Advertisements
An Observational Study of Classroom Processes Used by Senior Secondary School Mathematics Teachers in Edo State
Content Structure of An Observational Study of Classroom Processes Used by Senior Secondary School Mathematics Teachers in Edo State
- The abstract contains the research problem, the objectives, methodology, results, and recommendations
- Chapter one of this thesis or project materials contains the background to the study, the research problem, the research questions, research objectives, research hypotheses, significance of the study, the scope of the study, organization of the study, and the operational definition of terms.
- Chapter two contains relevant literature on the issue under investigation. The chapter is divided into five parts which are the conceptual review, theoretical review, empirical review, conceptual framework, and gaps in research
- Chapter three contains the research design, study area, population, sample size and sampling technique, validity, reliability, source of data, operationalization of variables, research models, and data analysis method
- Chapter four contains the data analysis and the discussion of the findings
- Chapter five contains the summary of findings, conclusions, recommendations, contributions to knowledge, and recommendations for further studies.
- References: The references are in APA
- Questionnaire.
Abstract of An Observational Study of Classroom Processes Used by Senior Secondary School Mathematics Teachers in Edo State
Mathematics is the only subject that cut across all sciences. The high level of students’ deficiency in mathematical knowledge will not only have negative effects on their performances in mathematics but also in other science subjects. The importance of effective teaching of the subject cannot be over-emphasized. The aim of this study was to investigate the classroom processes used by secondary school mathematics teachers in Edo state. To do this, twenty (20) senior secondary were randomly selected from Egor and Ovia North-East Local Government areas and three (3) mathematics teachers were randomly selected from each of the twenty schools. A total of sixty (60) mathematics teachers were used for the study. A 5-point rating scale questionnaire was used to gather information from the subjects. The questionnaire was made of six sections; teacher’s ability to prepare and plan lesson, use of Teaching Methods, communication skills, ability to create good learning environment, ability to plan and prepare lesson, subject matter knowledge and ability to assess students’ learning effectively.
One sample t-test was used to analyse the data collected. The results revealed that mathematics teachers in Egor and Ovia North-East Local Government areas use appropriate teaching methods, have adequate communication skills, and are able to create good learning environment. The results also revealed that the teachers are able to plan and prepare appropriate lesson, have good knowledge of subject matter and able to assess students’ learning effectively.
The findings of the study will help mathematics teachers to improve on their efficiency when such problems are identified and taken care of. It was recommended that mathematics teachers should make effort to identify the areas of students’ problems in the learning of mathematics. Mathematics teachers should be motivated by paying them special allowance. It was also recommended that parents should endeavour to provide the necessary learning materials and Government should build well equipped mathematics laboratory for all secondary schools.
Advertisements
Advertisements
