Evaluation of Mathematics Teachers’ Factors on the Implementation of Mathematics Curriculum in Senior Secondary Schools: Implications to Life Sciences Curriculum
DOI:
https://doi.org/10.48047/d5wp0m11Abstract
This study evaluated Mathematics teachers’ factors on the implementation of Mathematics curriculum in senior secondary school in Obollo Education Zone of Enugu State, Nigeria. The study has great implications to life sciences curriculum.Three research questions were posed and three null hypotheses were formulated to guide the conduct of the study. The study employed descriptive research design. The population of this study consists of 124 mathematics teachers drawn from 54 state owned Senior Secondary Schools in Obollo Zone of Enugu State, Nigeria. The sample for the study consisted of 64 mathematics teachers constituting 50% of the total population size. The sample was selected from 19 secondary schools in the three local government area of Obollo Education Zone of Enugu State through the process of simple random sampling technique. An inventory schedule was the instrument used for data collection. 64 questionnaires were administered and returned. The reliability of the questionnaire was tested using Cronbach’s Alpha coefficient. The estimates were found to be reliable based on the result of pilot study conducted by the researchers, which shows a reliability figure of 0.978, 0.971 and 0.986 for clusters 1-3 respectively. The data collected from the study were analyzed using means and standard deviations to answer the research questions and Chi-square was used to test the hypotheses at 0.05 level of significance. The findings revealed that mathematics teachers’ education qualifications, teaching experiences and teaching methods significantly influenced the implementation of mathematics curriculum in senior secondary school. It was recommended among others that to foster improved academic performance of secondary school students, government should employ professional, qualified and experienced teachers.
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