Difficulty levels of topics in the new senior secondary school mathematics curriculum as perceived by mathematics teachers of federal unity schools in nigeria
This document summarizes a study that examined mathematics teachers' perceptions of difficulty levels of topics in Nigeria's new senior secondary school mathematics curriculum. The study found:
1) Teachers perceived newly added topics like modular arithmetic, coordinate geometry, differentiation, and integration as very difficult. Existing topics were mostly perceived as easy or averagely difficult.
2) There were no significant differences found in perceived difficulty based on teachers' gender, academic qualifications, professional qualifications, or years of experience.
3) It was recommended that teachers be provided training through workshops and seminars on the new topics, as well as relevant teaching materials to help them effectively teach the revised curriculum.
Qualitative Chemistry Education: The Role of the TeacherIOSR Journals
Abstract: This paper discussed the role of a chemistry teacher towards improving the quality of education in Nigeria. The decline in the quality of education has been attributed to many factors. Some of these factors are unqualified teachers, examination malpractice,, lack of practical skills, method of classroom instruction, to mention but a few. The role of a chemistry teacher among others is to change the method of classroom instruction from lecture method to innovative learning strategy such as cooperative learning and concept mapping, and to make use of improvised materials in the absence of standard equipments . It also examine the problems associated with the fall in quality of education. Finally it is recommended that Government should ensure that adequate funds are released to train science teachers, since teachers are the main determinant of quality in Education.
Uganda sesemat programme impact and challenges in its implementationKomakech Robert Agwot
ABSTRACT
The Secondary Science and Mathematics (SESEMAT) programme has been recognized as an effective tool
in enhancing the quality of teaching and learning science and mathematics in secondary schools. The
SESEMAT programme was introduced in 2005 with the purpose to improve the teaching ability of science
and mathematics teachers at secondary level; and to improve performance in those subjects. The main
objective of the study was to assess the impact of the SESEMAT programme on science and mathematics in
Uganda; a case study of Jinja district located in Eastern part of Uganda. It also found out the challenges of
implementing the SESEMAT programme. However, the study focused mainly on fifteen secondary schools
out of the 26 secondary schools in the district and the period under consideration was 2009-2013. The
researcher used a descriptive cross sectional survey, where data was collected at one point in time from a
cross-section of respondents. This was useful in the study because it involved collecting data from a
relatively large number of respondents from various schools in the district. Primary data was collected
mainly through in-depths interviews and self-administered questionnaires instruments. Both quantitative and
qualitative analyses were employed on data collected from 135 respondents.
The findings show that, the SESEMAT programme had the greatest impact on: improved teachers and
student’s attitudes towards science and mathematics; improved the performance of students in the national
examinations; and has developed/promoted practical teaching as thought by; as thought by the respondents
respectively. The study also discovered most challenges hindering the programme as: Time consuming;
inadequate science/ instructional materials; and high enrollment of students in class respectively. The
researcher recommends the policymakers, development partners and the government through the MoES to
ensure that, there is right balance of the teaching staff within a department; that the level of resources
provided for teaching is sufficient; reduce the teacher student ratio/ decongest the classes; and finally
recommends prospective researchers to assess the role of secondary science and mathematics education in
industrial and technological development; and a similar study to be conducted in other districts with a large
sample for comparison of the findings.
Key Words: SESEMAT Programme; In-Service Training; Universal Secondary Education
Qualitative Chemistry Education: The Role of the TeacherIOSR Journals
Abstract: This paper discussed the role of a chemistry teacher towards improving the quality of education in Nigeria. The decline in the quality of education has been attributed to many factors. Some of these factors are unqualified teachers, examination malpractice,, lack of practical skills, method of classroom instruction, to mention but a few. The role of a chemistry teacher among others is to change the method of classroom instruction from lecture method to innovative learning strategy such as cooperative learning and concept mapping, and to make use of improvised materials in the absence of standard equipments . It also examine the problems associated with the fall in quality of education. Finally it is recommended that Government should ensure that adequate funds are released to train science teachers, since teachers are the main determinant of quality in Education.
Uganda sesemat programme impact and challenges in its implementationKomakech Robert Agwot
ABSTRACT
The Secondary Science and Mathematics (SESEMAT) programme has been recognized as an effective tool
in enhancing the quality of teaching and learning science and mathematics in secondary schools. The
SESEMAT programme was introduced in 2005 with the purpose to improve the teaching ability of science
and mathematics teachers at secondary level; and to improve performance in those subjects. The main
objective of the study was to assess the impact of the SESEMAT programme on science and mathematics in
Uganda; a case study of Jinja district located in Eastern part of Uganda. It also found out the challenges of
implementing the SESEMAT programme. However, the study focused mainly on fifteen secondary schools
out of the 26 secondary schools in the district and the period under consideration was 2009-2013. The
researcher used a descriptive cross sectional survey, where data was collected at one point in time from a
cross-section of respondents. This was useful in the study because it involved collecting data from a
relatively large number of respondents from various schools in the district. Primary data was collected
mainly through in-depths interviews and self-administered questionnaires instruments. Both quantitative and
qualitative analyses were employed on data collected from 135 respondents.
The findings show that, the SESEMAT programme had the greatest impact on: improved teachers and
student’s attitudes towards science and mathematics; improved the performance of students in the national
examinations; and has developed/promoted practical teaching as thought by; as thought by the respondents
respectively. The study also discovered most challenges hindering the programme as: Time consuming;
inadequate science/ instructional materials; and high enrollment of students in class respectively. The
researcher recommends the policymakers, development partners and the government through the MoES to
ensure that, there is right balance of the teaching staff within a department; that the level of resources
provided for teaching is sufficient; reduce the teacher student ratio/ decongest the classes; and finally
recommends prospective researchers to assess the role of secondary science and mathematics education in
industrial and technological development; and a similar study to be conducted in other districts with a large
sample for comparison of the findings.
Key Words: SESEMAT Programme; In-Service Training; Universal Secondary Education
Team Teaching Strategy and Students' Interest in Basic Science in Anambra Stateijtsrd
The study investigated the effect of team teaching strategy on students' interest in Basic Science and Technology in Junior Secondary Schools in Anambra State. The quasi experimental design was adopted. The sample consisted of 150 JSS II students from four co educational Schools in Aguata Education Zone of Anambra State Nigeria. The experimental group comprised 76 students made up of 39 boys and 37 girls, while 74 students were used as control comprising 36 boys and 38 girls. The instruments for data collection was Basic Science and Technology interest Scale BSTIS with reliability coefficient of 0.98. Data obtained were analyzed using mean and standard deviation for research questions and analysis of covariance ANCOVA for the hypotheses. The results from the study showed a significant difference in interest scores of students exposed to Basic Science and Technology using team teaching strategy and their counterparts exposed to Basic Science and Technology using conventional teaching strategy. It also revealed gender has significant difference in interest of students exposed to Basic Science and Technology using team teaching strategy in favour of boys. The combined effect of exposing students to team teaching strategy and their gender significantly affected their interest in Basic Science and technology. On the premise of the findings, the study posit that team teaching Strategy has been very effective in teaching and learning of Basic Science and Technology in the classrooms. Thus, teachers are enjoined to use of team teaching strategy to enhance students' interest in the classrooms as well as improve teachers' classroom productivity. Okechukwu, Obiebere Rita | Prof. (Rev Sr) Felicia Opara "Team Teaching Strategy and Students' Interest in Basic Science in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47542.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47542/team-teaching-strategy-and-students'-interest-in-basic-science-in-anambra-state/okechukwu-obiebere-rita
this presentation will help the science administrators and enthusiasts to understand the curriculum of the Science, technology, Engineering and Mathematics in the Philippines.
No nation whether developed or developing countries can rise above the level of its education without giving adequate consideration for its Human and Material resources in terms of curriculum to be used. One of the Basic qualities of a curriculum is dynamism. This implies that a good curriculum is never static rather it changes along with changes in societal needs and aspirations, political and economic factors. For example in Nigeria the educational system has witnessed some changes in Content, Context and Structure (9-3-4 educational systems). Like most of the countries in the world, the changes have come as result of the growing awareness of the need to develop technologically, socially, and economically.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
Assessment of The Influence Of School-Based Factors On The Implementation Of ...inventionjournals
ABSTRACT: The current reforms in mathematics and science education recognize the crucial role that teachers play and thus target them as curriculum innovators and implementers through in-service education and training. Unfortunately, several pragmatic innovations have partially been implemented or completely shunned. Several factors have been highlighted as impediments to effective implementation. The objective of the study was todetermine the influence of school-based factors on the acceptability of Alternative ‘B’ Mathematics curriculum in secondary schools in Kericho County. The study utilized a descriptive research design where frequency counts, tables and figures were used to boil down data into manageable units. A population of 157 principals, 401 teachers of Mathematics and 20 heads of secondary Mathematics curriculum at KIDC, MoE and KNEC were targeted. Simple random sampling was employed to select respondents. Data was analyzed using SPSS computer programme version 20.0, a reliability level of .83 was ascertained by using a pilot study and a reliability level of .76 was arrived at using cronbach Alpha. The findings indicated that school- based factors are key in curriculum implementation.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Assessment of Chemistry Teachers Usage of National Commission for Colleges of...iosrjce
This study assessed the College chemistry teachers assessment of their usage of eleven pedagogical
methods in the National Commission for Colleges of Education (NCCE) Benchmark. The study also monitored
the influence of teachers qualification and gender on the usage of these methods. The study was carried out in
both Federal and State Colleges of Education in the five States in South-East zone of Nigeria. The sample for
the study comprises of all the sixty-one (61) chemistry teachers drawn from the seven colleges (state & federal)
in the five States. Three research questions and the three hypotheses guided this work. 55-item questionnaire
constructed by the researcher from the eleven pedagogical methods in the Benchmark was used as instrument
for data collection. This instrument was validated by experts in the field and reliability sought and after pilot
study and found to have 0.87 alpha value using Cronbach technique. Data collected were analyzed using means
and standard deviation for research questions and independent t-test for hypotheses at 0.05 level of confidence.
The result obtained showed that chemistry teachers adequately use only four methods, (demonstration,
experimental, discussion and lecture) during their classroom instructions. All other seven methods were not
adequately used. It was also discovered that teachers’ qualification and gender have no remarkable influence
on the usage of these methods. Recommendations for the usage of other methods were made.
Team Teaching Strategy and Students' Interest in Basic Science in Anambra Stateijtsrd
The study investigated the effect of team teaching strategy on students' interest in Basic Science and Technology in Junior Secondary Schools in Anambra State. The quasi experimental design was adopted. The sample consisted of 150 JSS II students from four co educational Schools in Aguata Education Zone of Anambra State Nigeria. The experimental group comprised 76 students made up of 39 boys and 37 girls, while 74 students were used as control comprising 36 boys and 38 girls. The instruments for data collection was Basic Science and Technology interest Scale BSTIS with reliability coefficient of 0.98. Data obtained were analyzed using mean and standard deviation for research questions and analysis of covariance ANCOVA for the hypotheses. The results from the study showed a significant difference in interest scores of students exposed to Basic Science and Technology using team teaching strategy and their counterparts exposed to Basic Science and Technology using conventional teaching strategy. It also revealed gender has significant difference in interest of students exposed to Basic Science and Technology using team teaching strategy in favour of boys. The combined effect of exposing students to team teaching strategy and their gender significantly affected their interest in Basic Science and technology. On the premise of the findings, the study posit that team teaching Strategy has been very effective in teaching and learning of Basic Science and Technology in the classrooms. Thus, teachers are enjoined to use of team teaching strategy to enhance students' interest in the classrooms as well as improve teachers' classroom productivity. Okechukwu, Obiebere Rita | Prof. (Rev Sr) Felicia Opara "Team Teaching Strategy and Students' Interest in Basic Science in Anambra State" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47542.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/47542/team-teaching-strategy-and-students'-interest-in-basic-science-in-anambra-state/okechukwu-obiebere-rita
this presentation will help the science administrators and enthusiasts to understand the curriculum of the Science, technology, Engineering and Mathematics in the Philippines.
No nation whether developed or developing countries can rise above the level of its education without giving adequate consideration for its Human and Material resources in terms of curriculum to be used. One of the Basic qualities of a curriculum is dynamism. This implies that a good curriculum is never static rather it changes along with changes in societal needs and aspirations, political and economic factors. For example in Nigeria the educational system has witnessed some changes in Content, Context and Structure (9-3-4 educational systems). Like most of the countries in the world, the changes have come as result of the growing awareness of the need to develop technologically, socially, and economically.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
Assessment of The Influence Of School-Based Factors On The Implementation Of ...inventionjournals
ABSTRACT: The current reforms in mathematics and science education recognize the crucial role that teachers play and thus target them as curriculum innovators and implementers through in-service education and training. Unfortunately, several pragmatic innovations have partially been implemented or completely shunned. Several factors have been highlighted as impediments to effective implementation. The objective of the study was todetermine the influence of school-based factors on the acceptability of Alternative ‘B’ Mathematics curriculum in secondary schools in Kericho County. The study utilized a descriptive research design where frequency counts, tables and figures were used to boil down data into manageable units. A population of 157 principals, 401 teachers of Mathematics and 20 heads of secondary Mathematics curriculum at KIDC, MoE and KNEC were targeted. Simple random sampling was employed to select respondents. Data was analyzed using SPSS computer programme version 20.0, a reliability level of .83 was ascertained by using a pilot study and a reliability level of .76 was arrived at using cronbach Alpha. The findings indicated that school- based factors are key in curriculum implementation.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
Assessment of Chemistry Teachers Usage of National Commission for Colleges of...iosrjce
This study assessed the College chemistry teachers assessment of their usage of eleven pedagogical
methods in the National Commission for Colleges of Education (NCCE) Benchmark. The study also monitored
the influence of teachers qualification and gender on the usage of these methods. The study was carried out in
both Federal and State Colleges of Education in the five States in South-East zone of Nigeria. The sample for
the study comprises of all the sixty-one (61) chemistry teachers drawn from the seven colleges (state & federal)
in the five States. Three research questions and the three hypotheses guided this work. 55-item questionnaire
constructed by the researcher from the eleven pedagogical methods in the Benchmark was used as instrument
for data collection. This instrument was validated by experts in the field and reliability sought and after pilot
study and found to have 0.87 alpha value using Cronbach technique. Data collected were analyzed using means
and standard deviation for research questions and independent t-test for hypotheses at 0.05 level of confidence.
The result obtained showed that chemistry teachers adequately use only four methods, (demonstration,
experimental, discussion and lecture) during their classroom instructions. All other seven methods were not
adequately used. It was also discovered that teachers’ qualification and gender have no remarkable influence
on the usage of these methods. Recommendations for the usage of other methods were made.
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Difficulty levels of topics in the new senior secondary school mathematics curriculum as perceived by mathematics teachers of federal unity schools in nigeria
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
23
Difficulty Levels of Topics in the New Senior Secondary School
Mathematics Curriculum as Perceived by Mathematics Teachers
of Federal Unity Schools in Nigeria
Azuka, Benard Festus.; Jekayinfa, Olatoji; Durojaiye, David; Okwuoza, Sylvester Orobosa.
National Mathematical Centre, Abuja, Nigeria
*E-mail of corresponding author: benardazuka@yahoo.com
Abstract
In line with Federal Government of Nigeria’s directives, the curriculum for Senior Secondary Schools has been
reviewed for use in Nigerian schools. Some new topics have been added to the Senior Secondary School
Mathematics Curriculum. It is a well known fact that teachers form the hub of the teaching and learning
processes in schools. Therefore, this study was carried out to determine the difficulty levels of topics in the new
Mathematics Curriculum as perceived by Federal Unity Schools Mathematics teachers. Researcher’s designed
questionnaire was administered to 58 mathematics teachers from 18 Federal Unity Schools from the six geo-
political zones of Nigeria. Percentage count, t-test and ANOVA were used to analyze the data. Findings of the
study revealed that most existing topics in the previous mathematics curriculum were perceived less difficult
while some were perceived averagely difficult. However, all the newly added topics were perceived very
difficult to the teachers. Gender, academic qualifications, professional qualifications and years of experience
were of no influence on teachers’ perceptions in the study. It was therefore recommended that provisions should
be made for teachers to be trained and re-trained in workshops and seminars especially on the new topics.
Relevant books, teaching modules and teaching guides detailed in the topics should also be made readily
available to schools.
Keywords: Difficulty levels of Mathematics topics, New mathematics curriculum in Nigeria, Mathematics
Teachers of Federal Unity Schools
1.Introduction
Curriculum is a vital component of any educational environment. It is central to education at all levels in the
world. As education is central to the society, so is curriculum which is the heart and life-wire of education
(Alade, 2005). There are as many definitions of curriculum as there are authors and scholars on the subject.
Alade defines curriculum as a programme of education prepared for definite group of learners within a time
frame in order to achieve the intended behavioral outcomes. Curriculum provides a medium through which
educational institutions seek to translate the societal values into concrete reality. It is through curriculum that our
schools and institutions achieve what is considered to be desirable learning outcomes by the Society. In his
description of curriculum, Ajibola (2008) sees it as the engine which propels the education to achieve for both
the individual and the society what they hold as prize. Oriaifo cited in Alade (2011) also defines curriculum as
an educational programme of learning experiences offered to the learner under the guidance of a school for the
purpose of effecting change in the behavior of the learner.
The term curriculum therefore can be said to be the total environment in which education takes place. Thus, it
embraces the child, the teacher, the subject, the content, the methodology of teaching and evaluating as well as
the physical and psychological environment of teaching and learning experiences outside the classroom which
were formally regarded as extra-curricular activities according to Onyike, and Bilesanmi-Awoderu, as cited in
Alade (2011). Also, curriculum can be seen as the reconstruction of knowledge and experience, systematically
developed with the guidance of the school or relevant agencies which will enable the learner to have better
mastery of learning experiences for the learners and the society’s well-being.
Mathematics has been with man since the creation of the world. The nature and method of study change from
time to time. As the society changes, so also mathematics changes since its study and use at any point in time is
geared towards serving the need of the society. The study of mathematics has passed through so many changes
of development from the pre-colonial time to the present day. Historically, mathematics is believed to have
evolved and developed out of the need for man to meet up with certain expectations of life. In the primitive age,
the need for man to count his cattle, farm produce, children etc was crudely done, which evolved the use of
mathematical knowledge (Kurumeh, 2006).
Curriculum like a pendulum changes according to the social, economic and technological changes in the host
society and the surrounding societies. Nigeria has witnessed so many changes in curriculum during the era
before the coming of the missionaries, the period of colonial rule, post independence era and in the last two
decades. Some of the reasons why curriculum changes include:
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
24
a) To make it relevant to the needs and culture of the society;
b) To keep abreast with the current technological trends;
c) To address the current socio-economic states of the nation
d) To make up for the failure of the old curriculum to achieve the objectives expected by the society;
e) To keep up with some international standards of the study of the subject
Generally in designing or changing any curriculum, three basic features are to be considered: They are the
society, the learner and the subject matter (Badmus, 2002). It is incumbent on the curriculum planners to analyze
the implications of changes in the society when deciding upon the new programme of study for the school. Some
of the things in the society to be considered include employment pattern since schools are to provide basic skills,
and the requirements arising from the development of new behavior in health, welfare and political activities.
Case in point is the inclusion of ICT, HIV/AIDS education and quantitative reasoning in the Basic Education
Curriculum for mathematics in 2006 (FME, 2007).
The characteristics of the learner and how he learns should be part of what needs to be put into consideration by
the curriculum planners. Just as in the case of the society, the employment and educational need of the learners
are to be considered in curriculum planning. This is because the purpose of education itself is to make life easier
and make the learner fit into the society he finds himself. For the subject matter, the specialized fields of
knowledge, the nature and the philosophy should be considered. The subject matter is in constant change just as
the society (Azuka, 2009). In this regard, the curriculum to be devised has to consider some new things or
findings, topics structure etc that is relevant to living in the contemporary setting.
The Nigerian Educational Research and Development Council (NERDC) has the mandate to develop curriculum
for use at all levels of educational system in Nigeria. In line with Government reform in education, NERDC was
directed in 2005 by the National Council on Education (NCE) to review and re-align the existing Senior
Secondary School Curricula to meet the target of the reform in the context of National Economic Empowerment
and Development Strategies (NEEDS) and the Millennium Development Goal (Egwu, 2007). Also, Obioma
(2007) summarized the MDGs and NEEDS targets as value orientation, poverty eradication, job creation, wealth
generation and using education to empower the people, hence the need to review the existing secondary school
curriculum. It is against this backdrop that the secondary school mathematics curriculum has some topics added
to the existing ones. The new mathematics curriculum added some introductory topics in matrices, modular
arithmetic, simple calculus (differentiation and integration), simple co-ordinate geometry, logical reasoning and
financial mathematics like annuity and amortization.
The teacher factor is very prominent in determining the quality and the output of any educational system. Hence
teachers are regarded as the “hub” around which every other factor affecting the quality of education revolves.
In other words irrespective of the quality and quantity of buildings, curriculum, books and other infrastructures
are provided in any educational system, in the final analyses the success and performance of the educational
system will depend on the teacher. In particular, the knowledge of the curriculum by the teachers is very
important as no educational system can rise above the level of the teachers. In the mathematics class a teacher
cannot effectively teach students what he does not know.
The pertinent question is how prepared are the teachers to effectively teach these topics at the secondary school
level? Thus, the main purpose of this study is to examine the difficulty level of the new topics in new
mathematics curriculum among Federal unity schools’ mathematics teachers in Nigeria. The study also
determines the possible influence of teachers’ academic qualification, professional qualifications, years of
teaching experience and gender on the difficulty levels of the topics.
2.Research Questions
The study proffered answers to the following research questions:
• What are the topics in the new mathematics curriculum that are perceived difficult by the mathematics
teachers of Federal Unity Schools?
• Is there any significant difference in the difficulty levels of the topics between male and female teachers?
• Is there any significant difference in the difficulty levels of the topics among first degree, masters’
degree and PhD holders?
• Is there any significant difference in the difficulty levels of the topics among teachers with different
years of experience?
• Is there any significant difference in the difficulty levels of the topics between professional and non-
professional teachers?
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3.Hypotheses
Four hypotheses were formulated in the study as follows:
• There is no significant difference in difficulty levels of the topics between male and female teachers;
• There is no significant difference in the difficulty levels of the topics among first degree, masters,
degree and PHD holders;
• There is no significant difference in the difficulty levels of the topics among teachers with different
years of experience;
• There is no significant difference in the difficulty levels the topics between professional and non-
professional teachers
4. Methodology
This study is a descriptive of the survey type. This method is appropriate for the study because a descriptive
research type reports things the way they are. The population consisted of all the Federal Unity Secondary
School Mathematics teachers in Nigeria. However, purposive sampling was used to sample 58 mathematics
teachers from 18 Federal Unity Schools from the six Geo-political zones of Nigeria. From each Geo-political
zone, 3 Federal Unity Colleges were sampled and from each school, at least 3 Mathematics teachers formed the
subjects for the study. These were teachers, who attended the capacity building workshops organized by the
Federal Ministry of Education at the National Mathematical Centre in May, 2013. The 58 teachers were
comprised of 26 male and 32 female Mathematics teachers.
The instrument for the study is a Researcher designed questionnaire titled ‘Difficulty levels of the new topics in
the new Senior Secondary School Mathematics Curriculum as perceived by Federal Unity Schools Mathematics
Teachers’. The questionnaire was validated by experts in mathematics education to ensure its content validity.
There are two parts of the questionnaire. Part one of the questionnaires was concerned with teachers’ Bio-data
namely sex, academic qualifications, professional qualifications and teachers’ years of teaching experience. Part
two of the questionnaire contained the topics in the new mathematics curriculum to determine teachers’
difficulty levels in each of the topic from their responses. The instrument was of a 4 point likert scale with ‘very
easy, easy, difficult and very difficult’. A total of 22 topics were put in the questionnaire for the teachers to
determine their levels of difficulties. The selected topics covered all the aspects of the new curriculum. To
analyze the data, the researcher used percentage count, t-test and ANOVA.
5. Results
Research Question 1: What are the topics in the new Mathematics Curriculum that are perceived difficult by the
Mathematics teachers of Federal Unity Schools?
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Table 1- Percentage Difficulty level Table
TOPICS Very easy &
Easy
Percentage
(%)
Difficult &
Very Difficult
Percentage
(%)
Logarithms & Applications 51 87.93 7 12.07
Matrices 43 74.14 15 25.07
Number Bases 55 94.83 3 5.17
Modular Arithmetic 23 39.66 35 60.34
Variation 50 86.21 8 13.79
Surds 50 86.21 8 13.79
Plane & Circle Geometry 32 55.17 26 44.83
Quadratic equations & Applications 47 81.03 11 18.97
Areas and Volumes of shapes/solids 44 75.86 14 24.14
Trig Ratios of Angles between Oo
and 360o
47 81.03 11 18.97
Sine and Cosine Graphs 29 50.00 29 50.00
Bearing 22 37.93 36 62.09
Coordinate Geometry 18 31.03 40 68.97
Differentiations & Applications 13 22.41 45 77.59
Integration & Application 11 18.97 47 81.03
Probability 43 74.14 15 25.86
Measures of Central tendency & Dispersion
for grouped & ungrouped data
46 79.31 12 20.69
Inequalities & Applications 47 81.03 11 18.97
Arithmetic & Geometric Progressions 47 81.03 11 18.97
Logical Reasoning 21 36.21 37 63.79
Geometrical Constructions 23 39.66 35 60.34
Financial Mathematics 15 25.86 43 74.14
Table 1 above shows the percentage difficulty levels of topics in the new Mathematics Curriculum as perceived
by teachers. The percentage difficulty levels are divided into groups. Topics with less than 50 percent are seen to
be easy while those with 50-59 percent are seen to be fairly difficult and those with 60 percent and above are
seen to be very difficult. The easy topics include Logarithms and Applications, Number bases, Variation, Surds,
Quadratic equations and Applications, Areas and Volumes of shapes and solids, Trigonometric ratio of angles,
Probability, Measures of tendency and dispersion, Inequalities and Applications, Arithmetic and Geometric
progression. The only topic perceived to be fairly difficult is Sine and Cosine graphs. However, topics perceived
as very difficult are logical reasoning, Geometric Construction, Financial Mathematics, Integration and
Applications, Differentiation and Applications, Coordinate Geometry, Bearing and Modular Arithmetic.
Hypothesis 1: There is no significant difference in the difficulty levels of the topics between male and female
Mathematics teachers.
Table 2: T-Test analysis of responses of male and female Mathematics teachers
Levene's Test
for Equality of
Variances t-test for Equality of Means
F Sig. T df
Sig.
(2-
tailed)
Mean
Differenc
e
Std. Error
Difference
95% Confidence Interval
of the Difference
Lower Upper
SCORES Equal
varian
ces
assum
ed
.002 .964 .136 56 .892 .41106 3.01825 -5.63522 6.45733
From table 2 above, the Sig (2-tailed) value is 0.892 which is greater than 0.05. This means that there is no
significant difference in the difficulty levels of topics in the new mathematics curriculum between male and
female teachers. Therefore, we accept hypothesis 1.
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Hypothesis 2: There is no significant difference in difficulty levels of the topics among the first degree, masters’
degree and Ph.D holders.
Table 3: ANOVA of response of Mathematics teachers in terms of different academic qualifications.
ANOVA
Score
Sum of Squares Df Mean Square F Sig.
Between Groups 256.666 2 128.333 .999 .375
Within Groups 7063.765 55 128.432
Total 7320.431 57
From table 3 above, Sig. value is 0.375 which is greater than 0.05. This means that there is no significant
difference in difficulty levels of the topics among teachers with different academic qualifications. We therefore
accept hypothesis 2.
Hypothesis 3: There is no significant difference in the difficulty levels of the topics among Mathematics
teachers of different years of experience.
Table 4: ANOVA of Responses of Mathematics teachers in terms of years of experience
ANOVA
SCORES
Sum of Squares Df Mean Square F Sig.
Between Groups 163.220 3 54.407 .410 .746
Within Groups 7157.211 54 132.541
Total 7320.431 57
From table 4 above, the Sig value is .746 which is greater than 0.05. Therefore, there is no significant difference
in difficulty levels of the topics among teachers in terms of their years of experience. Thus, we accept hypothesis
3
Hypothesis 4: There is no significant difference in difficulty levels of topics in the new Mathematics curriculum
between professional and non-professional teachers.
Table 5: T -Test analysis of Responses of professional and non-professional Mathematics teachers
Independent Samples Test
Levene's Test
for Equality
of Variances t-test for Equality of Means
F Sig. T df
Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
SCORES Equal
variances
assumed
.903 .346 -1.31586 56 .194 -6.93208 5.26809 -17.48532 3.62117
Equal
variances
not
assumed
-1.59885 5.285 .168 -6.93208 4.33566 -17.89904 4.03489
Table 5 above, Sig (2-tailed) value is 0.194 which is greater than 0.05. Therefore, there is no significant
difference in difficulty levels of topics between professional and non-professional teachers. Hence, we accept
Hypothesis 4.
6. Discussions of Findings
Research question 1 is to find the difficulty levels of teachers in the topics of the new Mathematics Curriculum.
It was however found that the difficulty levels in some topics were low. The topics are logarithms and its
applications, Matrices, Number bases, Variation, Surds, Quadratic equations and its applications, Areas and
volumes of shapes and solids, Trigonometric ratio of angles, Probability, Measures of central tendency and
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dispersion, Inequalities and its applications, Arithmetic and Geometric progression.. All these topics are in the
former Mathematics curriculum. The only topic perceived slightly difficult is Sine and Cosine graphs. However,
teachers perceived Logical reasoning, Geometric construction, Financial Mathematics, Integration and
applications, Differentiation and applications, coordinate Geometry, Bearing and Modular arithmetic as very
difficult. All these topics apart from Bearing are new in the Mathematics Curriculum. This is a major challenge
as all the newly added topics are perceived difficult by teachers and this is likely to have a negative implication
on the learning of students in these topics, and ultimately a derogatory impact on the overall performance of
students in the subject.
Also, the study showed that there is no significant difference in the difficulty levels of the topics in the new
Mathematics Curriculum between male and female teachers, professional and non-professional teachers, and
among teachers with low, average and high years of experience, and also among teachers who are First degree,
Masters’ degree and Ph.D holders. This means that gender, academic qualifications, professional qualifications
and years of teaching experience do not affect the perception of teachers about the difficulty levels of the
Mathematics topics.
7. Conclusion
As a result of the findings of this study, the following conclusions were reached:
• Most topics in the previous mathematics curriculum are perceived less difficult.
• Only few topics in the previous mathematics curriculum are perceived averagely difficult by teachers
and these include Probability, Areas and Volumes of Shapes, Matrices, plane and Circle Geometry, and Sine and
Cosine Graphs.
• All the newly added topics in the new Mathematics Curriculum are perceived difficult. They are
Financial Mathematics, Logical reasoning, Integration and Application, Differentiations and Application,
Coordinate Geometry and Modular Arithmetic.
• Gender, academic qualifications, professional qualifications and years of teaching experience are not
factors of influence on the difficulty levels of the topics as perceived by the Mathematics teachers.
8. Recommendations
Based on these findings, the following recommendations are made:
• More books especially those containing the new topics should be made available to the teachers to keep
them abreast with the topics;
• Workshops and seminars should be organized for the training and re-training of teachers on the new
curriculum topics;
• More teachers should be employed to complement the existing ones in the teaching of Mathematics so
that the burden of the newly added topics will not be too much;
• Teaching modules/guides should be provided to the teachers on the new topics in the curriculum;
• More time gap should be given to schools before the new topics are fully incorporated into the school
curriculum. This is to allow the teachers to be well prepared for the task.
Many curriculum innovations in Mathematics have failed in the past due to some problems. These
problems include planning, lack of enough preparation of the teachers, content, pedagogy and assessment. This
new curriculum should not be allowed to suffer the same fate of curriculum failure. All stakeholders in the
educational system should rise to the task. The beginning of the solution is the identification of difficult topics in
the curriculum and ensuring that teachers are prepared to handle the topics well in the school system. This is
imperative as no educational system can rise above the level of its teachers.
References
Alade, I.A. (2011). Trends and issues on curriculum review in Nigeria and the need for paradigm Shift in
educational practice. Journal of Emerging Trends in Educational Research and Policy Studies
(JETERAPS) 2 (5): 325-333. Retrieved from www:httpjeteraps.scholarinkresearch.org
Alade, I.A. (2005). Rudiments of curriculum studies. Ibadan: Suflo publications.
Ajibola, M.A. (2008). Innovations and curriculum development for basic education in Nigeria: Policy priority
and challenges of practice and implementation. Research journal of International studies. Issues 8
Azuka, B.F. (2009). 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.
Badmus, G.A. (2002, Feb.). Curriculum Development Changes in mathematics education in Nigeria. A paper
presented during the Mathematics Education Summit at NMC, Abuja.
Egwu,S.O. (2007). Senior secondary education Curriculum mathematics for SS1-3. Lagos : NERDC Press.
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Vol.4, No.17, 2013
29
Federal Ministry of Education, (2007). 9-year basic education curriculum for primary 1-3. Abuja: NERDC Press
Obioma, G. (2007). Senior secondary education curriculum Mathematics for SS1-3. Lagos: NERDC press.
Obodo, G.C. (1997). Principles and practice of mathematics education in Nigeria. Enugu: General studies
division of ESUT.
Odili, G.A. (2006). Mathematics in Nigeria Secondary schools- A teaching perspective. Port- Harcourt:
Anachuna Educational books.
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National Educational Research and Development council (2007). Senior Secondary Education Curriculum
Mathematics for SSS1-3. Lagos: NERDC press.
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