TEACHERS CONTENT KNOWLEDGE AND STUDENTS PERFORMANCE IN PROBABILITY AND STATISTICS IN SENIOR SECONDARY SCHOOLS (A STUDY OF SCHOOLS IN AJEROMI-IFELODUN LOCAL GOVERNMENT AREA)
ABSTRACT
The work investigated the teachers content knowledge and students performance in Probability and Statistics in senior secondary schools in Ajeromi, Lagos. The population of the study consisted of secondary schools in Ajeromi Ifelodun Local Government Area of Lagos State. The simple consisted of one hundred (100) senior secondary school students and five (5) mathematics teachers selected by the sample random sampling technique from five (5) secondary schools in Lagos State. Two questionnaires titled teachers content knowledge and student’s performance in Probability and Statistics and test were designed and used for gathering data. The questionnaires consisted of 20 items, each examined the responses on a likert line scale. The data collected were statistically determined by the use of students T-test analysis. Results indicated that there was a significant difference between teachers content knowledge and students performance in Probability and Statistics and also there was a significant difference between teachers experienced students performance in Probability and Statistics. Furthermore, the results showed that there was a significant relationship between the teachers’ educational qualification and the students performance in Probability and Statistics. In view of the findings, the researcher recommended that there should be employment of teachers who have depth knowledge in Mathematics and can as well effectively and efficiently deliver this knowledge to their students so as to improve their performance in Probability and Statistics.
TABLE OF CONTENTS
CONTENT PAGES
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of Content vii
CHAPTER ONE
Background of the Study 1
Statement of the Problem 3
Purpose of the Study 4
Research Questions 4
Research Hypothesis 5
Significance of the Study 5
Scope of the Study 6
Limitation of the Study 7
Operational Definition of Terms 8
CHAPTER TWO
2.0 Literature Review 9
2.1 Introduction 9
2.2 History Background of Probability 11
2.3 Teacher’s Content Knowledge 13
2.4 Characterizations of Teacher Knowledge by Others 14
2.5 Research on Teacher Knowledge and Student Achievement 16
CHAPTER THREE
3.0 Research Methodology 18
3.1 Introduction 18
3.2 Research Design 18
3.3 Population of the Study 18
3.4 Sample Size 19
3.5 Nature and Source of Data 19
3.6 Research Instrument 19
3.7 Validity and Reliability of the Instrument 20
3.8 Techniques of Data Analysis 20
3.9 Reliability of the Instrument 21
CHAPTER FOUR
4.0 Introduction 22
4.1 Analysis of Bio-Data 22
4.2 Analysis of Research Questionnaires 25
4.2.1 Analysis of Teachers Questionnaires 26
4.2.2 Analysis of Students’ Questionnaires 31
4.3 Analysis of Hypothesis 36
4.4 Discussion of Results 40
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendation 42
5.1 Summary 42
5.2 Conclusion 43
5.3 Recommendation 43
References 45
Appendix I 49
Appendix II 52
Appendix III 55
Attitude Test 58
CHAPTER ONE
- BACKGROUND OF THE STUDY
For many years, educators and researchers have debated which school variables influence student performance. As policy makers become more involved in school reform, this question takes on new importance since their many initiatives rely on presumed relationship between various education related factors and learning outcomes. Some research has suggested that schools bring little influence to beer upon a child’s achievement that is dependent of his background and general social content (Coleman et al; 1966, P. 325; see also Jencks et al; 1972). Other evidence suggest that factors like class size (Mostelle1995), teacher qualifications (Ferguson, 1991), school size (Haller, 1993), and other school variables may play important role in what students learn.
Teachers have been known to have important influence on student’s academic achievement and they also play a crucial role in educational policies and principles into actions based on practice during interaction with the students (Afe, 2001). Both teaching and learning depend on teachers. Considering governments huge investment in public education, its output in terms of quality of students has been observed to be unequal with government expenditure, consequent upon the observed deterioration in the academic achievement, attitude and values of secondary school students in public secondary schools, one wonders if the high failure rate and the failure of the students especially in external examination is not a reflection of the instructional quality in the schools. Therefore, the ineffectiveness of teachers in classroom interaction with the students could be responsible for the observed poor performance of students and the widely acclaimed fallen standard of education in Nigeria.
The way the students perceive the teachers in terms of their knowledge of content of subject matter may significantly affect the students matter may significantly affect the student’s performance. Pedagogical content knowledge depends on an understanding of a particular topic and how to explain it in a way that it will make sense to the students. Pedagogical content knowledge implies, an understanding of ways of representing the subject that make it comprehensive to others and an understanding of what makes the learning of specific topics easy or difficult, Eggen and Kanchak (2001) declared that where pedagogical content knowledge is lacking “teachers commonly paraphrase information in learners textbook or provide abstract explanation that are not meaningful to their students”. From evidences available in literature it is being established why teachers’ content knowledge of subject matter is highly essential for effective teaching.
However, the existing evidence on the association between teacher knowledge and student achievement be it in level or valued added form, is still likely to suffer from bias due to unobserved student characteristics, omitted school and teacher variables, and non-random sorting and selection into class-rooms and schools (cf. Glewwe and Kremer 2006).
- STATEMENT OF THE PROBLEM
Teaching and learning of mathematics depends to a large extent on teacher’s own knowledge of the content and ability to adequately deliver the instruction to the students. However a lot of cariales may inhibit of hinder effective dissemination of knowledge to the understanding of the content probability and statistics in Ajeromi Ifelodun Local Government area by the students. Such variables may be lack of qualified teachers who have adequate knowledge of the subject matter, the incidence of unfriendly relationship between mathematics teachers and students, scarcity of published works on teacher’s content knowledge & intelligence of students to the subject-matter. All these and more had the tendency of attributing to poor performance in probability and statistics in mathematics.
- PURPOSE OF THE STUDY
With the increased number of years in training, one expects that the mathematics teacher would have been adequately exposed to the content knowledge of probability and statistics. The researcher investigated whether the content knowledge of mathematics teachers is appropriate & adequate, whether they are able to blend it in the process of transmission of knowledge. This study is geared towards motivating teachers and students alike to develop interest in the subject-matter so as to result to effectiveness and efficiency in probability and statistics.
The essence of this study also is to promote good relationship between teachers and students which will result to good performance, not just in probability and statistics, but also mathematics as a whole. Finally, the purpose of this research work is to enhance the performance of students by increasing the content knowledge of teachers.
- RESEARCH QUESTIONS
To help achieve the purpose of this research work, an attempt would be made to find answers to the following questions;
- What is the relationship between the content knowledge of a teacher and the performance of students in probability and statistics?
- What is the relationship between the educational qualification of a teacher and the performance of the students in probability and statistics?
- To what extent have teachers been able to achieve the objectives of probability and statistics?
- RESEARCH HYPOTHESIS
- There is no significant difference between the extend at which teachers achieved the objectives of probability and statistics
- There is no significant difference between the content knowledge of a teacher sand the performance of students in probability and statistics
- There is no significant relationship between the educational qualification of teachers and the performance of the students in probability and statistics.
- SIGNIFICANCE OF THE STUDY
Every subject has its own peculiarity and the essence of its study. In this study, the researcher attempted to establish the importance of content knowledge and the relevance of professional training that a mathematics teacher ought to get to make him or her effective. The study could also help secondary schools which teach general methodology to restructure their programmes to suit content methodology for effective teaching and learning.
This study would encourage a good relationship between teachers and students for effective learning of probability and statistics as well as imbibe interest in probability and statistics to students for a better performance.
- SCOPE OF THE STUDY
The focus of this study is on the effect of teacher’s content knowledge on senior secondary school student’s performance in probability and statistics. The educational level of focus for this study is s.s.s1 students in Ajeromi Ifelodun Local Govt. Area of Lagos State as a case study.
The study could not be able to cover the entire state due to the time factor and financial problems; therefore the above sample is drowned. The study was limited to five selected secondary schools in Ajeromi Ifelodun Local Government Educational District of Lagos State; it covered SS1 of the secondary schools and the study will cover the secondary schools and their students.
- LIMITATION OF THE STUDY
The limitation of this research study includes:
- FINANCE: – The find to support this research work is limited when compared with the cost of gathering information from different resources, materials purchased for the purpose of good research and other cost like printing and binding a research project band book.
- TIME AVAILABILITY: -The time available for project work is short due to the time taken for proper research of good and vital information for the project, time taken for attending lectures, preparation for examination. This normally prolongs the timely completion of the research work.
- INFORMATION: -Finding and searching of good information is not an easy task. For researcher to gather complete information of the research work from different source, a lot of task will be accounted due to unwillingness of the respondent to disclose their opinion on the subject matter.
- OPERATIONAL DEFINITION OF TERMS
MATHEMATICAL CONTENT KNOWLEDGE – In this study, we defined mathematical content knowledge as knowledge related to or underlying the school mathematics content assessed at secondary school level.
CONTENT KNOWLEDGE – A body of information that teachers teach and that students are expected to learn.
ACADEMIC PERFORMANCE – Is defined as the display of knowledge attained or skills developed in school subjects designated by test and examination scores or marks assigned by the subject’s teachers.
TEACHING METHOD – It is described as pattern to be followed in teaching/learning process to drive home a point.
Are You in Need of Help? Call us or WhatsApp us via +234-809-323-9919 or Email us via unifinalprojects@gmail.com
CLICK HERE TO HIRE A WRITER IF YOU CAN’T FIND YOUR TOPIC
Disclaimer: The copyright owner created this PDF Content to serve as a RESEARCH GUIDE for students to conduct academic research.
The original PDF Research Material Guide that you receive can be used in the following ways.
- To provide additional information about the topic of the project.
- You can use them as a resource for your research (if you properly reference them).
- Proper paraphrasing is required (consult your school’s definition of plagiarism and acceptable paraphrase).
- If properly referenced, direct citation.