Students and Teachers’ Views of Difficult Areas in Mathematics Syllabus: Basic Requirement for Science and Engineering Education

Abstract

The research investigates teachers and students’ views of difficult areas of mathematics syllabus which is a special requirement for engineering education in Nigeria using Ogbomosho South Secondary Schools in Oyo State as case study. The population of the study consisted of all the mathematics teachers and all the senior secondary III students in all the 18 Secondary schools in the Local Government Area. A simple random sampling technique was used to select 15 mathematics teachers and 180 Senior Secondary school III Students. Two self designed questionnaires were developed to elicit information for the research questions. Appropriate hypotheses were raised based on the research questions. These questionnaires were validated and their reliability ensured. The data gathered were analyzed using frequency count, percentage, t-test and Chi-square. The results of the analyses revealed that both teachers and students, qualified and unqualified, experienced and less experienced teachers have the same views of difficult areas in teaching and learning of mathematics in the secondary schools. Based on the findings, it was therefore recommended that for engineering education to advance, teachers should endeavour to improve themselves academically, be more committed, proactive in their dealings, and see their job as service to humanity; school authorities should have more time schedule for mathematics on the time table, qualified mathematics teachers should be posted to all schools, appointment of mathematics teachers should be purely on merit and should not be politicized. Curriculum planners should be up and doing in planning for teaching of mathematics with appropriate instructional materials.

Keywords: Teachers, students, perceptions, mathematics, curriculum, hypotheses, T-test, Chi-square, Evaluation,

Recommendations