used to collect relevant data for the study. Percentages and Chi-square were used to analyze the research questions. Responses of teachers showed that teachers’ qualification and students’ environment do not influence students’ poor performance but teachers’ methods of teaching influence poor academic performance. Students’ response on the other hand showed that while teaches’ qualification and students’ environment influence students’ poor performance teacher methods of teaching and learning materials do not. The implications of these findings for secondary school guidance counselors interested in counseling adolescents for good academic performance were discussed.
TABLE OF CONTENT
Title Page
Approval Page
Dedication
Acknowledgment
Abstract
Table Of Contents
Chapter One:
1.0 Introduction
1.1 Purpose Of The Study
1.2 Research Questions
Chapter Two:
2.0 Review Of Related Literature
2.1 Causes Of Poor Academic Performance Among Secondary School Students
2.2 Family Background And Poor Academic Performance Of The Child
2.3 Factors Affecting The Child’s Academic Performance And Socialization Processes In The Family
2.4 Types Of Family And Student’s Academic Performance Family
2.4.1 Size And Position In The Family
2.4.2 Family Educational Background And Socio-Economic Status
2.5 Socio- Economic Status (Ses) And Academic Achievement Of Students
2.6 Types Of Disciple At Home Finance School Factors
2.7 School Location And Physical Building
2.7.1 Interpersonal Relationship Among The School Personnel
2.7.2 Quality Of Teaching Staff
2.7.3 Teachers Method Of Teaching
2.8 Classroom Management
2.9 Learning Environment
2.10 Peer Group Influence
Chapter Three:
3.0 Method Research Design
3.1 Method Of Research Design
3.2 Procedure For Data Collection
3.3 Research Instrument
Chapter Four
4.0 Method Of Data Analysis And Discussion Of Result
4.1 Analysis Of Data Analysis And Discussion Of Result
Chapter Five:
5.0 Discussion Of Result
5.1 Discussion Of Result
5.2 Implications For Counseling
5.3 Summary
5.4 Conclusion
Suggestions For Further Studies
References
Appendix
CHAPTER ONE
INTRODUCTION
The differential scholastic achievement of students in Enugu North has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Enugu State (Adebule, 2004).
Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination. The annual release of Senior Secondary Certificate Examination Result (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subject. For instance, the percentage of failure compared with students who passed English language and Mathematic between 2004 to 2008 is shown below.
Poor academic performance according to Aremu (2003) is a performance that is adjudged by the examinee/test and some other significant as falling below an expected standard, poor academic performance has been observed in school subjects especially Mathematics and English language among secondary school students (adesemowo, 2005). Aremu (2000) stress that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the economy and politics.
Education at secondary school level is supposed to be the bedrock and the foundation towards higher knowledge in tertiary institutions. It is an investment as well as in instrument that can be used to achieve a more rapid economics, social, political, Technological, scientific and cultural development in the country. Certificate Mathematics
The National policy on Education (2004) stipulated that secondary education is an instrument for national development that fosters the worth and development of the individual for further education and development, general development of the society and equality of education opportunities to all Nigerian children, irrespective of any real or marginal disabilities. Certificate Mathematics
To role of secondary education is to lay the foundation for further education and if a good foundation for further education and if a good foundation is laid at this level, there are likely to be no problem at subsequent levels. However, different people at different times have pass the blame of poor performance in secondary school to students because of their low retention, parental factors, association with wrong pees, low achievement, low achievement motivation and the likes (Aremu & sokan 2003; Aremu & oluwole 2001; Aremu, 2000).
Morakinyo (2003) believe chat the falling level of academic Achievement is attributed to teacher’s non-use of verbal reinforcement strategy. Other found out that the attitude of some teaches to their job is reflected in their poor attendance to lessons. Lateness to school, unsavory comments about student’s performance that could damage their ego, poor method of teaching and the like affect pupils’ academic performance. Certificate Mathematics
STATEMENT OF THE PROBLEM
The question therefore is what is the cause of this fallen standard and poor academic performance of students? Is the fault entirely that of teaches or students or both of them? Is it that students of today are non-achievers because they have low intelligent quotient and a good neural mechanism, to be able to act purposefully, think rationally and deal effectively with academic tasks? Or is it because teaches are no longer putting in much commitment as before? Or is it in teachers’ method of teaching and interactions with pupils? Or is it poor performance of students caused by parent’s neglect, separation and poverty? The present study therefore sought to find out students and teachers’ perception of the causes of poor academic performance among secondary school students in Nigeria. Certificate Mathematics
PURPOSE OF THE STUDY
The study sets out clearly among other things to: finding out whether there is significant difference between methods of teaching and academic performance, qualification or teachers and academic performance, and student’s environment and poor academic performance.
RESEARCH QUESTIONS
This research will attempt to answer the following questions:
1. What is the perception of teachers on students, poor academic performance and teachers qualification?
2. What is students perception on teaches, qualification and students poor academic performance?
3. What is the perception of teachers on student poor academic performance and teaches method of teaching?
4. What is students perception on their poor academic performance and students poor performance?
5. What is the students perception on students environment and poor academic performance?
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
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www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: RELATIVE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN SCHOOL CERTIFICATE MATHEMATICS
ABSTRACT
This work discusses mathematics: a potent instrument for tackling national security and poverty challenges in Nigeria. A hundred and twenty questionnaires were distributed among people from selected states in Nigeria. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that mathematics is a potent instrument for tackling national security and poverty challenges in Nigeria
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#20000) into our bank Account below, send the following information to
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(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
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No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: MATHEMATICS: A POTENT INSTRUMENT FOR TACKLING NATIONAL SECURITY AND POVERTY CHALLENGES IN NIGERIA`
ABSTRACT
This work discusses mathematics: a potent instrument for tackling national security and poverty challenges in Nigeria. A hundred and twenty questionnaires were distributed among people from selected states in Nigeria. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that mathematics is a potent instrument for tackling national security and poverty challenges in Nigeria
.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#25000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: MATHEMATICS: A POTENT INSTRUMENT FOR TACKLING NATIONAL SECURITY AND POVERTY CHALLENGES IN NIGERIA`
TABLE OF CONTENTS
CHAPTER ONE
Introduction
Background of the study
Statement of the problem
Research questions
Significance of the study
Scope of the study
Limitation
Purpose of the study
Definitions of terms
CHAPTER TWO
Review of related literature
CHAPTER THREE
Research methodology
Research design
Population of the study
Sample and sampling techniques
Instrumentation
Validity of instrument
Reliability of instrument
Administration of instrument/data collection
Data analysis
CHAPTER FOUR
Analysis of data
CHAPTER FIVE
Summary, conclusion and recommendations
Conclusion
Recommendations
REFERENCE
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
This project work is another contribution to the already existing and numerous done and those still under way into the study of the causes of low academic performance of secondary school students in this attempt of trying to discuss the relationship between instructional approaches and the academic performance of secondary school students. The term “instructional approaches” refers to the general pedagogy and management style used for classroom instruction. A teacher choice of instructional approaches should not only be based on what fits/suits him or her but also putting into consideration the subject area, schools mission statement, class demography etc. academic performance on the other hand according to the Encyclopedia Britanica (2009) academic performance as an act or a process of display in the level of understanding a knowledge of what has been learnt as a student especially while studying in schools. Irrespective of the schools physical beauty or magnificence, it is of great benefit to know to know that the student’s academic performance depends also on the instructional approaches adopted by the class teacher.
The choice of instructional approaches according to Wikipedia may also depend largely on the information that the teacher or instructor intends to pass across to the members/students in his/her class, the skill that is to be taught, and it may also be influenced by the attitude and level of enthusiasm of the class/students. In the last decade, scholars has attempted to see hour and why there has been a downward growth in the level of performance of secondary school age with the high rate of failure displayed by results of examinations conducted by external examinational bodies e.g Jamb, WAEC, NECO does it mean that the methods of instruction are obsolete and needs revisions, or is the assertion true that Nigerian students are drill? Or is it because these students have no passion for education/learning? Or is a likely, that the system of education in Nigeria generally does not favour this generation of scholars. In this study an indepth analysis will be done to analyze this menace that is eating up the educational system.
1.2 STATEMENT OF PROBLEMS
Seeing the degree of poor performance put on in recent years by students of the secondary school age writing either the NECO, WAEC, NABTEB, GCE or JAMB, one is compelled to ask some series of questions. A number of studies have been done to check the students responsibility when they fail, revisions of the curriculum systems have also been done but the level of the menace seems to be on the rise as the years come and go and raising another generation of students but non or little have been done on whether to known how much the teachers mode, means and method of instruction can affect the students performance.
1.3 RESEARCH QUESTIONS
The following questions were raised so as to enable the researcher do an in-depth study of the matter.
- What is responsible for bringing such level of failure?
- Does the students have a role to play in the outcome of their performance?
- Does the teacher really have a role to play in the students performance outcomes?
- Are the instructional approaches effective or obsolete?
- Could a change in teaching method imply a change in the students performance level?
- What present improvement to instructional approaches are there I Nigeria and how effective are they?
1.4 PURPOSE OF THE STUDY
This study seeks to find out the relationship between the teachers instructional approaches and its effect on the students academic performance. The following objectives has been slated to aid the researcher gain focus and direction.
- To know the place of a teacher method of instruction and its effect on the students performance.
- To help understand the most effective teaching method.,
- To understand the role of both the teacher and students on the academic performance of the students.
1.5 SIGNIFICANCE OF THE STUDY
The significance of the study is that when the relationship between the teaching method and the student’s academic performance is ascertained, adequate recommendations will be made aimed at assisting the immediate improvement on the methods of teaching the students and its resultant effect will be on upward growth in their performance level.
1.5 SCOPE OF THE STUDY
Findings in this were arrived at after studying some selected schools in Edo State e.g. Edaiken Secondary School, Uniben Demonstration Secondary School, Adolor Secondary School all within the Benin Metropolis.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#10000) into our bank Account below, send the following information to
08139462710 or 08137701720
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08139462710 or 08137701720
YOU CAN ALSO CALL:
08068231953, 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: INSTRUCTIONAL APPROACHES AND MATHEMATICS TEACHING IN SECONDARY SCHOOLS
TABLE OF CONTENTS
CHAPTER ONE
Introduction
Background of the study
Statement of the problem
Research questions
Significance of the study
Scope of the study
Limitation
Purpose of the study
Definitions of terms
CHAPTER TWO
Review of related literature
CHAPTER THREE
Research methodology
Research design
Population of the study
Sample and sampling techniques
Instrumentation
Validity of instrument
Reliability of instrument
Administration of instrument/data collection
Data analysis
CHAPTER FOUR
Analysis of data
CHAPTER FIVE
Summary, conclusion and recommendations
Conclusion
Recommendations
REFERENCE
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
This project work is another contribution to the already existing and numerous done and those still under way into the study of the causes of low academic performance of secondary school students in this attempt of trying to discuss the relationship between instructional approaches and the academic performance of secondary school students. The term “instructional approaches” refers to the general pedagogy and management style used for classroom instruction. A teacher choice of instructional approaches should not only be based on what fits/suits him or her but also putting into consideration the subject area, schools mission statement, class demography etc. academic performance on the other hand according to the Encyclopedia Britanica (2009) academic performance as an act or a process of display in the level of understanding a knowledge of what has been learnt as a student especially while studying in schools. Irrespective of the schools physical beauty or magnificence, it is of great benefit to know to know that the student’s academic performance depends also on the instructional approaches adopted by the class teacher.
The choice of instructional approaches according to Wikipedia may also depend largely on the information that the teacher or instructor intends to pass across to the members/students in his/her class, the skill that is to be taught, and it may also be influenced by the attitude and level of enthusiasm of the class/students. In the last decade, scholars has attempted to see hour and why there has been a downward growth in the level of performance of secondary school age with the high rate of failure displayed by results of examinations conducted by external examinational bodies e.g Jamb, WAEC, NECO does it mean that the methods of instruction are obsolete and needs revisions, or is the assertion true that Nigerian students are drill? Or is it because these students have no passion for education/learning? Or is a likely, that the system of education in Nigeria generally does not favour this generation of scholars. In this study an indepth analysis will be done to analyze this menace that is eating up the educational system.
1.2 STATEMENT OF PROBLEMS
Seeing the degree of poor performance put on in recent years by students of the secondary school age writing either the NECO, WAEC, NABTEB, GCE or JAMB, one is compelled to ask some series of questions. A number of studies have been done to check the students responsibility when they fail, revisions of the curriculum systems have also been done but the level of the menace seems to be on the rise as the years come and go and raising another generation of students but non or little have been done on whether to known how much the teachers mode, means and method of instruction can affect the students performance.
1.3 RESEARCH QUESTIONS
The following questions were raised so as to enable the researcher do an in-depth study of the matter.
- What is responsible for bringing such level of failure?
- Does the students have a role to play in the outcome of their performance?
- Does the teacher really have a role to play in the students performance outcomes?
- Are the instructional approaches effective or obsolete?
- Could a change in teaching method imply a change in the students performance level?
- What present improvement to instructional approaches are there I Nigeria and how effective are they?
1.4 PURPOSE OF THE STUDY
This study seeks to find out the relationship between the teachers instructional approaches and its effect on the students academic performance. The following objectives has been slated to aid the researcher gain focus and direction.
- To know the place of a teacher method of instruction and its effect on the students performance.
- To help understand the most effective teaching method.,
- To understand the role of both the teacher and students on the academic performance of the students.
1.5 SIGNIFICANCE OF THE STUDY
The significance of the study is that when the relationship between the teaching method and the student’s academic performance is ascertained, adequate recommendations will be made aimed at assisting the immediate improvement on the methods of teaching the students and its resultant effect will be on upward growth in their performance level.
1.5 SCOPE OF THE STUDY
Findings in this were arrived at after studying some selected schools in Edo State e.g. Edaiken Secondary School, Uniben Demonstration Secondary School, Adolor Secondary School all within the Benin Metropolis.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following instructions and information if you will like to order/buy our complete written material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5000) into our bank Account below, send the following information to
08139462710 or 08137701720
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) immediately we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
HOW TO IDENTIFY SCAM/FRAUD
As a result of fraud in Nigeria, people don’t believe there are good online businesses in Nigeria.
But on this site, we have provided “table of content and chapter one” of all our project topics and materials in order to convince you that we have the complete materials.
Secondly, we have provided our Bank Account on this site. Our Bank Account contains all information about the owner of this website. For your own security, all payment should be made in the bank.
No Fraudulent company uses Bank Account as a means of payment, because Bank Account contains the overall information of the owner
CAUTION/WARNING
Please, DO NOT COPY any of our materials on this website WORD-TO-WORD. These materials are to assist, direct you during your project. Study the materials carefully and use the information in them to develop your own new copy. Copying these materials word-to-word is CHEATING/ ILLEGAL because it affects Educational standard, and we will not be held responsible for it. If you must copy word-to-word please do not order/buy.
That you ordered this material shows you have agreed not to copy word-to-word.
FOR MORE INFORMATION, CALL:
08139462710 or 08137701720
YOU CAN ALSO CALL:
08068231953, 08168759420
Visit any of our project websites below:
www.easyprojectmaterials.com
www.easyprojectmaterials.com.ng
www.easyprojectmaterial.net
www.easyprojectmaterial.net.ng
www.easyprojectsolutions.com
www.worldofnolimit.com
www.worldofnolimit.com
www.nairaproject.com.ng
www.nairaprojects.com.ng
www.nairaproject.net
www.nairaprojects.net
www.uniproject.com.ng
www.uniprojects.com.ng
Tags: INSTRUCTIONAL APPROACHES AND MATHEMATICS TEACHING IN SECONDARY SCHOOLS
