ABSTARCT
Mathematics is intimately connected to daily life and everybody’s life-long planning. Shut out mathematics from daily life and civilisation comes to a standstill. It is in the light of this, that the research seeks to build and elicit among students and teachers the proper appreciation and interest in the value of mathematics to the individual and society. This is done with a particular focus on the senior secondary schools in Idah local government area of Kogi state, Nigeria. The relevant data and information was collected by a teacher questionnaire. It is based on the 4-points Likert scale responses. Simple mean was used to analyse the data. Numerical values 4, 3, 2, and 1 were assigned to the options respectively. The mean value for acceptance is X≥2.5 otherwise reject. For each cluster the acceptance point is 12.5.
The finding of this survey confirmed the fact that; the teacher factor, students’ attitude and commitment, methods of teaching mathematics, use of instructional materials and the school environment are to a great extent valid factors that influences the students poor performance in mathematics in the senior secondary school certificate Examination.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Osokoya (2003) defines Education as a continuous process which the society
establishes to assist its members to understand the heritage of the past and to
participate productively in the future. It is the leading out of the in-born powers and
potentialities of the individuals in the society and the acquisition of skills, aptitudes,
and competencies necessary for self-realisation and for coping with life’s problem.
For Afe (2000), Education is considered as a tool to be used for the integration of the
individual into the society to achieve self-realisation, develop national consciousness,
promote unity, and strive for social, economic, political, scientific, cultural and
technological progress. Education in science and mathematics therefore becomes
bedrock and indispensable tools for scientific, technological and economic
advancement in any nation. It gives the nation the capacity to apply technology for
the exploitation of the resources of nature. Such exploitation will depend greatly on
mathematics for laying the foundation for political, governmental, military, civil,
scientific, technological advancement, economic development, socio-cultural and
environmental peace.
There are number of questions which need to be answered at this stage. What then is
Mathematics? Why should everybody learn Mathematics? What is the importance of
this subject in life and in school curriculum? What shall be the advantage of devoting
so much effort, time, and money to the teaching of Mathematics? The importance of
mathematics transcends all the definitions and the prosperity of any country
depends on the volume and quality of mathematics offered in its school system. Obe
(1996) conceptualises mathematics as the master and servant of most disciplines and thus, a source of enlightenment and understanding of the universe. He further
opines that without it, the understanding of national problems would be superficial.
Greaber and Weisman (1995) agree that mathematics helps the individual to
understand the environment and to give accurate account of the physical phenomena
around every person. To this end, Setidisho (2001) submits that no other subject
forms a strong binding force among various branches of science as mathematics, and
without it, knowledge of the sciences often remains superficial.
Emphasising the importance of the subject to the society, Robert (1987) stated that in
the United States, mathematics has come to play important roles: in the engineering
of highways, the search for energy, the designing of television sets, the profitable
operation of most business, astronauts flying space-crafts, the study of epidemics,
the navigation of ships at sea all depends on the study of mathematics. Ogunbanjo
(1998) opines that all over the world, sciences has been accepted as a vehicle of
technology, social and economic development. Mathematics is not only basic to these
but is the language of science. In another related study, Igbokwe (2003) highlights
the intricate link of mathematics to science and technology, and contends that
without mathematics there will be no science and without science there will be no
technology, and without technology there will be no modern society. These and many
more reasons are why the Nigerian government believes that the subject should be
taken seriously in our school system; and Nigeria in her march towards technological
development, has not made mathematics a compulsory subject in the curriculum of
the primary and secondary school levels of her educational system (Federal Republic
of Nigeria, 2004) but also as a prerequisite to the study of science courses in her
colleges, polytechnics and universities (JAMB Brochure, 19992-2007).
Shapiro (2000) defines Mathematics as the study of qualitative relations; put simply,
it is the science of structure, order, numbers, space and relationships about counting,
measuring and describing of shapes and objects. It qualifies in its own right as a
science but it is often regarded as a language of and a link between all the sciences.
Soyemi (1999) Mathematics is a body of knowledge that opens up the mind to logical
reasoning, analytical thinking and the ability for creative thinking, deep focusing and
clarity of thought and precision. It is the hub on which all scientific and technological
studies find their bearings. In pure sciences it is the basis and language of study, in
applied sciences and technology it is an indispensable tool of analysis, with the social
sciences it is a scaffold and for the Arts the light that gives consistently and
completeness to its study. Osafehinti (1990) observes that the learning of
mathematics in schools represent first, a basic preparation for adult life and secondly
a gateway to a vast array of career choices. And from the societal perspective,
competence in mathematics is essential for the preparation of an informed citizenry
and for continuous production of highly skilled personnel required for industry,
technology and science. The progress of any nation depends upon her scientific and
technological advancement which can only be built on a sound mathematical
education capable of making the citizens effectively functional in the natural and
applied sciences. The study of Mathematics therefore will go a long way to “equip
students to live effectively in our modern age of science and technology” (NPE 2004).
Fakuade (1977) sums up this assertion; for the purposes of economic survival, the
ordinary citizen needs to be able to compare and estimate values of articles,
determine prices of foodstuffs, reckon distances and time, weigh evidence and be
able to sift substances from chaffs. Thus in the complexity of the modern society
everyman requires a certain amount of competence in basic mathematics for
purposes of handling money, prosecuting daily businesses, interpreting
mathematical graphs and charts and thinking logically.