Identification And Remediation Of The Causes Of Students Poor Performance In Mathematics And English Language In West Africa Senior School Certificate Examination WASSCE
(A Case Study Of Enugu Education Zone)
The quest to identify and address the root causes of students’ subpar performance in Mathematics and English Language within the West Africa Senior School Certificate Examination (WASSCE) involves a nuanced exploration of various contributing factors. The intricate interplay of educational methodologies, curriculum challenges, and student engagement emerges as a focal point. An in-depth analysis reveals that pedagogical approaches, curriculum relevance, and student motivation significantly impact academic outcomes. The effectiveness of teaching methods, coupled with the alignment of curriculum content to real-world applications, proves crucial in enhancing students’ understanding and performance. Moreover, the intrinsic link between language proficiency, especially in English, and overall academic success underscores the need for targeted interventions. Addressing these multifaceted challenges demands a comprehensive strategy that encompasses curriculum reforms, teacher training, and motivational initiatives, aiming to foster a conducive learning environment and empower students to excel in both Mathematics and English Language in the WASSCE.
This research work focus on the investigation of the causes of student’s failure in Mathematics and English Language in West African School Certificate (WASSCE) Examination in Enugu Education Zone. Their possible remediations were also sought. In other words, this work is aimed at finding the factors that contribute to the student’s failure in Mathematics and English Language in West African School Certificate (WASSCE) Examination in Enugu Education Zone and suggesting solution on how to remedy them. Three research questions and four hypotheses were formulated and tested. Literature on all forms of services and teaching were extensively reviewed. The study employed survey design. A sample of hundred respondents including teachers and students were drawn for the study. Data collected were analyzed using percentages for the research questions and chi-square (X2) for testing the hypothesis. Using the results from the analysis, it was found out that some teachers of Mathematics and English language were not qualified. The number of periods allocated for the two subjects are inadequate. Based on our findings, we therefore recommended among others that; Government should employ qualified teachers to teach the students in secondary schools. The teachers should teach the students with enough teaching materials/ aids. There should be adequate periods allocated for the two subjects. Governments should award scholarship to all trainee teachers reading for degree courses in mathematics and English language. There should be constant teacher’s supervision in the schools to ensure teachers dedication to duty.
Cover Page
Title Page
Approval Page
Certification
Dedication
Acknowledgement
Abstract
Chapter One
1.0 Introduction
1.1 Background Of The Study
1.2 Statement Of Problems
1.3 Purpose Of The Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance Of The Study
1.7 Scope Of Study
Chapter Two
2.0 Literature Review Scope Of The Study
2.1 The Nature Of Mathematics And English Language
2.2 The Problem Of Teaching English Language And Mathematics
2.3 The Students And His Learning
2.4 Summary Scope Of The Study
Chapter Three
3.0 Research Methodology
3.1 Research Design
3.2 Area Of Study
3.3 Population Of The Study
3.4 Sample And Sampling Techniques
3.5 Instrument For Data Collection
3.6 Validation Of The Instrument
3.7 Method Of Data Collection
3.8 Method Of Data Analysis
Chapter Four
4.0 Statistical Analysis, Interpretation And Presentation Of Data
4.1 Analysis Research Question 1
4.2 Analysis Research Question 11
4.3 Analysis Research Question 111
4.4 Testing Of Hypothesis
Chapter Five
5.0 Summary And Conclusion
5.1 Educational Implications And Recommendations
5.2 Suggestions For Further Study
References
Appendices
INTRODUCTION
BACKGROUND OF THE STUDY
Mathematics is a field of study that comprises of various areas. Some of which deal with abstract concepts which cannot be easily related to our day to day experiences. These abstract concepts need to be clearly explained and followed step by step by the teachers to ensure a proper understanding of the said concepts. Mathematics like every other field of study is built upon fundamental laws and principles and once a student of mathematics has a weak foundation on the basic principles, it becomes difficult for such a student to understand the subject (Mohammed and Luka, 2009).
The importance of mathematics cannot be over emphasized, in that mathematics is a central issue for educationists, and it is most applicable to every discipline. Everybody needs are involved in mathematics process everyday. Mathematics is already playing an important role in the filed of engineering, science, medicine, computer, infact in everyday life (Douglas, 2007).
Mathematics is used throughout the world as an essential tool in many fields, natural science, social science etc. and this is one of the reasons why higher institutions in this country placed emphasis on credit pass in mathematics before they offer provisional admission to the students into a good number of disciplines.
To all eminent scholars in the world over and Nigeria in particular, to all economic planners and politicians, to all potential employers and to the ordinary public, mathematics is a subject of articulate purpose and structure. Despite all the emphasizes placed on the importance of mathematics, one observes that students still perform poorly in the subject. Mathematics curriculum has suffered sudden shifts of emphasis between its traditional and modern aspect (Nwosu, 2007).
Another all important subject is English Language. English Language is that set of grammatical and lexical forms which are typically used in speech and writing by educational native speakers.
English Language is the principal means of human communication. It is a number one for the transmission or exchange of knowledge ideas and feelings. It is used for interpersonal, intergroup and international relationships and also provides better understanding among friends and co-operation. Without the knowledge of English Language, effective communication would be impossible once one leaves one’s region for another, mostly in Nigeria.
English Language is invaluable to our lives and that is why it is taught and made compulsory in primary schools, secondary schools and higher institution in Nigeria.
It is obvious that without the knowledge of English Language-it would be difficult to study other subjects such as history, geography and even mathematics. Despite all the emphasis placed on the importance of English Language. The researchers observed that students still perform very poor in the subject especially in West Africa Senior School Certificate Examination (WASSCE).
According to statistics released by Federal Ministry of Education as was recorded in the Daily Sun of Monday, May 12 2009, one out of the ten students who took mathematics between 2005 and 2008 passed. In 2008, only 24, 366 or 11.44% of
473, 534 passed mathematics and also in English Language, only 104,232 or 8.9% of 401.385 candidates of who wrote the English Language Examination in School Certificate Examination passed. Seeing the importance of these two subjects: Mathematics and English Language, then why the mass failure that are recorded in West African Senior School Certificate Examination (WASSCE). This is precisely the objects of this research to highlight the pros and cons therein.
STATEMENTS OF PROBLEM
The development of any nation depends on their scientific and technological advancement which can be built on a sound mathematical education capable of making effective function in nature (Edward, 2008).
English Language is the principal means of human communication; it is a tool for the transmission or exchange of knowledge, ideas and feelings. It is used for interpersonal, intergroup and international relationships. Without the knowledge of English Language, effective communication would be impossible once one leaves a region for another (Lehamann 2007).
The importance of mathematics and English Language cannot be over emphasized. It is due to the high esteem placed on mathematics and English Language that made them to be compulsory subjects for both Primary and Secondary Schools. A credit pass is one of the prerequisites for entering higher or tertiary institutions. So many students who fail these two subjects; mathematics and English Language are very hopeless today because they cannot go any further educationally and so cannot contribute to the development of our beloved state, Enugu Nigeria. Regardless of the importance of mathematics and English Language, Students in the secondary school still perform very poorly especially in West African senior School Certificate Examination (WASSCE). This ugly situation has given the researchers much concern. The problem of this study therefore is to identify the root causes of this massive poor performance in these two subjects, mathematics and English Language and to suggest solutions on how to remedy the situation.
PURPOSE OF THE STUDY
The purpose of this project is to find out the factors that contributed to the student’s poor performance in Mathematics and English Language in West African Senior School Certificate Examination (WASSCE) In Enugu Education Zone and to profer possible remedy.
Specifically, the Researchers Sought to:-
Determine whether teachers of the two subjects are adequately qualified.
Determine whether teacher’s methods of teaching affect the learning of those subjects.
Determine whether the students are taught with teaching aids/resources to quicken their understanding.
Determine whether student’s attitude towards these subjects is poor.
Determine whether the books recommended to the students are appropriate.
Determine whether the school environment is really conducive for teaching and learning.
Determine whether the educational curriculum is effectively and properly made.
Determine whether the teachers who teach these subjects frequently give class exercise on it to know if the specific objectives are achieved at the end of the lesson.
Determine whether government do provide adequate materials or facilities like computer, adequate text books etc. for better teaching and learning.
RESEARCH QUESTIONS
i) What are the problems teachers of mathematics and English Language encounter in teaching that relates to the present poor performance in mathematics and English Language in West Africa School Certificate Examination (WASSCE) in Education zone?.
ii) What are the place of instructional materials in terms of teaching and learning mathematics and English Language?
iii) What are the problems students of mathematics and English Language encounter in terms of teaching and learning as relates to the present poor performance in mathematics and English Language in (WASSCE)?
RESEARCH HYPOTHESIS
1. Ho: There are enough and suitable facilities in schools for effective teaching and learning.
H1: There are not enough and suitable facilities in schools for effective teaching and learning.
2. Ho: All mathematics and English language teachers are professionally qualified for teaching.
H1: All mathematics and English Language teachers are not professionally qualified for teaching.
3. Ho: Mathematics is so hard that people do not like to study it.
H1: Mathematics is not so hard to study
4. Ho: Recommended textbooks for the student are difficult for them to understand at their level.
H1: Recommended textbooks for the student are not difficult for them to understand at their level.
SIGNIFICANCE OF STUDY
The research on the identification and remediation’s of the causes of students poor performance in mathematics and English Language in West African senior School Certificate Examination will be highly valuable and beneficial to everybody especially the present students in secondary school in Enugu Education Zone and also to other secondary schools in some other area who might have been facing similar problems. The teachers on the other hand would through this research know the best way of programming their students as to ensure that students grow up to the art and science of mathematics and English Language right from their tender years and also help the children to build a passion for these subjects. Thus, this would result to excellent performance in the field of mathematics and English Language. Also the government would through this research know the importance of providing teaching facilities like computers, adequate textbooks, projectors in the classrooms etc. to schools for adequate teaching and learning.
Finally, the curriculum planners would through this research, identify some aspects of the curriculum to be revised or enhanced.
SCOPE OF THE STUDY
The research work is primarily concerned with identification and remediation of the causes of student’s poor performance in mathematics and English Language in West African senior School Certificate Examination (WASSCE) in Education zone.
Causes Of Students Poor Performance In Mathematics And English Language In West Africa Senior School Certificate Examination WASSCE:
Poor performance in Mathematics and English Language in the West Africa Senior School Certificate Examination (WASSCE) can be attributed to various factors. These factors are often interconnected and can impact students’ academic achievement. Here are some common causes:
- Inadequate Foundation: Many students struggle in these subjects due to a weak foundation in primary and junior secondary school. If the fundamental concepts are not properly understood and mastered, it becomes challenging to grasp more advanced topics.
- Lack of Proper Resources: Inadequate textbooks, learning materials, and access to quality teachers can hinder students’ understanding and performance in these subjects.
- Poor Teaching Methods: Teachers may not employ effective teaching methods that cater to students’ diverse learning styles and needs. A lack of interactive and engaging teaching techniques can make these subjects seem boring and unapproachable.
- Negative Attitudes and Mindsets: Students may develop negative attitudes towards Mathematics and English Language due to fear, anxiety, or perceived difficulty. This can create a mental block that inhibits their learning.
- Language Barriers: In regions with diverse languages, students whose first language is not English may struggle with English Language subjects. A language barrier can make it challenging to understand and express ideas effectively.
- Lack of Practice: Mathematics and English Language require regular practice to develop proficiency. Students who do not practice regularly may struggle to apply what they’ve learned in exams.
- Examination Pressure: The high-stakes nature of exams like WASSCE can create immense pressure on students, leading to anxiety and underperformance. The fear of failure can be paralyzing.
- Curriculum Issues: Sometimes, the curriculum may not be well-structured or aligned with the needs of the students. It may lack real-world application, making it less engaging and relevant.
- Socioeconomic Factors: Students from disadvantaged backgrounds may face additional challenges such as lack of access to quality education, inadequate nutrition, or the need to work to support their families. These factors can affect their ability to focus on studies.
- Peer Influence: Negative peer pressure or a lack of a conducive learning environment can contribute to poor performance. Students may be more inclined to socialize or engage in distractions rather than focusing on their studies.
- Parental Involvement: Lack of parental support and involvement in a child’s education can hinder their academic progress. Supportive parents can play a significant role in motivating and helping students excel.
- Learning Disabilities: Some students may have undiagnosed learning disabilities or cognitive challenges that make it difficult for them to excel in these subjects without specialized support.
To address these issues and improve students’ performance in Mathematics and English Language in the WASSCE, it is essential to take a holistic approach. This includes improving teaching methods, providing additional support to struggling students, addressing curriculum issues, involving parents, and creating a conducive learning environment. Additionally, addressing societal and economic factors that affect students’ access to education is crucial for long-term improvement.