# 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

#### 1.1 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.

**The Complete Material Will Be Sent to You in Just 2 Steps**

** Quick & Simple…**

**Make Payment (Through Transfer) of ₦5,000 to Any of the Account Below**

Acc No: 0811003731 | |

Samphina Academy | |

Current Account |

Acc No: 1225513212 | |

Samphina Academy | |

Current Account |

**Or CLICK HERE To Pay With Debit Card**

FOR STUDENTS OUTSIDE NIGERIA |

CLICK HERE To Purchase Material ($15) |

FOR GHANIAN STUDENTS |

Make Payment of 120 GHS to 0553978005 | Douglas Cloud Osabutey | MTN MoMo |

**Send the Following Details on WhatsApp ( 08143831497) After Payment**

**Payment Details****TOPIC: Evaluation Of The Implementation Of The Secondary School Mathematics Core-Curriculum By Teachers**

**The Complete Material Will Be Sent To You On WhatsApp After Receiving Your DetailsT & C Apply**

** Need a Different Topic? ****Perform a Quick Search**

## List of Related Works

Use Of The Geometrical Instruments In The Teaching And Learning Of Geometry In Secondary Schools

Computer Aided Learning Of Mathematics Subjects (A Case Study Of JSS3 Curricula)

Effect Of Teachers, Qualification On The Academic Performance Of Students In Mathematics

Effect Of Single Parenthood On Students Achievement In Mathematics

Involvement Of Social Vices On Academic Performance Of Students On Mathematics

Students Teachers Conception Of Mathematics

Teachers’ Classroom Strategy And Academic Achievement In Basic Science And Mathematics

Influence Of Problem Solving On Senior Secondary School Student Academic Performance In Mathematics

Effect Of Laboratory Method Of Teaching Mathematics On The Achievement Of JSS II Students

The Relationship Between Students Engagement And Mathematics Achievement In Senior Secondary Schools

The Effect Of School Types On Students Performance In Mathematics

Use Of Social Media In The Teaching Of Mathematics In Secondary Schools

The Impact Of Teacher And Qualification On Students Academic Performance In Mathematics

Influence Of Peer Group On Academic Achievement Of Students In Mathematics In Secondary Schools

Impact Of Social Media On The Performance Of Secondary School Students In Mathematics

Attitude And Interest As Correlates Of Students Academics Performance In Mathematics

Causes And Effect Of Mass Failure Of Mathematics In Junior Secondary School Certificate Examination

Assessment Of The Effectiveness Of Teaching Physics And Mathematics In Senior Secondary School

Mathematical Models And Academic Achievement Of Students In Mathematics

The Impact Of Truant Behaviour On The Academic Achievement Of Primary School Pupils In Mathematics

Effect Of Mother Tongue And Students Academic Performance In Mathematics

Perception Of Students In Teaching And Learning Of Mathematics

Effects Of ICT On Teaching And Learning Of Mathematics In Secondary School

The Problems Of Teaching And Learning Algebra At The Senior Secondary Schools

Strategies For Motivating And Maintaining Students Interest In Mathematics

The Performance Of Secondary School Students In The Learning Of Mathematics

The Role Of Gender On Topic Preference Of Senior Secondary School Students In Mathematics

Problems Of Teaching Mathematics In Secondary Schools

Impact Of Story Book On Academic Performance Of Mathematics Students In Junior Secondary School

Factors That Determine Mathematics Related Career Choices Among Senior Secondary Schools