Thesis Abstract

ABSTRACT Mathematics is a core subject in the curriculum of junior secondary schools in Nigeria, and its importance cannot be overemphasized. However, there has been a growing concern over the mass failure of students in Mathematics in the Junior Secondary School Certificate Examination (JSSCE). This study aims to investigate the causes and effects of the mass failure of Mathematics in the JSSCE, with a focus on Igbo Etiti Local Government Area of Enugu State. The research utilizes a mixed-methods approach, combining both quantitative and qualitative research techniques to gather data. The sample population consists of students, teachers, and parents from selected junior secondary schools in Igbo Etiti Local Government Area. Questionnaires, interviews, and document analysis are the primary data collection methods employed in this study. Preliminary findings suggest that several factors contribute to the mass failure of Mathematics in the JSSCE. These include teacher quality, inadequate instructional materials, student motivation, and the curriculum structure. Teachers' lack of subject expertise and poor teaching methods have been identified as significant factors influencing students' poor performance in Mathematics. Additionally, the unavailability of modern teaching aids and textbooks further hinders effective teaching and learning of the subject. Furthermore, the study examines the effects of the mass failure of Mathematics on students, teachers, schools, and the society at large. Poor performance in Mathematics can lead to decreased self-esteem and confidence among students, affecting their overall academic performance. Teachers also face challenges in addressing the diverse learning needs of students who struggle with Mathematics. Schools experience reputational damage due to high failure rates, which can deter prospective students and parents. Moreover, the broader implications of a society with a large population of individuals lacking mathematical skills are detrimental to national development and economic growth. In conclusion, addressing the causes of mass failure in Mathematics requires a multi-faceted approach involving teachers, students, parents, policymakers, and other stakeholders. Improving teacher training programs, providing adequate instructional materials, enhancing student motivation, and revising the curriculum are essential steps in mitigating the mass failure of Mathematics in the JSSCE. This study contributes to the existing body of knowledge on Mathematics education and provides insights for policymakers and educators to improve the teaching and learning of Mathematics in junior secondary schools.

Thesis Overview

For Nigeria to realize her dream in the development of Junior Secondary School, the citizens of the country must show outstanding performance in all secondary school subjects. In recent years, student academic achievement in junior secondary school certificate examination mathematics. The word “Mathematics” is a Greek word, meaning things that are learned. Majasa (1995) further defined it as the science of counting, measuring and describing of the shape of objects. It deals with logical reasoning and quantitative calculations. Mathematics as a school subject is recognized as the foundation of science and technology without which a nation will never become prosperous and economically independent. This underscores the importance of mathematical competence of all the learners al all level of education and a reason for making mathematics compulsory and one of the leading core subject in the secondary schools curriculum. This importance accorded the recognition of the vital role it plays in contemporary society. Despite the effort put in by government, and various stakeholders of education, mathematics still remained one of the most difficult subject in schools. There is a general impression that mathematics is difficult by its very nature, and because of this impression, there is poor performance among junior secondary school students who are the focus of this study. This poor performance in mathematics has been attributed to two broad factors which include: Hereditary and environmental factors which can be subdivided into students, home, teachers, and school factors. Ola (1998). However, students reason that mathematics is highly structured and is so abstract and required special intellectual attitude. Thus; students see the subject as something esoteric. Emenalo (1986) in Nwogu (1990) articulated the fact thtae inherent notion held by many Africans that mathematics is a very difficult subject which is capable of making one “mad” is at the centre of the phobia which students exhibits for mathematics and which had claimed many causalities over the years, Nworgu (1990:123), therefore passes the question “how them would any person in fairness expect our poor and innocent children to be as courageous as to face something which is capable of making even an adult mad? The students would prefer to so something else no matter how difficult rather than to attend mathematics classes. Most parents do not play a crucial role in preparing their children for school. The child is expected to see the world from the perspective of these archaic values and the goodness of otherwise of his behaviour is judged as such. Opposition from the child arises from what appears to him obsolete and defense of traditionalism by the parents. For example, Whaler (1997) argues that consistent and appropriate parental reactions to the full range of a child’s response repertoire will establish a family context conducive to positive reinforcement of child compliance. In contrast, inconsistent parental reactions appear to create a chaotic family context conducive to the negative reinforcement of child opposition. He argues that based on these two forms of contexts, the parent and children seen to generate distinctive personal rules which outline the functions arrangements of contexts, behaviour and reinforcement. Parents on their part hardly requires their children to explain the problem or joy found in their mathematics classes. And this count as one of the causes of poor performance of students in mathematics. Teachers of junior mathematics are hard to come-by because of the site of some schools especially the schools in Igbo-Etiti local Government Area of Enugu State. The few available teachers have not been given opportunities to up-date the skill and knowledge available in-service training. Teachers have an important part to play in learning mathematics by students. According to Nicol (1997) “A teacher can only be seen to be effective, if the students can learn with greater ease and perform well his help than without his help. Teacher’s attitude can hinder learning especially when one does not present oneself as a high intellectual and formidable person. “A quack doctor is capable to handle an individual as a time but a bad teacher can ruin not only the individual but also a nation. Nigeria is faced with the problem of competent teachers in mathematics which is the major causes of this mass failure of student in mathematics. The school administrator also has a direct role to play as if relates to discipline of both the student and the teacher supervision of teaching and learning and preparation of students well enough for examination. According to Ekemia (2006:38) “An effective mental health for principal includes emotional, stability, maturity of character and a large capacity of frustration tolerance with the strength to withstand the strain the strain and stress inherent in running today’s Nigeria secondary school without undue fiscal or psychological disequilibria”. Many principals are faced with managerial difficulties especially those who lack human relationship cannot execute effective administrative duties in the schools. For example, a school that lacks discipline hardly achieves the aim and objective of the educational system.