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EVALUATION
OF THE IMPLEMENTATION OF THE SECONDARY SCHOOL MATHEMATICS CORE-CURRICULUM BY
TEACHERS
ABSTRACT
This study was designed to evaluate
the implementation of the secondary school mathematics core-curriculum by
teachers in Udi Local Government Area of Enugu State.
In carrying out this study, opinions
were given in chapter two, where the detailed review on related literature were
spelt out. Here, views of Authors, writer, and seasoned authorities were sought
and put down for perusal and understanding of the render, moreover, questionnaires
were distributed.
The researcher noted from the
analysis in chapter four that the implementation of mathematical core
curriculum at secondary schools was inadequate.
Again, it revealed that
professionally qualified mathematics teachers were in short supply for teaching
of mathematics in secondary schools. It also revealed that provision of fund
for smooth implementation of mathematics curriculum in secondary schools was
inadequate. Moreover, mathematical facilities, tools, and equipment for
effective teaching and learning of mathematics in secondary schools was
inadequate.
Based on the findings,
recommendations were made and implications of the study highlighted.
CHAPTER ONE
INTRODUCTION
Background
of the Study:
Evaluation,
according to Okoro (2000), is the appraisal of the worth of a thing and the
making of appropriate decision on the basis of such appraisal. He said that
evaluating mathematical curriculum involves the collection of information
judging the worth of and assessing the effectiveness and quality of programmes.
Mathematical education is established for some purposes and it is the functions
of programmer evaluation to determine the extent to which this purposes of the
programme are being achieved.
According to Oguniyi (1984), education
evaluation is carried out from time to time for the following purposes: to
determine the relative effectiveness of the programme in terms of students
behavioral output; to make reliable decision about educational planning; to
ascertain the worth of time, energy and resources invested in a programme,
skills, attitudes and societal values; to help teachers determine the
effectiveness of their teaching techniques and learning materials; to motivate
students to learn more as they discover their progress or lack of progress in
given tasks; to encourage students to develop a sense of discipline and
systematic study habits etc.
The two main types of evaluation are:
Formative and Summative Evaluation.
Formative evaluation are done to find out
whether after a learning experience, students are able to do what they were
previously unable to do. Its ultimate goal is usually to help students perform
well at the end of a programme.
Summative evaluation often attempts
to determine the extent the broad objectives of a programme have been achieved.
Summative evaluation is judgmental in nature and often carries threat with it
in that student may have no knowledge of the evaluator and failure has a reaching
effect on the students.
According to Brubacher (1969),
curriculum is the ground which pupils and teachers cover in order to reach the
goal of education. In other words, it can be regarded as a total experience
with which the school deals with educating young people. That is, all the
experiences curricular and co-curricular which children pass through to become
what is known as educated person.
According to Hass (1980), curriculum
is the experiences that individual learners have in a programme of education
whose purpose is to achieve broad goals and related specific objectives which
is planned in terms of a frame work of theory and research or past or present
professional practice.
Core is used
to describe a portion of the curriculum, usually those courses prescribe for
all. The identification of the required portion of the school programme is a
crucial issue in curriculum planning. Whatever is chosen to be included will
normally be required of all students regardless of their background
characteristics. Essentially, core-curriculum is meant to develop unified
students based upon common needs of the learners and organized without
restriction by subject-matter.
This type of
curriculum organization was designed as a synthesis of all other apparatus and
to specifically integrate all subject areas, serve the needs of the students,
promote actual learning and enhance the relationship between life and learning.
Core-curriculum
is used variously to designate Basic Studies, General Studies, General
Education and indeed all subjects and courses which educational authorities
consider necessary for all students. Such subjects are of interest to all in a
social group no matter how typical or atypically such individuals may be within
the group. A typical example of core-curriculum could be seen in what
constitutes Teachers Grade II Certificate in Nigeria.
In the
teachers training programme, English Language, Mathematics, Principle and
Practice of Education and Teaching Practice are the core Course/Curriculum.
The
secondary school, according to the National Policy on Education (2004), shall
be comprehensive with a core-curriculum designed to broaden pupils knowledge
and outlook.
Okorie
(2001) defined Mathematical Education as that type of education, which develops
the mental and physical qualities of people thereby increasing their skill,
knowledge and attitude required for utilizing the natural resources needed for
economic development of the nation and for their own self improvement.
According to
him, Mathematics Education provides individuals the opportunity to develop
psychomotor, cognitive and effective skills. In other words, Mathematics
Education is functioned, for its content it is both pre-vocational and
academics in nature for the all round development of the learner.
According to
Okeke and Oranu (1999), the availability of personnel (staff), tool/equipment,
fund and infrastructural materials have been identified as sine-quo-non for the
successful implementation of curriculum in the 6-3-3-4 system of education in
schools.
Mathematics
Education receives support from voluntary organization, very rich Nigerians,
commercial and industrial forms and concerned individuals. They contribute
money by way of endowment fund. The funds are given to schools or an
educational institution to help in solving some of its pressing financial
problems.
It is on the
basis of these efforts to provide qualitative mathematics education that it
becomes necessary to evaluate the implementation of mathematical curriculum at
secondary schools in Udi Local Government Area.
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