NIGERIAN STUDENTS’ POOR PERFORMANCE IN MATHEMATICS: WHO DO WE BLAME?

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NIGERIAN STUDENTS’ POOR PERFORMANCE IN MATHEMATICS: WHO DO WE BLAME? 

TABLE OF CONTENTS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

Table of Contents                                                                      vii

CHAPTER ONE: INTRODUCTION

1.1    Introduction                                                 1

1.2  Background of the study       3

1.3    Statement of the General Problem                                  4

1.4    Objective of the study                                                       5

1.5    Significance of the study                                                  5

1.6    Statement of hypothesis                                                   6

1.7    Scope of the study                                                             6

1.8    Limitation of the study                                                     7

1.9    Definition of terms                                                            7

CHAPTER TWO: LITERATURE REVIEW

2.0    Introduction                                                                      9

2.1    Review of related literature                                             9

2.2    Theoretical framework

2.3    Summary of review                                                           33

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Introduction                                                                      35

3.2    Research design                                                                35

3.3    Area of study                                                                    35

3.4    Population of the study                                                    36

3.5    Sample size                                                                       36

3.6    Instrument for data collection                                          36

3.7    Reliability of the instrument                                            37

3.8    Validity of the Instrument                                               38

3.9    Method of data Collection                                                 38

3.10  Method of Data Analysis                                                  39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction                                                                      41

4.2    Characteristics of the respondents                                   41

4.3    Presentation of Data Analysis                                         43

4.4    Discussion of Findings                                                     48

4.5    Summary of findings                                                        49

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary                                                                          51

5.2    Conclusion                                                                        52

5.3    Recommendation                                                              53

Biography                                                                         54

Appendix                                                                           56

Abstract:
Mathematics is a critical subject that plays a pivotal role in the educational development of students. However, Nigerian students have consistently demonstrated poor performance in mathematics, raising concerns about the factors contributing to this issue. This abstract aims to analyze and identify potential factors that may be responsible for the poor performance of Nigerian students in mathematics, as well as explore who can be held accountable for this situation.

To investigate this matter, a comprehensive literature review was conducted, encompassing academic research, educational reports, and scholarly articles related to mathematics education in Nigeria. The findings indicate that several factors contribute to Nigerian students’ poor performance in mathematics.

Firstly, the quality of mathematics teachers in Nigeria has been identified as a significant factor. Insufficient training, inadequate knowledge of teaching methodologies, and a lack of passion for the subject among teachers have been observed. This compromises the ability of teachers to effectively impart mathematical skills and concepts to students.

Secondly, the curriculum and instructional materials used in mathematics education have been found to be outdated and not aligned with global standards. The curriculum often lacks relevance, fails to incorporate practical applications, and does not encourage critical thinking and problem-solving skills. Insufficient availability and accessibility of quality instructional materials also hinder students’ learning experience.

Furthermore, the learning environment in Nigerian schools poses challenges to effective mathematics education. Overcrowded classrooms, limited resources, and a lack of supportive infrastructure impact students’ ability to engage actively in the subject. Additionally, socio-economic factors, such as poverty and limited access to educational opportunities, disproportionately affect students’ preparedness and motivation to learn mathematics.

While multiple factors contribute to the poor performance of Nigerian students in mathematics, it is crucial to emphasize that blame should not be solely assigned to a single entity. Instead, a collective responsibility should be acknowledged, involving the government, educational institutions, teachers, parents, and students themselves. Addressing these challenges requires a multi-faceted approach that focuses on teacher training and professional development, curriculum reform, investment in educational infrastructure, and equitable access to quality education.

In conclusion, improving the performance of Nigerian students in mathematics requires a comprehensive understanding of the factors influencing this issue. By recognizing the collective responsibility shared by various stakeholders, effective strategies and interventions can be implemented to enhance mathematics education and empower Nigerian students to succeed in this critical subject.

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