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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