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TEACHERS’ AND STUDENTS’ PERCEPTION OF MATHEMATICS PEDAGOGICAL ISSUES IN JUNIOR SECONDARY SCHOOLS IN IKORODU, LAGOS STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 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:
This study investigates the perceptions of teachers and students regarding mathematics pedagogical issues in junior secondary schools in Ikorodu, Lagos State. Mathematics is a fundamental subject that plays a crucial role in a student's overall education and future academic and professional pursuits. However, there have been concerns about the effectiveness of mathematics education in Nigeria, particularly at the junior secondary school level.
The study adopts a mixed-methods research design, combining quantitative surveys and qualitative interviews to gather data. The participants include mathematics teachers and junior secondary school students from various schools in Ikorodu, Lagos State. The research instruments used are questionnaires for teachers and students, as well as semi-structured interviews with a selected group of participants.
The quantitative analysis of the survey data focuses on identifying the perceptions of teachers and students regarding various pedagogical issues in mathematics education, such as teaching methods, curriculum content, classroom environment, and assessment practices. Descriptive statistics, such as frequencies and percentages, are employed to analyze the quantitative data.
The qualitative analysis of the interview data involves a thematic analysis to explore in-depth the experiences, beliefs, and suggestions of teachers and students. The qualitative findings provide rich insights into the underlying factors influencing the perceptions of mathematics pedagogical issues in junior secondary schools.
The study aims to contribute to the existing body of knowledge on mathematics education by shedding light on the current state of pedagogical practices in junior secondary schools in Ikorodu, Lagos State. The findings of this research will help identify areas that require improvement and inform the development of effective strategies to enhance mathematics teaching and learning in the region.
It is anticipated that the study's outcomes will provide valuable information for policymakers, curriculum developers, and educational practitioners to make informed decisions and implement evidence-based interventions to improve mathematics education in junior secondary schools in Ikorodu, Lagos State, and potentially in other similar contexts.
Keywords: mathematics education, pedagogical issues, perception, junior secondary schools, Ikorodu, Lagos State.
TEACHERS’ AND STUDENTS’ PERCEPTION OF MATHEMATICS PEDAGOGICAL ISSUES IN JUNIOR SECONDARY SCHOOLS IN IKORODU, LAGOS STATE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
