ASSESSMENT OF DIFFICULT MATHEMATICS CONCEPTS AS PERCEIVED BY PRIMARY SCHOOL TEACHERS IN ENUGU STATE, NIGERIA
Abstract
This study assessed the difficult Mathematics concepts as perceived by primary school teachers in Enugu State, Nigeria. A descriptive survey research design was adopted for the study. Three research questions and two hypotheses guided the study. The population of the study was one thousand six hundred and thirty two (1,632) primary school teachers and a sample of 313 primary school teachers were selected through multi-stage sampling. Mathematics Difficulty Level Inventory (MDLI) was the instrument used for the collection of data. The instrument was face and content validated by experts and also trial tested. The reliability of MDLI items was determined using Cronbach alpha reliability test which yielded reliability coefficient of 0.87 considered high enough to be used for the study. The findings of the study revealed that primary school teachers in Enugu state perceived 19 out of 30 mathematics concepts to be difficult; there was significant difference in the frequencies of difficult mathematics concepts across gender line and school ownership. Based on these findings, the researcher recommended amongst others that workshops, seminars and conferences should be organized for primary school teachers on basic mathematics concepts; relevant authorities should ensure the recruitment of qualified primary school teachers especially in public schools.
Downloads
References
in Ekiti state, Nigeria. American-Eurasian Journal of Scientific Research, 3(1), 7-14.
Agwagah, U.N.V. (2017). Improving the teaching of mathematics language on errors committed by senior secondary school students in bearing problems inOmuo-Ekiti, Nigeria. Abacus, the Journal of the Mathematical Association of Nigeria, 38(1), 50-56
Akinsola, M.K. (2018). Relationship of some psychological variables in predicting problem
solving ability of inservice mathematics teachers. The Montana Mathematics
Enthusiasts, 5(1) 79-100.
Awofala, A. O. A. and Awolola, S. A. (2016), Curriculum Value Orientations and Reform in the 9-year Basic Education Mathematics Curriculum. In O. S. Abonyi (Ed.) Reforms in STEM Education. Proceedings of the 52nd Annual Conference of Science Teachers Association of Nigeria. pp.297-305.
Azuka, B.F. (2019). Curriculum planning and development from the formative stages. NMC Lecture Notes for the Retraining of Primary school teachers on the implementation of new UBE Curriculum and Continuous Assessment in Schools. Abuja: Marvelous Mike press.
Ezeanyi, B. C. (2021). Identification and Remediation of common process errors of senior secondary school students in mathematics in Anambra State. (Unpublished Ph.D. Thesis), Nnamdi Azikiwe University, Awka
Ezeanyi, B.C. & Okigbo, E.C. (2021). Common Process Errors in Geometry Committed by
Students from Private and Public Secondary Schools in Anambra State, Nigeria. International Journal of Humanities and Social Studies. 9(7), 48-56
Federal Republic of Nigeria, FRN,(2014). National Curriculum for Primary Schools. Volume 5: Science. Ibadan: Heinemann Educational Books (Nigeria) Limited.
Lassa, P.N. (2020). The teaching of mathematics for Nigerian secondary schools. Jos: Fab Anieh Nigeria Limited.
Odili, G.A. (2016). Mathematics in Nigeria Secondary schools- A teaching perspective. Port- Harcourt: Anachuna Educational books.
Odogwu, H. N. (2021). The mathematics teachers factor in achievement of the goals of the Universal Basic Education (UBE). ABACUS: The journal of mathematics association of Nigeria. 27 (1) 29-79.
Odumosu, M. O., (2020).“Effect of two learning strategies on pupils’ problem solving skills in mathematics for sustainable development” Conference 10 proceedings of School of Science, 2010, 219-224.
Okigbo, E.C., & Ezeanyi, B.C. (2020). Game-based learning strategy as a measure of improving senior secondary school students’ academic achievement in geometry in Anambra state. In E.C. Okigbo, N.R. Nnorom & E. Onwukwe (Eds), Innovations in science, technology and mathematics education in Nigeria: classroom practices. Festschrift in honor of Profs E.O. Akuezuilo and S.O.C. Okeke: Science Education Department, Nnamdi Azikiwe University, Awka, Nigeria.
Okigbo, E.C. & Ezeanyi, B.C. (2021). Identification of Common Process Errors of Senior Secondary School Students in Mathematics in Anambra State." IOSR Journal of Research & Method in Education (IOSR-JRME), 11(4), (2021): pp. 01-06.
Okafor, C. F., & Anaduaka, U.S. (2016). “Nigeria school children and mathematics phobia: How the mathematics teacher can help”? American journal of Educational Research, 1(7), 247-25.
Phelps, G. & Howell, H. (2016). Assessing mathematical knowledge for teaching: The role of
teaching context. The Mathematics Enthusiast, 13(1), 52–70.
Popoola, A. A. (2018). Focus conversational metto and students’ Mathematics achievement in secondary schools. Pakistan Journal of Social Sciences. 5(8): 820—826.
Stinson, D. W. (2019). Mathematics as gatekeeper: Theoretical perspectives that aim towards empowering all children with a key to the gate. The Mathematics Educator. 14(1): 8-18.
Shaughnessy, M., & Boerst, T. A. (2018). Uncovering the skills that preservice teachers bring to
teacher education: the practice of eliciting a student’s thinking. Journal of Teacher
Education, 69(1), 40–55.
Ugwuarua, A.F.S., (2020): The role of Mathematics Education in Scientific and Technological Acquisition for Instructional and Corporate Self-Reliance. Journal of Development Education, 3(1) 127-133.
Umoh, G. G. (2021). Path to Quantitative Education: A Standard Book for Students, Teachers and Educational Administrators. Uyo: Inela Ventures and Publishers.
Yara, P.O., (2019). Relationship between teachers’ attitude and students’ academic achievement in mathematics in some selected senior secondary schools in South-Western Nigeria. Retrieved December 15, 2011, from http://www.medwelljournals.com.
Copyright (c) 2021 IJER-International Journal of Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the GPH Journal will have the full right to remove the published article on any misconduct found in the published article.
