- : Ms Word Format
- : Pages
- : ₦3000
- : 1-5 Chapters
- Click to DOWNLOAD Materials
DIFFICULT CONCEPTS IDENTIFICATION IN MATHEMATICS CURRICULUM BY NIGERIAN SENIOR SECONDARY SCHOOL MATHEMATICS TEACHERS
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 education plays a crucial role in the academic development of students, and the identification of difficult concepts within the curriculum is a key factor in effective teaching and learning. This abstract explores the challenges faced by Nigerian senior secondary school mathematics teachers in identifying difficult concepts within the mathematics curriculum.
The study employs a qualitative research approach, utilizing interviews and observations to gather data from mathematics teachers in Nigerian senior secondary schools. A purposive sampling technique is used to select participants who have extensive experience in teaching mathematics at the senior secondary school level.
The findings of the study reveal several factors that contribute to the identification of difficult concepts in the mathematics curriculum. These factors include the abstract nature of certain mathematical concepts, inadequate teacher training and professional development, large class sizes, limited instructional resources, and language barriers.
The abstract also highlights the strategies employed by mathematics teachers to address the identified difficulties. These strategies include the use of concrete examples, visual aids, real-life applications, cooperative learning, and the integration of technology in the teaching process.
Furthermore, the abstract discusses the implications of the findings for mathematics education in Nigeria. It emphasizes the need for comprehensive teacher training programs that focus on the effective identification and remediation of difficult concepts. Additionally, it underscores the importance of providing mathematics teachers with adequate instructional resources and support to enhance their teaching practices.
In conclusion, this abstract sheds light on the challenges faced by Nigerian senior secondary school mathematics teachers in identifying difficult concepts within the curriculum. It emphasizes the importance of addressing these challenges through targeted teacher training programs and the provision of necessary instructional resources. By doing so, the teaching and learning of mathematics in Nigerian schools can be improved, ultimately leading to enhanced student achievement in the subject.
DIFFICULT CONCEPTS IDENTIFICATION IN MATHEMATICS CURRICULUM BY NIGERIAN SENIOR SECONDARY SCHOOL MATHEMATICS TEACHERS, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
