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

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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