Utilization of Classroom Activities and Mathematics Teaching In Secondary Schools
ABSTRACT
This research was carried out on the topic, utilization of classroom activities and mathematics teaching in secondary schools in Nsit Ibom Local Government Area. Two null hypotheses were formulated to guide the study. The research design adopted in this study was a survey method. The population of the study consisted of all the mathematics teachers in all the public secondary schools in the study area. 12 mathematics teachers in the study area were used to form the sample size. The instrument for data collection was classroom activities and mathematics teaching Questionnaire (CAMTQ).
Data were analyzed using the Pearson Product Moment Correlation (PPMC). The findings revealed that, there was a significant relationship between the use of problem solving activity and mathematics teaching in secondary schools. The findings also showed that there was a significant relationship between questioning as a classroom activity and mathematics teaching in secondary schools. The researcher suggested that classroom activities used should be without stress and anxiety and pleaded for enlightenment of the teachers on the use of classroom activities so as to provide teachers with functional knowledge on how to interact with students in the classroom.
MATERIAL DETAILS
No Of pages – 50
Type – MS Word
Amount : ₦3000
Contact: + 2348127963962
CHAPTER ONE
INTRODUCTION
1.1 Background To The Study
The importance of education in the world cannot be over emphasized as it has brought a positive change to the individual and the society at large. With this information, education is sure to have a lot of definitions and speculations by different individuals. The aim of education, which is to bring about a positive change in behaviour, results from the art of using systematic techniques for learning, have developed in the last 200 years from the informal to the formal education depending on the society and the needs of the society. (Gaither,2012).
This was demonstrated right from ancient times ranging from the aim of writing to reading, learning a trade, promoting household character, vocabulary development, sportsmanship, the royal character and most times for war (Chiappeta, 2005). In Rome, the aim of education progressed as systematic techniques for learning were introduced such as learning the alphabets by song and copping the shapes of letters with a stylus in a formal setting.
As the modern society becomes more complex and schools become more institutionalized, educational experience becomes less directly related to daily life, less a matter of showing and learning in the context of the workday world and more abstracted from practice, more a matter of distilling, telling and learning things out of context (Robert, Lawson, Heri-Irenee’ $ Mehdik, 2017). This concentration of learning in a formal atmosphere allows children to learn far more of their culture. As the society gradually attaches more and more importance to education, it tries to formulate overall objectives, content organization and strategies of education.
This implies that the relevance of education in our society has developed from the learning of our daily life to our history things we can grasp to make corrections predictions and development of the future of our lives and the world at large. This improvement of education is experienced in formal schools of most developing and developed countries in which the degree of abstraction of education from the primary to the secondary schools can be curbed through provision of objectives, content organization and strategies of education.
Utilization of Classroom Activities and Mathematics Teaching In Secondary Schools
Nigeria, a developing country which ranks the tenth largest nation in Africa began its’ route to modern education in its’ northern society. According to the U.S. University Directory Careers Job Board (UUDCJ, 2017), the aim of education here was to promote religious activities and character. Islamic schools were established as a Mallam drilled children as young as five years old in the teachings of the Quran and the Arabic alphabets. This system of education progressed to the indigenous system whereby students were taught skills to function in the traditional society and as they grew older, they were taught to fit into what the society had defined them to be.
Boys were introduced to farming and more specialized marital life were to cater for the family financially. The girls would learn farming and domestic skills and were meant to be housewives in their marital homes. Formal education stepped in from the indigenous system by British missionaries who led to the establishment of institutions that started from the primary to the tertiary institutions and provision of a document which could guide the teacher on the kind of knowledge to be transmitted to the learner called curriculum.
Equally, The Nigeria curriculum is designed to suit the primary, secondary and tertiary institutions alike. The primary, school curriculum contains syllabus/topics that lay the foundation to the educational improvement of the pupils considering the ages, psychological interest and the class of the pupils. The right classroom activities, approach and technique is implemented to suit each of the characters in the classroom, most times, the teachers have to stoop to childish ways to make teaching fun and the lesson interesting to the pupils like dancing, demonstrating, singing, running around with the children etc. The individuals in the secondary schools have complexing characters especially at their senior levels, therefore the teacher has to provide the right activities for each individual to participate in and contribute to the lesson as well.
further more, Classroom activities are work or duties creatively invented or produced by the teacher to give students the opportunity to make significant decisions about their learning. Active involvement in the learning process has to mean that pupils have the opportunity to make significant decisions about their learning (Nayak $ Rao, 2008). The greater the degree of personal responsibility which they are encouraged to develop; the more likely it is that progression in learning will occur. As effective teachers, there is need to do more to get the students engaged in taking active role in learning.
However, Post researches have shown that students whose teachers spend too much time talking are less likely to be engaged during direct institution. In a subject like mathematics where there is more of rote drill or abstract views and less of practice or application to reality, there is need for the teachers to provide and utilize classroom activities when teaching mathematics. An effective teacher must interpreter students written work, analyze their reasoning and respond to the different activities that might sprout the interest and use of solving mathematical problems. Therefore, the importance of classroom activities in the enhancement of the teaching-learning process is undisputed as this reduces the abstractly of mathematics for the learners thereby changing it from rote learning to practical lesson.
1.2 Statement of the Problem
Teachers and stakeholders in education have caused the high rate of poor academic performance of students in mathematics examinations such as WAEC, NECO, NAPTEC etc. because of inability on the part of the teachers to interpret mathematics to the students’ level understanding and lack of re-enforcement of policies on the part of the stakeholder to guide and direct the teaching profession. Thus, the discipline, “mathematics” presents many challenges to many learners (Shearman, Richardson& Yard, 2014).
However, Lack of sufficient mathematical skills and understanding affect the student’s ability to make critically impact and educational life and career decision. For mathematics teaching to be effective, it must be void of abstractly, provide opportunities for concept building, relevant challenging questions, problem solving, reasoning and connections within the curriculum and real-world situations. It is on this note that this study aimed at examining the role of classroom activities in Mathematics teaching in Secondary School in Nsit Ibom Local Government Area.
MATERIAL DETAILS
No Of pages – 50
Type – MS Word
Amount : ₦3000
Contact: + 2348127963962
1.3 Purpose of the Study
The purpose of this study was to investigate the extent to which utilization of classroom activities would impact on mathematics teaching in secondary schools in Nsit Ibom Local Government Area. Specifically, the study sought to;
- Examine the relationship between problem solving activity and Mathematics teaching in Secondary Schools in Nsit Ibom local Government Area.
- assess the relationship between questioning as a classroom activity and mathematics teaching in Secondary Schools in Nsit Ibom Local Government Area.
1.4 Significance of the Study
This study will be of benefit to the teachers and the stakeholders in the education sector;
- To the teachers, the study will create awareness which will help the teachers to decide on appropriate classroom activities to be used in mathematics teaching.
- To the stakeholders, it will help them to provide policies that will guide and direct the individual in the teaching profession and indoctrinate the use of classroom activities in the classroom.
- Lastly, this research work will help future researchers who may embark on this same issue.
1.5 Research Hypotheses
The following null hypotheses were formulated to guide the study:
- There is no significant relationship between the use of problem solving activity and Mathematics teaching in Secondary Schools.
- There is no significant relationship between the use of questioning as a classroom activity and mathematics teaching in Secondary Schools.
1.6 Limitation of the Study
The time allocated for the completion of this study was inadequate.
There was also some financial constraint in view of the scope of work.
MATERIAL DETAILS
No Of pages – 50
Type – MS Word
Amount : ₦3000
Contact: + 2348127963962