CHAPTER ONE

INTRODUCTION

1.1. BACKGROUND OF THE STUDY

Teaching is a systematic, well-planned and dynamic presentation of facts, ideas, skills and techniques to students and its focus is to acquire maximum learning experiences. Selection of the most functioning teaching strategies is the best condition for successful teaching/learning process.

Teaching of social studies requires more specific teaching/learning techniques/strategies because learning concepts and methods involve understanding and conceptual linkage of various representations (Ainsworth, 2013).

These teaching/learning techniques must have necessary provision for students’ active engagement with explanatory ideas and evidence so as to enable those makes connection of theories and concepts to real purposes and practices in the world they live (Tytler, 2012).

The most recommended strategies for teaching social studies are problem solving, inquiry-based teaching, laboratory-based activities and project-based teaching/ learning. But unfortunately teachers teach classes the same way they were taught, typically using lectures (Mazur, 2016) and this situation is in continuation since long.

This stereotype results in learners depending upon rote learning without having deep understanding of social studies phenomenon, concepts and theories. The use of traditional lectures does not foster social studies learning.

Consequently students face problems in learning social studies subjects. The improvement in teaching/learning techniques is one remedial measure on the part of teacher that can help to resolve these problems in social studies classrooms. Generally there have been continuous concerns from theorists and experts regarding the development of conditions that will be favourable for learning to take place.

For example, Vygotsky (1978) advocated for a social platform in the class where learners perform tasks in groups or collaboration, and Burke (2013) supported for creating opportunity for learners to process information and construct meaning for them.

In this connection Bandura (2010) proposed model of group behavior that could be learned through observation, Kolb (2014) emphasized reflection upon past experiences, and Black and Wiliam (2014) stressed on the alignment of learning objectives, instructional process and assessment techniques.

No single teaching method or strategy can encompass all the conditions proposed by experts as prerequisite for learning to take place. Social studies has to do with man‘s interactions with his environment. It’s concerned with the reciprocal relationship between man and his environment.

Social studies are the integrated study of the society which help learners develop the ability to adapt to acquisition of relevant knowledge, attitudes, values, practical skills and humanities to promote civic competence (NTI, 2013).

According to National Teachers‘ Institute (NTI, 2013), social studies was designed and introduced into the national curriculum of primary and junior secondary schools, to provide functional social education to Nigerian children and youths. The knowledge of social studies is not only important and useful to the learners, but to everyone who seeks to cope with the ever-changing trends of our environment.

Many researchers agree that the conventional lecture method does not help students, construct their own understanding and opined that the uninspiring teaching methods adopted by social studies teachers lead not only to low achievement in the social studies but also incapacitates students from developing required skills necessary for creative thinking.

Danmole [2011] noted that teachers need to employ different learning methods and strategies to ensure students understanding of scientific concepts.

A shift is therefore advocated by researchers to methods that will enable the learner construct their own understanding. Such methods have their roots in constructivism. This trend is learner centred and among these strategies is the integrated group based learning instructional strategy.

Integrated group based learning instructional strategy is the deliberate instructional use of heterogeneous small groups of students who work together to maximize each other’s learning.

Heterogeneity in grouping can be achieved by combining students of different sexes, academic ability level, ages, religion among others, so that students can get beyond their initial stereotypes and be able to treat each other as other social studies students’ and fellow group members.

Integrated group based learning is theoretically based on the work of psychologists like Levi Vigotsky, Jean Piaget among others, who proposed that children actively construct knowledge in a social context.

Various researchers have revealed the positive attributes of cooperative interaction among students as follows: more students learn more materials when they work together cooperatively; more students are motivated to learn the material when they work together cooperatively than when they compete with one another, and also, students develop more positive attitudes to social studies when they work together cooperatively than when they work alone.

Also researchers do not agree on sex influence on students’ interest in social studies. The likes of Anaekwe [2015] believe that sex has no influence on student’s interest in social studies. While Njoku [2016] and Nwachukwu [2016] opined that there are sex related differences in chemistry interest and performance.

A lot has been done to improve social studies teaching in secondary schools in Nigeria, in spite of that, students continue to perform poorly in social studies subjects. Going by interaction the researcher had with students in the course of this study, students in studying social studies complain of poor choice of instructional strategies used by social studies teachers while teaching.

These methods, they said, was not capable of arousing and sustaining their interest in the subject. The students during classes also observed some terminologies in social studies as appearing too abstract to them. And just when they are trying to assimilate the previous topics taught, the teachers come up with new ones.

This has made their learning of Social studies difficult thus affecting their performance in both internal and external examinations. If these observations are true, there seems to be no glimmer of hope for the future of Social studies in this region.

More to this, studies have shown a decline in students’ performance in social studies (Social studies inclusive) and partly, this has been attributed to the fact that strategies used in our classrooms are not very effective.

To this end, one may say that the quality of education provided to students is intricately linked to the strategies teachers adopt in passing on knowledge to students in the classrooms. If the method a teacher adopts in teaching; and poor retention of the concepts in Social studies by students are some of the major reasons for the poor performance of students in Social studies, then the questions are; ‘how can we break this circle of failure’?

What can we do as teachers to remedy the problem of students in Social studies in the study area? Is there a teaching strategy that could help students to overcome learning problems in Social studies? Mastery Learning Strategy is one of such techniques that could provide remedial to students difficulties in Social studies.

Most modern applications of mastery learning stem from the writings of Benjamin S. Bloom; even though the idea of the instructional strategy dated back to earlier years [Eisner, 2000]. Bloom [1968] hypothesized that a classroom with a mastery learning focus as opposed to the traditional form of instruction (lecture method) would reduce the achievement gaps between learners of varying degrees of academic abilities.

However, the question still begging for answers in the study area is ‘would the use of Mastery Learning Strategy enhance students’ understanding of concepts and improve achievement in Social studies?’ Abakpa and Iji [2011] opine that mastery learning strategy can provide quality instruction, immediate feedback and remedial lessons for the attainment of lesson objectives.

Studies by [Abakpa et al, 2011; Akinsola, 2011] all affirm that mastery learning strategy enhances students’ academic achievement and retention in integrated social studies and mathematics than the conventional method. More recent works by Hussain and Suleman [2016], Lamidi et al [2015], Udo and Udofia [2014] all affirms the superiority of mastery learning strategy over the conventional lecture method.

The findings from these works revealed that the students taught using mastery learning approaches performed better than their counterparts taught through the conventional method. Therefore, since mastery learning strategy could improve the achievement of students in the studies highlighted, there is the possibility that it could alleviate students’ difficulties in Social studies observed in the study area.

Learning retention in respect to this study is the ability of the students to acquire and comprehend the knowledge of Social studies.

Much has been done on the effects of mastery learning strategy on students’ achievement in different subjects and in various localities; there is scarcity of data on the extent it could impact on students’ achievement with specific emphasis on Social studies.

To this end, this study was carried out to provide empirical evidence on the Effects of integrated group based Learning models on Students’ Achievement in Social studies.

1.2. STATEMENT OF PROBLEM

Integrated group based learning strategy is an instructional method that uses active learning strategies to engage students directly in the learning process, enhance academic performance and promote the development of important learning skills such as critical thinking, problem solving, and ability to cooperatively work with each students.

Properly implemented Integrated group based learning strategy can lead to increased motivation to learn greater retention of knowledge, deeper understanding and more positive attitudes toward the subject being taught.

While teacher-centred comprises of lecture and storytelling, which neglect the students‘ interest, abilities and learning styles, places the teacher as the source of information and knowledge, students are often assessed alone without peer interaction before or after the learning process,

it is also inadequate in an attempt to provide for the overall development of learner (cognitive, affective, and psychomotor) domains, this is because the teacher dominate learning climate and provide little or no room for the learner to participate, therefore neglecting the individual differences that exists among the students and also neglecting the spirit of inquiry, creativity, or novelty among the students.

Consequently, the teacher centred instruction resulted to weak and slow learners working individually may give up when they get stocked, delay in completing assignment or skip them all together, performing poorly in their continuous assessment and their placement examination and may engage in malpractice during the examination.

This problem has been approached from many angles by researchers. In response to the above problems, it was necessary for teachers to improve students’ understanding of social studies concepts so that the planned learning objectives can be achieved and conceptualization also increases.

1.3 PURPOSE OF THE STUDY

The major purpose of this study is to examine the effects of integrated group based learning models on social studies students’ achievement. Other general objectives of the study are:

1. 1. To examine the awareness of integrated group based learning models in schools

 

1. 1. To examine the use of integrated group based learning models on the enhancement of students’ achievement in social studies.

 

1. 1. To examine effect of integrated group based learning model on learning retention among social studies students.

 

1. 1. To examine the effect of integrated group based learning models on the students’ achievement in social studies

 

1. 1. To examine the relationship between the uses of integrated group based learning models and students academic achievement in social studies.

 

1. 1. To examine the relationship between uses of integrated group based learning models and students learning retention in social studies.

 

1.4 SIGNIFICANCE OF THE STUDY

The study will be significant in many ways and also to groups. These include curriculum experts in making adjustment and improvement on the teaching methodology of social studies.

If curriculum designers are to continue to provide adequate and relevant social studies curriculum, there is need for a relevant database concerning instructional procedures at the Junior Secondary schools.  The teachers would want to know the best instructional procedures for different groups of learners and learning situations rather than trial and error approach.

The findings of the study will open avenue for research on related themes as materials and methodology from other researchers become available.  Also some of the existing gaps in the knowledge of methods of instruction in social studies may be filled.

The study will develop in the children the importance of inquiry which will lead to the development of problem solving, reflective and critical thinking, which are the skills required in addressing most anti-social issues of concern in their environment.  This will in turn help in solving most of the problems in our society.

1.5 SCOPE OF THE STUDY 

The study is based on the effects of integrated group based learning models on social studies students’ achievement, a case study of Afikpo Education Zone, Ebonyi state.

1.6 RESEARCH QUESTIONS       

1. 1. How does the use of integrated group based learning models enhance students’ achievement in social studies?

 

1. 1. What are the effects of integrated group based learning models on the students’ achievement in social studies?

 

1. 1. What are the effects of integrated group based learning model on learning retention among social studies students?

 

1.7    RESEARCH HYPOTHESES

H01: The use of integrated group based learning models in social studies does not influence student’s academic achievement.

H02: There is no significant relationship between the uses of integrated group based learning models and students academic achievement in social studies.

H03: There is no significant relationship between the uses of integrated group based learning models and students learning retention in social studies

1.8 LIMITATION OF STUDY

Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint– The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8 DEFINITION OF TERMS

Mastery Learning:  is an instructional model that presumes all children can learn if they are provided with the appropriate learning conditions.

Learning Ability: is the rate at which an individual can learn and comprehend fact.

Retention of Learning: is the knowledge acquired by learners which they are able to show after an interval period.

Teaching Strategy: is a set of unique activities, which a teacher employs to implement.

Teaching Method:  is an approach or a procedure which a teacher adopt to explain a subject matter to learner.

Integrated Group based Mastery Learning Model: is a combination of the theories of Bloom’s and Keller’s model of instruction. It involves the direct application of Bloom’s and Keller’s model to the teaching and learning of social studies in order to enhance students’ achievement in the subject.

VIRTUAL LEARNING AS A METHOD OF INCREASING LITERACY IN NIGERIA

 

CHAPTER ONE

INTRODUCTION

1.1Background of the study

Virtual learning is not a new phenomenon in the promotion of education in some parts of the world. Currently, some Nigerian institutions use it to promote distance learning and lifelong learning. Virtual Learning After-Sale (2002) uses electronic technologies to provide education and training applications, monitor learner performance, and report student progress.

Hedge and Hayward (2004) have defined this approach as an innovative approach to creating interactive, well-designed, interactive learning and interactive e-learning learning environments for everyone, anytime, anywhere. using the Internet and digital technologies, taking into account the principles of instructional design.

It’s about learning with computers. At present, computer learning is simply an online method of acquiring knowledge on the Internet or an offline CD-ROM. Online includes the use of Internet Explorer / Navigator. It can be in audio, visual or audio/visual form.

The process and applications of virtual learning technology include computer-assisted learning, web-based learning, virtual learning, blended learning, hybrid learning, Internet networked learning, television learning, computer-assisted learning, and digital content collaboration. ,

Audio and/or video cassettes, satellite television and CD-ROMs (Arbaugh, 2000, Achuonye, ​​2004, Ukoha, 2007). In Nigerian schools, virtual learning is most often used in the form of CD-ROM course notes, which can be read at the discretion of the learner.

The problem with this method is that the number of students per computer on which these facilities are available is not interactive compared to the time spent in class. Some institutions have taken over the use of intranet facilities.

However, this is not well maintained due to the constant power supply problem and the high operating costs of the generator. Most students in Nigeria go to the Cyber ​​Café.

However, since people of different intensity are simultaneously on the Internet and the problem of bandwidth arises, a multimedia interaction program can not be executed.

In spite of all these challenges and all the other challenges facing the virtual learning institution in Nigeria, institutions such as the University of Ibadan, the Obafemi Awolowo University, the University of Benin, Abuja University, the University of Lagos and the Open University of Nigeria relies on virtual learning facilities.

The number seems very low (compared to other parts of the world and the usefulness of virtual learning for economic development), as most institutions are localized and have problems with bandwidth and, most importantly, with electricity.

Although most educational institutions (private and public) have started to set up their ICT centers only for Internet services, ignoring the other components of the virtual learning center.

1.2 Problem statement

The emergence and diffusion of new information and communication technologies (ICTs) have triggered an unstoppable revolution in education, particularly in the areas of teaching and learning.

Internet and the Internet have further accelerated the revolutionary pace, including improving e-learning. For most providers of open learning and distance learning, e-learning has given access to another dimension.

Although the nations themselves praise open and distance learning (ODL) as a way to free themselves from the problem of massive access to education, learning E-11 further expands borders by further reducing the distance between education and helping people living in the region are able to access education at any time, at their own pace and anywhere.

Online learning or online education provides students with excellent opportunities to communicate individually with their learning materials, learning resources and tutors. It is the interactive use of technology and communication systems to enhance the learning experience.

This has the potential to change the way we teach and learn throughout the year (24 hours a day, 7 days a week). This can raise the level and increase participation in lifelong learning.

It is important to keep in mind that as e-learning via networking technologies, e-learning involves the use of virtual technologies in the practice of teaching, learning and learning. evaluation (Lee, Hong, and Ling, 2002). Therefore, the study examines the impact of virtual learning methods on literacy

 

1.3 Purpose of the study

The purpose of this study is to examine Virtual learning as a method of increasing literacy in Nigeria Specifically the study:

1. To raise general awareness of the academic community of virtual learning tools.

2. To examine virtual learning effects on literacy level.

3 To initiate a culture of innovation that will lead to an increase in literacy level in the country.

1.4 Significance of the study

Attempting to tackle this study could provide a diagnostic basis for solving the problems or challenges of e-learning and the prospects for e-learning in Nigerian higher education.

It may also be useful to change the altitude of students and teachers/lecturers in relation to virtual learning. It also identifies the role of government in developing virtual learning by providing virtual learning resources.

In addition, teachers/lecturers, students, and government are sensitized to the challenges and opportunities of e-learning in Nigerian higher education.

1. 1. Study hypothesis

The study hypothesis is:

Hypothesis 1

HO: virtual learning does not have a significant effect on literacy level

H1: virtual learning has a significant effect on literacy level.

Hypothesis 2

Ho: innovation does not have a significant effect on the literacy level.

H1: Innovations have a significant effect on the literacy level.

1. 1. Scope and Limitations of the Study

The study scope is limited to investigating the examine Virtual learning as a method of increasing literacy in Nigeria in Lagos state civil service. Limitation faced by the research was limited time and financial constraint

1. 1. Definition of Basic terminologies

Education: Education refers to the process of receiving or giving systematic instruction, especially at a school or university. The act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment and generally of preparing oneself or others intellectually for mature life.

University Education: This refers to an optional final stage of formal learning that occurs after secondary education. It is otherwise known as higher education, post-secondary education, tertiary education or third-level education.

Distance Education: Distance education refers to a method of studying in which lectures are broadcasted or classes are conducted by correspondence or over the internet, without the students needing to attend a school or college.

1. 1. Organization of study

The study is grouped into five chapters. This chapter being the first gives an introduction to the study. Chapter two gives a review of the related literature. Chapter three presents the research methodology; chapter four presents the data analysis as well as interpretation and discussion of the results. Chapter five gives a summary of findings and recommendations.

 

ABSTRACT

The study was conducted for images of mathematics stakeholders in teaching and learning mathematics at secondary schools. For the purpose of the study, the research employs various data collection techniques that includes questionnaire conducted on nineteen (19) mathematics teachers, nineteen (19) parents and two hundred and seventeen (217) students of secondary schools.

Teachers, students and parents in the sample schools were administered with questionnaire. Result of the study indicated that mathematics teachers should try to motivate and build up the self confidence of pupils/students and convince them that everybody is bale to be good at mathematics.

One of the respondents suggested that we should admit that mathematics is difficult but then prepares students to take it on as a challenge. In addition, several of the respondents stressed the importance of relating mathematics to daily life experiences or activities and teaching it as a practical tool.

They also suggested that as an effective strategy, students should be allowed to explore and sole problems themselves. A mathematics teacher should not be somebody who just stands there and lectures, but he should teach from the very beginning, how it can be applied to the real world and to see that it excites the students and teacher as well.

TABLE OF CONTENTS

Title Page —————————————————————————————————i
Approval Page ——————————————————————————————- ii
Dedication ———————————————————————————————– iii
Acknowledgement ————————————————————————————– iv
Table of content —————————————————————————————— v
List of Tables —————————————————————————————— viii
Abstract ————————————————————————————————– ix
CHAPTER ONE
1.1 Background of the Study ———————————————————————- 1
1.2 Statement of The Problems ——————————————————————– 2
1.3 Objectives of the Study ———————————————————————— 4
1.4 Research Questions —————————————————————————– 4
1.5 Research Hypothesis ————————————————————————— 4
1.6 Significance for the Study ——————————————————————— 5
1.7 Scope and Delimitation of the Study ——————————————————— 5
1.8 Operational Definition of Terms ————————————————————– 6
CHAPTER TWO
2.1 Introduction ————————————————————————————–7
2.2 History of Mathematic Teaching in Nigerian Schools ————————————-8
2.3 Research Findings on Images Of Mathematics Among Students And Teachers ——9
2.3.1 Research Finding on Attitudes Towards Mathematics ————————————10
2.3.2 Research Finding on Belief About Mathematics ——————————————11
2.3.3. Research Finding on Mathematics Myths ————————————————–12
2.3.4 Research Finding on Conception or View About Mathematics ————————-13
2.3.5 Other Image Related Research —————————————————————14
2.3.5.1 Women’s View of Mathematics————————————————————–15
2.3.5.2 Pupil’s View of Mathematics—————————————————————–16
2.4 Research Finding on Factors Influencing Image of Mathematics ———————-17
2.4.1 Leaner’s Related Factors ———————————————————————-18
2.4.1.1 Belief About the Self ————————————————————————–19
2
2.4.1.2.1 Leaner’s Helplessness and Mastery Orientation—————————————–20
2.4.1.3 Expectancy X Value Theory —————————————————————-21
2.4.1.4 Attribution Theory of Achievement motivation and emotion —————————22
2.4.1.5 Self-attribution Theory and Gender Difference ——————————————–23
2.4.2.1 Environment Related Factors Parental Influence ——————————————25
2.4.2.2 School Experience —————————————————————————–26
2.4.2.3 Teacher Influence ——————————————————————————27
CHAPTER THREE
3.1 Introduction ————————————————————————————28
3.2 Research Design——————————————————————————-29
3.3 Population of the Study ———————————————————————-30
3.4 Sample and Sampling Techniques ———————————————————31
3.5 Instrumentation——————————————————————————–31
3.5.1 Validity of the Instrument——————————————————————-31
3.5.2 Pilot Study ————————————————————————————31
3.5.3 Reliability of the Instrument —————————————————————32
3.6 Administration of the Instrument ———————————————————-33
3.7 Procedure for Data Collection ————————————————————-34
3.8 Procedure for Data Analysis —————————————————————35
CHAPTER FOUR
4.1 Introduction———————————————————————————–36
4.2 Data Presentation and Analysis ————————————————————37
CHAPTER FIVE
5.1 Introduction ———————————————————————————–38
5.2 Summary ————————————————————————————–39
5.3 Conclusion ————————————————————————————40
5.4 Recommendation —————————————————————————–41
5.5 Contribution to Knowledge —————————————————————–41
5.6 Suggestion for Further Studies ————————————————————-42
References I———————————————————————————–43
Appendix I————————————————————————————–44
3
Appendix II————————————————————————————-45
Appendix III————————————————————————————46

CHAPTER ONE

1.1 Background to the Study

INTRODCTION

The word “Mathematics comes from the Greek word (Matherna) meaning science, knowledge or learning and it also derived from other word (mathematiko’s) meaning found of learning” (Simonson & Gouvea 2007).

Agwagah (2008) noted that mathematics is often defined as the study of topics such as quantity, structure, space and change. These topics provide the major subdivision of mathematics into: Arithmetic, Algebra, Geometry and Analysis.

These major disciplines within mathematics arose out of the need to do calculations in commerce among others. The study of mathematics will form in the students the habit of clarity brevity, accuracy, precision and certainty in expression.

According to Osofechinti in Odili (2006),the importance of mathematics to individuals in their daily undertaking is so enormous that the knowledge of mathematics is an indispensable tools for a successful and balanced human existence on earth.

Mathematics helps man to sharpen his understanding and definition of religious concepts. Such concepts are eternity, heaven, spirit, life, power, salvation, wisdom, strength, light, hope, faith, righteousness, glory, blessing, truth, grace, peace, neighbor, sun and death can each be defined with mathematical rigors and precisions (Osah-Ogulu & Odili, 2000).

One of the greatest problems faced by mathematics teachers, school principals, administrators and even parents over the years is the teaching and learning of mathematics at the secondary schools.

However, for some years back, mathematicians had shown a lot of interest in trying to diagnoses the causes of the continues poor images of mathematics stakeholders and not only that suggest and administer. “Treatment” in order to air the illness.

In view of this fact, it is widely claimed in the liberator that, negative images and myths of mathematics are widespread among the public. The majority of the people today are scared of mathematics and feel powerless in the presence of mathematics ideas. Many people’s image towards mathematics represent mathematics negatively, such that mathematics is perceived to be “difficult, abstract, and in many cultures, largely masculine”.

Others describe mathematics as a “set, constant, bounded, enclosed and uncreative or a timed-test”.

There are propositions and speculations about the causes leading to the claimed negative and unpopular image of mathematics.

Swell (1981) propose that “teachers attitudes, the family of much mathematics teaching, the seeming lack of relevance of mathematics top every days contexts, fear of the subject literacy problems gaps in schooling and parental expectations”.

Inspectorates are the few possible causes, this research attempts to find out the images of mathematics stakeholders in teaching and learning mathematics in Sokoto state.

The Nigerian economy requires mathematics that can effectively put science and technology in the for-front of nation building . Mathematics is the precursor and the queen, of science and technology, and the indispensable single element in the modern societal development “mathematics education is therefore indispensable in nation building”. Since the introduction of formal education in Nigeria, mathematics education has gone through several developments.

From the era of formal arithmetic, algebra, geometric and the likes through the period of traditional mathematics controversy to the present everyday general mathematics. These changes have always been necessitated by realization of the role mathematics should play in the nation’s scientific and technological development as well as responses to societal needs and demands (Aguele, 2004).

The world today applies regarded as a global village characterized by computer and information technology. This age has brought with it lots of sophistication in mathematics and be able to sustained these developments.

Today, it is a reality that it is the creation, mastery and utilization of modern science and technology that basically distinguishes the so-called developing from the developed nation of the world. That is to say that the standard of living of a nation is dependent on the level of science and technology of that nation.

While science is the bedrock that provides the spring-board for the growth of technology, mathematics is the fate and key to the sciences. In other words, it is the level of mathematics that determines the level of the science and technological component of nations is mathematics.

Therefore, mathematics plays a vital role in nation building, mathematics as observed by Abiodun (1997) is the major tool available for formulating theories in the sciences as in other fields. It is used in explaining observation and experiments in other fields of inquiry.

Adeyebge (1987) observed earlier that there is concept to explain its own concepts, theories or models. Mathematics is a science of the methods by which quantities sought are deducible from others known or supposed.

Thus, anyone who neglects mathematics may not be able to go far in sciences and infact other things of the world. Practical work and observations of nature are the main source of scientific discoveries. Mathematical methods play a very important role in this. Mathematical methods lie in the foundation of physics, mechanics, engineering, economics, chemistry and soon.

According to Bermant in Harbor-Peters (2000), an important features of the application of mathematics to the science is that, it enables its to make scientific prediction that are to draw on the basis of logic and with the aid of mathematical methods, correct conclusions whose agreements with reality is then confirmed by experience, experiment and practice, thus, mathematics is bed rock of sciences and technology, which is the springboard of national development.

Mathematics today is having an enormous impact on science and society. The influence may be silent and appear hidden but has shaped our world in many ways. Mathematical ideas have helped make possible the revolution in electronics which has transformed the way we think and live today. The information technology (IT) of today has transformed the world into a global village.

The important of mathematics in everyday life activities is not doubted, at home for instance, we have to check the water rate bills, measure quality of food that will satisfy the number in the family to avoid wastage. Also in division of labour among members of the family that is going of lands to sweep.

In hospital, ages of patient’s body weight and temperature are often measure in used by doctors to prescribe quality of medicine to be taken. In the market are used the knowledge of mathematics to calculation to calculate how much is to be paid for goods purchased and how much change if any one collects.

Even in digging a grave the corpse has to be measured to determine the size of the grave. A builder knowledge of shapes and solids of measurement to design and build the house.

Once we start working for other people, meeting other people, or traveling, we have to be able to tell the time. If we are traveling by car we might like to estimate our time of arrival, so we must know what speed means. There are almost limitless applications of mathematics in daily life activities.

Mathematics is an abstract subject, a different language is used to convey elders and we use symbols to explain concepts often the students are not sufficiently conversant with the language and concept we are trying to explain many topics in mathematics rely on the understanding of previous topics (It is a logical subject) a gap in the knowledge of a particular student can make it impossible for him to learn future topics and this leads to failure and frustration and often hatred for the subject.

How can student be convinced that the mathematics they are learning is useful as many people dismiss the problem of mathematics teachers by using what they don’t have today very much just teach the students how to add, subtract, multiply and divided.

This however, is far from the truth, if a student does not reach a satisfactory understanding of the basic mathematical concepts there is little chance area of the subj. Mathematics can be function Therefore, must be taught in a logical order so that student can achieve understanding and enjoy mathematics.

Against this background, this research aims to make a systematic enquiry into the images of mathematics stakeholders in teaching and learning and the possible causal factor of affluence on the formation of those images.

The term image is define as some kind of mental representation (not necessarily visual) of something originated from part experiences as well as associated beliefs attitudes and conception. Since an image original from part experience, it comprise both cognitive and affective dimensions. Cognitively it relates to a person’s knowledge, belief and other cognitive representation.

Affectively, it is associated with a persons attitudes, feeling, and emotions,. Thus the term image of mathematics is conceptualized as a mental representation or view of mathematics presumably constructed as a result of social experiences, medaled through school, parents, peer or mass media.

This terms is also understood broadly to include al visual, verbal representation, metaphorical image and associations beliefs attitudes and feeling related to mathematics and mathematic learning experience. Therefore, the main aim of this study is to study is to explore and identify the range of images beliefs and attitudes toward mathematics as it is perceived by the public (mainly adults).

1.2 Statement of the Problem

The study aims to make a systematic enquiry into the images of mathematic stakeholder and the possible causal influence on the formation of these images among stakeholders in secondary schools in Sokoto state.

Mathematics as a compulsory subject in Nigeria with vigorous problems ranging from teaching learning application on the area of mathematics teaching teachers undergo difficulty especially on the area students fail the relevance and of both

teachers and teaching material this tender the effective teaching of mathematics on the problems of teaching of mathematics in secondary schools if it is confirmed that stakeholders experience difficulties in the area of concepts, understanding availability of relevant materials and applicability to Nigeria situation.

1.3 Objectives of the Study

In considering the needs to promote a better understanding of the image of mathematics the objective of the study are;

1- To explore and identify the range of images, beliefs and attitude toward mathematics among stakeholders of secondary schools in Sokoto state.

2- To explore stakeholder’s view about the possible cause and sources of images of mathematics and their attitudes toward mathematics in secondary school in Sokoto state.

3- To find out whether the instructional materials for the subject of mathematics are available in the secondary school or not.

4- To find out areas of coverage in mathematics.

1.4 Research Questions

The main research question for this study are:

1- What is the range of images, attitudes and beliefs towards mathematics held by sample of stakeholders in some secondary schools in Sokoto state?

2- What are the possible reasons of liking and disliking mathematics?

3- Are there enough essential instructional materials of mathematics teaching in secondary schools?

4- What is the level of coverage of mathematic syllables in secondary schools?

1.5 Research Hypotheses

The research will be base on the following hypothesis:-

1. There are no differences of images, beliefs and attitudes toward mathematics among stakeholders of secondary schools in Sokoto state.

2. There are no possible view about the cause and sources of image of mathematics.

3. There are no enough essential instructional materials in mathematic in secondary school.

4. There is no proper syllables coverage in mathematics.

1.6 Significance of the Study

There are widespread claims about the negative images of mathematics stakeholders in teaching and learning. Therefore, the result of this study will provide systematic and empirical data on image and myths of mathematics among stakeholders in teaching and learning.

Secondly, by examining the different image, attitudes, beliefs and myths of mathematics among stakeholders, there is a potential for such images attitudes beliefs to be challenged, promoted or discouraged. The information obtained will enhance better strategies and measure for promoting stakeholders understanding of mathematics.

Thirdly, the result of this study might inform us what is the extent of the influence of stakeholders in shaping the images of mathematics. This information can be used to promote positive influence while attempting to avoid the negative influence of those sources, it will help to understand better the roles of stakeholders in the shaping of children’s images of mathematics.

Fourthly, the findings will reflect possible implication for mathematics education and mathematics teacher education. Knowing how student perceive mathematics learning experience in school and how this could have influenced their images of mathematics will help us to understand better how mathematics should be presented in the classroom. This knowledge may help to enhance better curriculum planning and teacher development programs.

Lastly, the impact of gender and age difference on images of mathematics resealed in the compression might serve to support or challenge the notion that mathematics is universal value-free, gender-free or age –free. The findings might help to illuminate our understanding on whether the difference in gender, age and value system could have lead to the difference in images of mathematics and consequently the difference in mathematics achievement.

Having described the current scenario of the secondary school stakeholders understanding of mathematics and the importance and significance of the stakeholder images of mathematics I argued that there is an urgent need to carryout this study.

1.7 Scope and Delimitation of the Study

This study is to investigate images of mathematics stakeholder in Sokoto state.

It is also concerned with identifying the possible causal factors of influence on the formation of these images of mathematics stakeholders in sokoto state.

However, for authenticity of this work, the extent is based on the order school in the area. These school are;

1. G.G.D.A.S.S YAR’AKIJA

2. A.A RAJI

3. G.D.S.S K/MARKE

4. S.A.A.S.S

5. G.D.S.S ARKILLA

1.8 Operational Definition of Terms

Mathematical image:- according to Rogers (1992) quoting from the oxford English dictionary define images as a mental construct, he argues that;

Throughout history, philosophers and mathematicians have been involved in the ontological question about the status reality and existence of mental image. Whichever philosophical standpoint we take, we have to admit two fundamental aspect of the debate.

First we are aware of the power of the human mind to construct mental images and

Secondly, our abilities to manipulate these images and use them to inspire creative and thoughts and different forms of communication.

Stakeholders

Stakeholder is anybody who can affect or is affected by an organization strategy or project. They can be internal or external and they can beat senior or junior levels. Some definitions suggest that stakeholders are those who have the power to impact an organization or project in some way. For example, people or small group with the power to respond to, negotiate with change the strategic future of the organization (Eden and Ackermann 1988: 117).

Mathematical Stakeholders: is anybody who can affect or is affected by schools, ministries and teachers services board (T.S.B) in teaching and learning mathematics. They can be internal or external and they be at junior or senior levels.

Examples of stakeholder in teaching and learning mathematics are student, Teacher, Inspectors in the ministry of education, parent etc.