EFFECTS OF TEACHING METHODS, GENDER AND SCHOOL LOCATION ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN MATHEMATIC: IN KANO STATE

ABSTRACT
This study was carried out to investigate the effects of teaching methods (Discovery and lecture method), gender and school location on the performance of secondary school students in mathematics. A proportionate random sample of 356 senior secondary students was drawn from 20 secondary schools from Kano central senatorial zone using Morgan and Krejcie (1970) table for determining sample size. The sample was drawn from urban/rural dichotomy and gender wise. The sampled students were put into two groups i.e. experimental and control group. Four different mathematics topics were taught to both groups using discovery and lecture methods for experimental and control group respectively. Pre-test and Post-test were administered on both groups before and after treatment respectively. The results of the data collected from their performance were analyzed using t-test statistic. The results of the study revealed that experimental group performed better than the control group. The result also showed that boys performed significantly better than girls and urban students performed better than their rural counterpart. It was therefore recommended that teachers should adopt the use of discovery method in teaching mathematics. Cultural stigma which relegates female to mere housekeepers should be discouraged in our society. Moreover government should come to the aid of schools mostly in rural areas with necessary teaching materials to facilitate the teaching and learning activities.

TABLE OF CONTENTS
Title Page
Table of Contents
List of Tables
Abstract

CHAPTER ONE: INTRODUCTION
1.1       Background to the Study
1.2       Statement of the Problem
1.3       Purpose of the Study
1 .4      Research Questions
1.5       Research Hypotheses
1.6       Significance of the Study
1.7       Scope and Delimitation of the Study

CIIAPTER TWO: REVIEW OF RELATED LITURATURE
2.1       Introduction
2.2       Effect of Teaching Method on Students’ Performance in Mathematics
2.3       Effect of Gender on Learning Mathematics
2.4       Effect of School Location on Student Achievement in Mathematics
2.5       Critique of the Review

CHAPTER THREE: RESEARCH METHODOLOGY
3.1       Introduction
3.2       Research Design
3.3       Population of the Study
3.4       Sample and Sampling Techniques
3.5       Instrumentation
5.5.1 Validation of the Instrument
3.5.2 Reliability of the Instrument
3.6 Administration of the Instrument
3.7 Approach to Data Analysis

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1       Introduction
4.2       Data Presentation
4.3       Hypotheses Testing
4.4       Discussion

CHAPTER FIVE: SUMMARY CONCLUSION AND RECOMMENDATION
5.1 Introduction
5.2 Summary of Major Findings
5.3 Conclusion
5.4       Recommendations
5.5       Suggestion for Further Studies
            References
            Appendices


CHAPTER ONE

INTRODUCTION

1.1         Background to the study

Mathematics being the pivot at which all the sciences are turning and the remarkable role it plays in sciences and technology, especially during this era of computer age, made it necessary to include in mathematics curriculum a wide range of activities that could be applied to solve scientific and other related problems
The vital role played by mathematics in sciences and technology coupled with changes in our modern society called for the reposition of mathematics education so as to keep abreast with these changes in our contemporary society.
Upon all attempts by various governments to popularize the teaching and learning of mathematics, poor results were and are still being recorded in our secondary schools through universities. This is an indication that something has gone wrong in teaching mathematics.
Odili (2006) classified problems of teaching mathematics into three broad categories viz.
i.      Mathematics Issues: This comprises of content curriculum, organization and understanding of ideas

ii.   Pedagogical issues: This consists of instructional methods, classroom organization, the teacher himself and the government, he further observed problem of classroom organization to include the number of students per class, size of the classroom, availability of spaces and facilities. He opined that in our school no class has fewer than 50 students and managing such students will be difficult by one teacher.

iii.           Psychological Issues: This encompasses individual differences, attitude,

interest and motivation.
Despite that fact that teaching mathematics is faced with multifaceted problems, accusing fingers are always pointed to the teachers and hence were held scapegoat for student's poor academic performance. The truth of the matter is that unless all the problems are squarely addressed, it would be impossible to realise the objective of teaching mathematics....

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Item Type: Postgraduate Material  |  Attribute: 66 pages  |  Chapters: 1-5
Format: MS Word  |  Price: N3,000  |  Delivery: Within 30Mins.
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