DIFFICULT TOPICS AS PERCEIVED BY TEACHERS AND STUDENTS IN JUNIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM (JSS II); IMPLICATIONS FOR EFFECTIVE TEACHING

DIFFICULT TOPICS AS PERCEIVED BY TEACHERS AND STUDENTS IN JUNIOR SECONDARY SCHOOL MATHEMATICS CURRICULUM (JSS II); IMPLICATIONS FOR EFFECTIVE TEACHING

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  • Major Attributes are Abstract, All Chapters, Figures, Appendix, References.
  • Study Level: BTech, BSc, BEng, BA, HND, ND or NCE.
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TABLE OF CONTENTS

Title                                                                                                                         Page

Title Page        -           -           -           -           -           -           -           -           -           i

Declaration      -           -           -           -           -           -           -           -           -           ii

Certification    -           -           -           -           -           -           -           -           -           iii

Dedication      -           -           -           -           -           -           -           -           -           iv

Acknowledgement      -           -           -           -           -           -           -           -           v

Table of Contents       -           -           -           -           -           -           -           -           vii

List of Tables  -           -           -           -           -           -           -           -           -           x

List of Appendices      -           -           -           -           -           -           -           -           xii

Abstract          -           -           -           -           -           -           -           -           -           xiii

CHAPTER ONE: INTRODUCTION 

1.1              Background to the Study        -           -           -           -           -           -           1

1.2              Statement of the Problem        -           -           -           -           -           -           7

1.3              Purpose of the Study  -           -           -           -           -           -           -           8

1.4              Research Questions    -           -           -           -           -           -           -           9

1.5              Research Hypothesis  -           -           -           -           -           -           -           10

1.6              Significant of the Study -        -           -           -           -           -           -           11

1.7              Delimitation of the Study -     -           -           -           -           -           -           13

1.8              Definition of Terms -              -           -           -           -           -           -           13       

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1       Theoretical Framework -        -           -           -           -           -           -           15

2.1.1 Gregory’s Theory of Perception -          -           -           -           -           15

2.1.2 Social Learning Theory of Albert Bandura   -               -           -           15

2.2       Conceptual Framework -        -           -           -           -           -           -           18

2.2.1 Overview of Junior Secondary Education -       -           -           -           18

2.2.2 Overview of Mathematics Curriculum -            -           -           -           21

2.2.3 Teachers and Students’ Perception of Mathematics Curriculum   -      25

2.3       Empirical Study Reviews -     -           -           -           -           -           -           28

2.4       Summary of Literature Review -        -           -           -           -           -           33

CHAPTER THREE: RESEARCH METHOD

3.1       Research Design -       -           -           -           -           -           -           -           36

3.2       Area of study -            -           -           -           -           -           -           -           36

3.3       Population of the study -         -           -           -           -           -           -           37

3.4       Sample and Sampling Technique -     -           -           -           -           -           37

3.5       Instrumentation -         -           -           -           -           -           -           -           38

3.6       Validation of the Instrument(s) -        -           -           -           -           -           38

3.7       Reliability of the Instrument(s) -        -           -           -           -           -           39

3.8       Scoring            -           -           -           -           -           -           -           -           39

3.9       Research Procedure    -           -           -           -           -           -           -           40

3.10     Method of Data Analysis        -           -           -           -           -           -           40

CHAPTER FOUR: RESULTS AND DISCUSSION

4.1       Results -           -           -           -           -           -           -           -           -           42

4.2       Discussion of the result          -           -           -           -           -           -           59

4.3       Summary of Findings -           -           -           -           -           -           -           66

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.1       Summary of the Study            -           -           -           -           -           -           67

5.2       Conclusion      -           -           -           -           -           -           -           -           69

5.3       Implications of the findings    -           -           -           -           -           -           70

5.4       Recommendation        -           -           -           -           -           -           -           71

5.5       Suggestion for further study   -           -           -           -           -           -           72

REFERENCES        -           -           -           -           -           -           -           -           73

APPENDICES          -           -           -           -           -           -           -           -           78


 

LIST OF TABLES

Table 4.1.1: Mean Ratings and Standard Deviations of Respondents on

Teachers’ Perceived Area of Difficulties in Mathematics

Curriculum for JSS II     -           -           -           -           -           -           43

Table 4.1.2: Mean Ratings and Standard Deviations of Respondents on

Students’ Perceived Area of Difficulties in Mathematics

Curriculum for JSS II    -           -           -           -           -           -           44

Table 4.1.3: Mean Ratings and Standard Deviations of Respondents on the

Influence of Gender on The Teachers Perceived Areas of Difficulties

in The Mathematics Curriculum  -           -           -           -           -           45

Table 4.1.4: Mean Ratings and Standard Deviations of Respondents on the

Influence of Qualification on The Teachers Perceived Areas of

Difficulties in The Mathematics Curriculum     -           -           -           46

Table 4.1.5: Means Ratings and Standard Deviations of Respondents on the

Reason Why Teachers Perceived the Topic in the Junior

Secondary II Mathematics Curriculum as Difficult        -           -           47

Table 4.1 6: Mean Ratings and Standard Deviations of Respondents on the

Reason Why Students Perceived the Topic in the Junior

Secondary II Mathematics Curriculum as Difficult      -           -           48

Table 4.1.7: Mean Ratings and Standard Deviations of Respondents on

ways These Perceived Difficulties Topics in the Mathematics

Curriculum can be made Easier for Teachers    -           -           -           50

Table 4.1.8: Mean Ratings and Standard Deviations of Respondents on

ways These Perceived Difficulties Topics in the Mathematics

Curriculum can be Made Easier for Students   -           -           -           52       

Table 4.1.9: T-Test Analysis of the Significant Difference in the Mean

Perception of Teachers and Students on the Areas of

Difficulties in Junior Secondary School II Mathematics Curriculum-  53


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