ABSTRACT
This sought to identify teachers’ of difficult areas in new curriculum in Post Basic levels in Enugu state of Nigeria. Based on a review of literature, five research questions guided the study while three hypotheses were equally tested. A survey design was used for the study.
A multistage sampling procedure involving simple random sampling techniques by balloting and cluster sampling techniques were adopted to compose the sample of 120 mathematics teachers in four Education Zones of Enugu State.
A Structured Questionnaire Titled Mathematics Topic Questionnaire (MTAQ) was used to collect data from the respondents.
The data collected were analyzed using mean, standard deviation and one-way ANOVA to t4est the hypotheses at 0.05 levels of significant.
The analysis of the data yielded the following results: the teachers find the teaching of matrices, sphere, trigonometry functions, collection and presentation of data, differentiation and integration of algebraic function difficult.
TABLE OF CONTENTS
Title – – – – – – – – – – – i
Approval – – – – – – – – – – ii
Certification – – – – – – – – – iii
Dedication – – – – – – – – – – iv
Acknowledgements – – – – – – – – v
Table of Contents- – – – – – – – – vi
List of Figures – – – – – – – – – ix
List of Tables – – – – – – – – – x
Abstract – – – – – – – – – – xi
CHAPTER ONE: INTRODUCTION – – – – – 1
Background of the Study – – – – – – – 1
Statement of the Problem – – – – – – 9
Purpose of the Study – – – – – – – 11
Significance of the Study – – – – – – 11
Scope of the Study – – – – – – – 15
Research Questions – – – – – – – 15
Hypotheses – – – – – – – – – 16
CHAPTER TWO: LITERATURE REVIEW: – – – – 17
Conceptual Framework – – – – – – – 18
Education: Target of Every Society – – – – – 18
Mathematics and its Fundamental Role in Development – – 19
Teachers’ Perception of Mathematics Curriculum – – – 22
Perception and its Relationship towards Teaching and Learning
of Mathematics – – – – – – – – 24
Gender Issues on our Contemporary Society – – – – 27
Perception and Interest in Relation to Gender and Difficult Areas
in Mathematics – – – – – – – – 31
Effects of School Location in Fulfilling the Mathematics Curriculum
in Nigeria – – – – – – – – – 34
Gender Perception in Classroom Environment – – – 41
Problems with Implementing New Curriculum – – – 43
Theoretical Framework – – – – – – – 44
Theory of Perceptions and Sensations – – – – – 44
Social Learning Theory by Albert Bandura – – – – 47
Review of Related Empirical Studies – – – – – 49
Summary of Literature Review – – – – – – 53
CHAPTER THREE: RESEARCH METHOD – – – – 56
Design of the Study – – – – – – – 56
Area of the Study – – – – – – – – 56
Population of the Study – – – – – – – 57
Sample and Sampling Technique – – – – – 58
Instrument for Data Collection – – – – – – 58
Validation of the Instrument – – – – – – 59
Reliability of the Instrument – – – – – – 60
Method of Data Collection – – – – – – 60
Method of Data Analysis – – – – – – 60
CHAPTER FOUR: RESULTS – – – – – – – 62
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS,
RECOMMENDATIONS AND SUMMARY – – 69
Discussion of the Findings – – – – – – 69
Conclusion – – – – – – – – – 74
Recommendations- – – – – – – – 75
Limitation of the Study – – – – – – – 76
Suggestion for Further Study – – – – – – 77
Summary of the Study – – – – – – – – 78
REFERENCES – – – – – – – – – 62
INTRODUCTION
Study Education is an instrument for transformation, which over the years has transformed many cities, cultures, races and nations. There is a global acceptance of the role of education as an important instrument for the realization of the goals and aspirations of any Nation (Joseph, 2010).
Consequently, education has been viewed as the instrument “par excellence” for national development (FRN, 2004). Ashipu (2001) sees education as an instrument, which enables an individual to improve and develop the right attitudes, abilities and competences necessary for effective adult life.
In view of the importance of education to both individual and National life, Federal Republic of Nigeria (2004) in her National policy on education categorized the education system into five levels namely; lower basic, middle basic, upper basic, post basic, and tertiary.
Lower basic is primary 1-3, Middle basic is primary 4-6 Upper basic is Js1-3 and Post basic Education is SS1-3 (Segun, 2012). The subjects offered in school comprise the following: English Language, Mathematics, Physics, Chemistry, Biology, Government etc.
Mathematics is one of the fundamental subjects every child must in his/her attempt to acquire education. Mathematics is the science of number and space (Kurumeh and Imoko, 2008).
It is the language of the new millennium (Harbor-Peters, 2000). It is the queen of science and technology. It is a tool for scientific and technological development.
No nation can develop scientifically and technologically without proper foundation in school mathematics (Okafor, 2005). Its usefulness in everyday living cannot be over emphasized.
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Adeleke, J. O. & Amoo, S. A. (2007). Gender and subject choice effects on
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StudentsandScholarship Team.
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