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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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