ABSTRACT
This study considered use of structural materials as one of the strategies that may be used to teach and learn fraction concepts in primary school Mathematics. Although an educator and learners were participants in the study, the focus was mainly on the learners. The class educator’s perception of practical work was investigated and the results confirmed the assumption that most educators use minimal or no practical work when teaching learners fractions.
The researcher carried out an experiment with learners to find out whether they saw any value in doing practical work. Data collection instruments used were an observation schedule which was collated by the researcher in teaching four lessons, written responses of learners to a series of activities they did as class work and their responses to interview questions. Data collected from learners confirmed that practical work did have value in the teaching of fraction concepts, especially addition of fractions.
Other than confirming the value of practical work, much other valuable data emerged from the findings. The data have important implications for the teaching and learning of fractions, especially addition of fractions, teacher training in practical work and also further research. These are intended to improve teaching of fractions, particularly addition of fractions.
CHAPTER ONE
1.0 INTRODUCTION
This chapter deals with the background to the study, statement of the problem, purpose of the study, research questions, significance of the study, delimitation, limitation and the organization of the study.
1.1 Background to the Study
Development in all areas of life largely depends on effective knowledge in mathematics. It is for this reason that the educational system of many countries in the world that are concerned with their development put a great emphasis on mathematics education.
Various schools of thought define mathematics in so many ways. Some define it as a subject that deals with numbers, space, time as well as logical thinking. Others define it as dealing with arithmetic, algebra, geometry, trigonometry and time. The Oxford Advanced Learners’ dictionary also defines it in different ways. For instance, it defines it as a science of numbers and space and the process of calculating using numbers. Considering the definitions above, one can say that mathematics does not have a specific definition since everyone has his/her own way of defining it. However, there is one thing which is common and clear to all the definitions and that is, mathematics deals with numbers and the process of calculating using numbers.
Mathematics at the primary school level in Nigeria emphasizes on knowledge and skills that will help pupils to develop the foundation for numeracy. Hence, they are expected to be able to read and use numbers competently, solve problems, reason logically and communicate effectively using mathematical symbols and terms.
Mathematics also serves as a very important basis for the success of the learner in diverse ways. Academically, it gives the learner the necessary basis to pursue courses like Accounting, Cost Accounting, and Statistics at the secondary and tertiary levels.
Komenda is a rural community in the Komenda-Edina-Eguafo-Abrem municipality. It is a predominantly fishing and farming community and the inhabitants are subsistence fishermen and farmers. The major crops they grow is cassava. For many of the people at Komenda, sale of cassava and fish remains their only source of income. This tells the degree of poverty in the community.
Again, for the people at Komenda community, education is a secondary matter because the most important thing to them is how to secure the immediate needs like getting food and money. This compels the parents to engage their children in their occupation. Instead of the pupils resting for a while after school so as to learn in the evening, they rather join their parents in the farm for farming activities.
The effect of this activity on the children’s attendance to school is lateness to school, truancy and absenteeism. These do not make the children get the necessary support that will enhance them in performing and solving simple mathematical problems thereby performing badly in mathematics.
1.2 Statement of the Problem
During my teaching practice at BB Junior High school Practice Basic School where I taught in Basic six, the researcher took it upon himself to deputize for the class teacher when she was not in school. From the lesson notes of the class teacher, it was clear that all the sub-topic under fractions had been taught.
The researcher then decided to give them class exercise on the concept of addition and subtraction of fractions. After marking the exercises, it was observed that pupils could not solve them, and therefore decided to help them solve it.
This problem was seen as a great challenge to the pupils and therefore decided to conduct a research into it.
1.3 Purpose of the Study
The purpose of this study is to:
i.find the causes of pupils’ poor attitudes towards the learning of mathematics,
ii.identify the causes of the Basic six pupils’ inability to deal with problems involving addition and subtraction of fractions,
iii.use paper folding method to help pupils overcome their problem.
1.4 Research Questions
The study was based on the following questions to help address the problem:
i.What are the causes of pupils’ poor attitudes towards the learning of mathematics?
ii.What are the causes of pupils’ inability to solve problems involving addition and subtraction of fractions?
iii.To what extent will the use of paper folding method help pupils to overcome their problem?
1.5 Significance of the Study
The outcome of this research will assist classroom teachers in the effective preparation and presentation of their mathematics lesson.
It will also reveal problems pupils face in the learning of mathematics so that teachers can take appropriate measures to rectify the situation.
Last but not least, it will also go a long way to serve as a guide or reference material to other educational researchers and policy makers as well as curriculum planners.
1.6 Delimitation
The study was designed to help pupils of BB Junior High school Practice Basic six to solve addition and subtraction of fractions. Therefore the researcher limited himself to only BB Junior High school practice Basic six pupils. Also, the study dealt with the addition and subtraction of fractions and not the entire concept of fractions.
1.7 Limitation
Every study has something that will serve as an impediment to the full realization of a good result. Some of the shortcomings for this study that might have influenced the results are:
First and foremost, financial constraints had its fair share in contributing to the limitation of the study. Sometimes, the researcher had to travel to Nigeria library board, to search for information that served as guide in the carrying out of the project. The researcher also had to travel to and from his station to campus to meet his supervisor for guidance and correction. All these activities of course demanded money and this undoubtedly put pressure on the financial resources which in the long run might have affected the results of the study.
Another problem was with time. As a practicing teacher, the researcher had to prepare his lesson notes, teaching and learning materials which were equally necessary as far as the teaching work was concerned. At the same time, I had to learn towards the impending examination, and as well had to write this project report. This left a limited time for the researcher to operate, especially where I had to organize the interventions after normal instructional periods.
Lastly, for the fact that pupils were often engaged in the occupation of their parents, some of them were not regular at school during the period of the intervention process and that might significantly affected the results of the study.
1.8 Organization of the Study
The study is made up of five chapters. The first chapter contains the background to the study, statement of the problem, purpose of the study, research questions, delimitation, limitation and the organization of the study.
Chapter two reviews the related literature that seeks to describe what other researchers have written about the study being undertaken.
Chapter three caters for the methodology used to collect data for the study. This includes the population, sample selection, instrumentation and data analysis.
The fourth chapter talks about data presentation and analysis of findings from the study, whiles the last chapter deals with the summary of the whole project, conclusion and recommendations.
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