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DIFFICULT CONCEPTS IN NIGERIAN SENIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM AS PERCEIVED BY STUDENTS
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 is an essential component of secondary school curricula worldwide, including Nigeria. However, various studies have indicated that students often encounter challenges in understanding and applying certain mathematical concepts. This abstract presents a summary of the research conducted to explore the difficult concepts in the Nigerian Senior Secondary School Mathematics curriculum as perceived by students.
The study employed a qualitative research design, utilizing semi-structured interviews and focus group discussions to gather data from a sample of senior secondary school students across different states in Nigeria. The participants were selected using a combination of purposive and convenience sampling techniques. Thematic analysis was applied to identify common themes and patterns in the students’ perceptions of difficult mathematical concepts.
The findings of the study indicated that Nigerian senior secondary school students perceive several mathematical concepts as challenging. These concepts include, but are not limited to, calculus, probability, matrices, trigonometry, and algebraic manipulations. Students reported struggling with the abstract nature of calculus, the complex calculations involved in probability, the symbolic representations in matrices, the application of trigonometric functions, and the manipulation of algebraic expressions.
The students’ difficulties were attributed to various factors, including inadequate foundational knowledge, ineffective teaching methods, insufficient instructional resources, limited opportunities for practical application, and a lack of motivation and interest in mathematics. Moreover, cultural beliefs and societal attitudes towards mathematics were identified as additional influences on students’ perceptions and engagement with the subject.
The implications of these findings suggest a need for targeted interventions to address the identified difficult concepts in the Nigerian Senior Secondary School Mathematics curriculum. Educators and policymakers should consider revising teaching strategies, providing additional resources, and promoting interactive and hands-on learning experiences. Moreover, fostering a positive attitude towards mathematics through awareness campaigns and integration of real-life applications may enhance students’ motivation and interest.
By addressing the identified challenges, educators can promote a better understanding of difficult mathematical concepts, ultimately improving students’ performance and overall mathematical competence. Further research is recommended to explore potential solutions and evaluate the effectiveness of interventions aimed at addressing these difficulties.
Keywords: mathematics education, difficult concepts, perceptions, Nigerian Senior Secondary School, curriculum, student experiences.
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