Teachers’ Perceptions of Difficult Areas in New Mathematics Curriculum in Post Basic Education Level

Description

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Abstract

This study sought to identify teachers’ perceptions of difficult areas in new mathematics curriculum in Post Basic Education 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 Assessment 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.

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).

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