1.0 Introduction
1.1 Background of Study
Mathematics is widely acknowledged as a critical component of the school curriculum and a key subject for individual and national development. It serves as the foundation for many scientific and technological disciplines, equipping learners with the logical reasoning and problem-solving skills necessary for daily life and career advancement (Mayer & Hegarty, 2005). In Nigeria, mathematics is a core subject at the senior secondary school level and is compulsory for all students, underscoring its importance in the educational system (Federal Republic of Nigeria, 2014).
According to WAEC Chief Examiner’s Report (2022), there continues to be a growing concern over students’ persistent poor performance in the subject at the senior secondary school level. Statistics from the West African Examinations Council (WAEC) and the National Examinations Council (NECO) reveal that a large proportion of students fail to achieve credit passes in mathematics, which affects their chances of admission into higher institutions and limits their career prospects (WAEC Chief Examiner’s Report, 2022). Several factors have been identified as contributing to the problems in teaching and learning mathematics. These include the shortage of qualified and experienced mathematics teachers, the use of outdated and rigid teaching methods, lack of instructional materials, and overcrowded classrooms (Adetula, 2018).
Students’ negative attitudes toward mathematics, often shaped by fear, anxiety, or prior failure, further hinder their engagement with the subject (Aremu et al., 2001). The socio-cultural context also plays a role, as some students view mathematics as abstract and irrelevant to their daily lives or future careers. In many cases, gender stereotypes and societal beliefs reinforce the misconception that mathematics is inherently difficult or meant only for a select few (Okafor, 2013).
Mathematics is universally recognized as a fundamental tool for scientific, technological, and socio-economic advancement. It is defined as the study of numbers, quantities, shapes, and patterns and the relationships among them, often expressed in symbolic form and used as a means of solving problems (NCTM, 2000). The importance of mathematics in the educational system cannot be overstated, as it forms the basis for disciplines such as engineering, medicine, physics, and economics.
Adebayo (2017) stated that the teaching and learning of mathematics in senior secondary schools across Nigeria and other developing nations have remained problematic. Various studies have highlighted persistent issues such as lack of qualified teachers, insufficient instructional materials, students' poor attitude, and overcrowded classrooms (Adebayo, 2017). Teaching mathematics effectively requires not only mastery of the subject but also the ability to convey abstract concepts in ways students can understand and apply. However, in many Nigerian secondary schools, the pedagogy of mathematics remains traditional and teacher-centered, limiting students’ engagement and critical thinking abilities (Obodo, 2004). Therefore, addressing the problems associated with the teaching and learning of mathematics is crucial not only for improving academic performance but also for equipping students with problem-solving skills necessary for national development.
1.2 Statement of Problems
Investigation revealed that many schools, especially in rural areas, rely on underqualified instructors who struggle to deliver the subject content effectively. The use of outdated, lecture-based teaching methods also discourages students from engaging actively in class, making mathematics appear abstract and irrelevant to their real-world experiences (Adedayo, 2010).
Additionally, overcrowded classrooms, inadequate teaching aids, and lack of access to practical materials or technological tools hinder interactive and participatory learning. Without the appropriate resources, even well-trained teachers may find it difficult to implement innovative teaching strategies (Olagunju & Agoro, 2017).
Furthermore, students' negative attitudes toward mathematics, often shaped by fear of failure and past experiences, reduce their willingness to persevere through challenges in the subject. Hence, it is against this backdrop that this study aims to examine the problem of teaching and learning of mathematics in senior secondary schools.
1.3 Aim and Objectives of Study
The aim of this study is to examine the major problems affecting the effective teaching and learning of mathematics in senior secondary schools.
The specific objectives of the study are:
- To identify the key challenges mathematics teachers face in delivering lessons effectively in senior secondary schools.
- To examine the impact of teaching methods on students’ understanding and interest in mathematics.
- To investigate the role of school facilities and instructional materials in mathematics teaching and learning.
- To assess students’ attitudes and perceptions towards mathematics and how these affect their performance.
- To explore the influence of teacher qualification and training on the teaching of mathematics.
- To propose practical recommendations aimed at improving the teaching and learning of mathematics in senior secondary schools.
1.4 Research Questions
Based on the objectives of the study, the following research questions will guide the investigation into the Problem of Teaching and Learning of Mathematics in Senior Secondary Schools:
- What are the main challenges that mathematics teachers face in delivering lessons effectively in senior secondary schools?
- How do different teaching methods affect students’ understanding and interest in mathematics?
- To what extent do school facilities and instructional materials influence the teaching and learning of mathematics?
- What are the attitudes and perceptions of students towards mathematics, and how do these affect their academic performance?
- How does the qualification and training of mathematics teachers impact their teaching effectiveness?
- What practical strategies can be implemented to improve the teaching and learning of mathematics in senior secondary schools?
1.5 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between the challenges faced by mathematics teachers and the students’ academic performance in senior secondary schools.
- H1: There is a significant relationship between the challenges faced by mathematics teachers and the students’ academic performance in senior secondary schools.
Hypothesis Two
- H0: The teaching methods used by mathematics teachers do not significantly influence students’ understanding and interest in the subject.
- H1: The teaching methods used by mathematics teachers significantly influence students’ understanding and interest in the subject.
Hypothesis Three
- H0: Availability of adequate school facilities and instructional materials negatively affects the teaching and learning of mathematics.
- H1: Availability of adequate school facilities and instructional materials positively affects the teaching and learning of mathematics.
1.6 Significance of Study
The outcome of this research will increase awareness of the factors affecting their children’s learning, encouraging greater support and involvement in their academic progress. Also, school administrators will find the study useful as it will reveal infrastructural and resource-related issues that need attention, enabling them to make informed decisions to improve the learning environment.
Furthermore, this study will contribute to existing research by providing updated data and analysis specific to the current educational context, helping researchers and educational planners develop targeted interventions.
Lastly, the study will support national efforts to raise the standard of mathematics education, which is crucial for technological advancement and economic development.
1.7 Scope of Study
This study focuses on investigating the problems associated with the teaching and learning of mathematics in senior secondary schools within Lagos State, Nigeria.
The research study will cover issues such as teacher qualifications, teaching methods, availability of instructional materials, classroom environment, and students’ attitudes toward mathematics.
1.8 Limitations of the Study
Several limitations were encountered during the course of this study, which may have influenced the results and conclusions.
- Delay from Respondents: Many participants experienced time constraints or hesitated to commit to the study due to their busy schedules. This delay limited the volume of data that could be gathered within the planned timeframe.
- Financial Constraints: Due to budget limitations, there was insufficient funding to expand the research to a larger sample size or to include more varied geographic locations, which might have provided a broader perspective.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
- Time Constraints: This constraint restricted the study’s breadth, limiting the number of schools and respondents that could be included within the research timeline.
1.9 Definition of Terms
Teaching of Mathematics: This refers to the process through which educators deliver mathematical concepts, skills, and problem-solving techniques to students in a structured environment. It involves various instructional methods aimed at helping students grasp complex ideas (Nwankwo, 2017).
Learning of Mathematics: Learning mathematics is the active process where students acquire knowledge, develop understanding, and build skills in mathematics through engagement, practice, and application (Oladipo, 2018). It is not just about memorizing formulas but also about understanding their practical uses.
Senior Secondary Schools: These are educational institutions that provide the final stage of secondary education, typically catering to students aged between 15 and 18 years (Federal Ministry of Education, 2013). In Nigeria, this level prepares students for higher education and vocational opportunities.
Challenges in Teaching Mathematics: These are obstacles that hinder effective mathematics instruction. They may include inadequate teaching materials, lack of qualified teachers, poor classroom environments, and inappropriate teaching methods (Adedeji, 2019).
Students’ Attitudes towards Mathematics: This term describes the feelings, beliefs, and perceptions students hold about mathematics, which influence their motivation and performance in the subject (Ibrahim, 2020). Positive attitudes usually encourage better learning outcomes.
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