ABSTRACT
The
topic of this study is: “The students and teachers Preferences of mathematics
Textbook in the Teaching and Learning of Mathematics in the SS 3 Classes in Imo
State owned Secondary school in Owerri Municipal Council of Imo State.”
It has been observed in relation to the
newly developed curricula for the 6-3-3-4 system of Education that many of the
science, Technology and Mathematics books previously used in our schools were
found unsuitable, inadequate and expensive.
The development led to the production of
textbooks to satisfy the content of the new curricula. The new texts introduced
in the market in addition to the previous ones led to the existence of several
textbooks on almost all the subjects left for reader to make his choice.
It is on the light of the above that the
researcher has decided to embark on this study to ascertain those mathematics
textbooks that met both the students and teachers’ preferences also determine
the factors that made them select such books so as to be in a better position
to advice book writers, the government and publishers who recommend and publish
these books for use in schools.
So to carry out this assignment, the
researcher decided to use the ten secondary schools owned by the Imo State
government in Owerri Municipal Council. Two teachers in each school were
selected along side with twenty (20) SS 3 students from each school. SS 3 students
were randomly chosen because they are more matured than any other class in the
school system, and are almost ready to be pushed into labour market.
Research questions were given to students
and teachers to react to inform of questionnaire e.g (i) what are the
mathematics textbooks preferred by the students in Owerri Municipal Council?
(ii)What are the mathematics books referred by mathematics teachers in Owerri
Municipal Council.
Related materials were read and certain
notes were made thus: that mathematics textbooks are major factors they
determine what mathematics topics are taught and how they are taught that
mathematics textbooks dictate the scope, sequence and even the place of
mathematics programmes. And that mathematics curriculum is the basis for
writing mathematics textbooks and for implantations of national goals. As a
result of this, mathematics textbooks and mathematics curriculum must go hand
in hand and should not be divorced from each other. The teachers are regarded
as curriculum modifiers and with relevant textbooks and sound understanding of
mathematics concepts, effective and efficient teaching and learning of
Mathematics is achieved.
In other to carry out this study, the
researcher analyzed the information got from mathematics teachers and SS 3
students in the ten (10) secondary school in the Owerri Municipal Council of
Imo State.
A sample of ten (10) schools from the
area were chosen from the population. A total of twenty teachers and 200
students were randomly selected from both the teachers and students of the
chosen schools respectively.
The study revealed that the books that
are preferred by the students and teachers are: Macmillan mathematics, man
mathematics and oxford mathematics among others.
The study also revealed that neither the
teacher nor the students who were to use these books were consulted during the
selection of books for recommendation. The study still revealed that the
students major criteria for book selection or preference are;
comprehensibility, coverage of syllabus and elaborate treatment of topics,
enough of exercises and drills.
Based on the findings of the study a lot
of recommendations were made for example, there is obvious need for the
textbook writers, the publishers and the government to find out the mathematics
teachers and students textbook preferences before publishing or recommendation
of any such mathematics textbooks is made.
(i)
Approved textbooks must be constantly reviewed to ensure its
relevance.
(ii)
(ii) Approved textbook for school year must be made available to
schools, teachers and students at easily affordable price.
TABLE OF CONTENTS
ABSTRACT
CHAPTER ONE 1
INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of the Problem 13
1.3 Purpose of the Study 15
1.4 Significance of the Study 17
1.5 Scope and Delimitation of the Study 19
1.6 Research Questions 22
CHAPTER TWO 23
REVIEW OF RELATED LITERATURE 23
2.1 Definition And Concept Of Mathematics 23
2.2 Importance And Uses Of Mathematics 25
2.3 The Nature Of Mathematics 28
2.4 Mathematics Curriculum 31
2.5 Mathematics Textbook 38
2.5.1. The Quality Of A Good Mathematics Textbook 39
2.5.2 The Role Of A Good Textbook 42
2.5.3 Proper Use Of Mathematic Textbook 44
2.5.4 Criteria For Selecting Mathematics Textbook 46
2.5.5 The Importance Of Textbook As Instructional
Material48
2.6 Textbook In General 53
2.7 Example Of Mathematics Textbook 55
2.8 Mathematics
Textbook, Government And Results 56
2.9 Conclusion 60
CHAPTER THREE 63
RESEARCH METHODOLOGY 63
31. Design of Study 63
3.2 Area of the Study 63
3.3 The population 63
3.4 Sample and Sampling Techniques 64
3.5 Instrument for Data Collection 66
3.6 Validation of the Instrument 67
3.7 Data Collection 67
3.8 Method of Data Analysis 69
CHAPTER FOUR 70
4.1 Results 70
CHAPTER FIVE 81
5.1 Discussion of Results 81
5.2 Educational Implication of the Study 99
5.3 Summary 102
REFERENCES 105
APPENDIX I 108
APPENDIX II 110
APPENDIX III 112
APPENDIX IV 113
CHAPTER ONE
INTRODUCTION
1.1 Background of
the Study
In view of the newly developed curricula
for the 6-3-3-4 system of education, many of the sciences, Technology and
Mathematics books previously used in our schools were found unsuitable,
inadequate and expensive (abullahi, 1990).
This development lead to the production
of textbooks to satisfy the content of the new curricula.
According to Ekpo (1988, 203) “textbooks
are important learning tools, their deigns are based on principles which may
reflect economics rather than intellectual concerns in anticipation for a high
financial turnover. A significant aspects of students’ characteristics- their
probable cognitive structure- seems to be a neglected area in designing
textbooks for learning Mathematics in a meaningful ways.”
Mathematics textbooks are reputed for
being loaded with varieties of illustrations to motivate pupils among other
purposes (soyibo 1990).
However, Ekpo (1988, 203) asserted that
“textbooks are often written on the basis of some conceived structures of knowledge. And no attempt has been made to
restrict the numbers or types of approaches because some authors, publishers,
and school professors seem to favour certain approaches in place of others”.
Textbook selection or preference is
therefore very necessary in view of the varieties in existence.
In the opinion of the Buzor (1991. 121)
“Given the importance of textbooks, it is therefore important that the correct
textbooks be chosen for particular groups of learners undergoing instruction
within specified socio-pedagogil on texts. Choosing the right textbooks would
have major beneficial effects on the quality of instruction and on learner’s
ability to benefit from instruction, all other things being equal”.
The choice of correct textbooks for use
in the secondary schools must be guided by convincing and satisfactory
criteria. Whether the selection is to be made by the government, the teacher,
the student or an enthusiastic reader, there has to be an order, pattern,
characteristics, or bases for making the preference.
Ihebuzor
(1991:121) confirmed this opinion when he said, “But for one to select properly
one needs a set of valid and defensible criteria to influence one’s judgement
as to the relative merits of a particular textbook”.
In
Nigeria, secondary school textbooks are usually recommended by the Ministry of
Education of the State. The use of Government recommended textbooks that do not
suit the student’s preference influences the student attitudes towards that
subject. When negative attitude are developed due to wrong texts, poor performance
will follow. Ajewole (1991:401) agreed with this view when he said that “the
attitude an individual has influences
his or her learning of science and his or her use of scientific information to
a considerable degree”.
The
use of students’ teachers choice textbooks stimulates the desire to read in
them, hence adopting a positive attitude for the subject, students and teachers
always refer to texts to acquire desired knowledge, hence texts influence
teaching and learning of both students and teachers.
According
to Ajewole (1990:59) “All science teachers today are thus faced with the
organization of instruction, in such a way, as to facilitate learning for the
majority of the students to aid positive and lateral transfer. Most students
therefore rely on their own mode of reading once they have the texts of their
choice for a particular subject. They often achieve success since they easily
memorize and recall what they read. Ajewole (1990:59), also share this opinion
when he said that “pupils have tended to memorize facts and principles, most of
which they do not understand, only to regurgitate them during the
examinations”.
Lack
of interest in reading a recommended textbook that do not satisfy students and
teachers’ need might make them not to comprehend or memorize any part of the
content, choice text-books at times help to fill the vaccum or bridge the gap
created by the teaching method.
The
importance of recommending for use in our secondary schools, those textbooks
that satisfy students and teachers preferences has not been fully explored.
Mathematics as a natural science requires proper knowledge of skills and
concepts for interpretation of natural phenomena. This will not be possible if
students and teachers are not exposed to textbooks that suit their interest to
acquire knowledge of the subject.
The
style of presentation of the content of a textbook and the level of
communicational skill used might affect the teacher’s interest and use of a
textbooks. This view is also applicable in the student’s interest and use of
any mathematics textbooks. If the content and the communicational level is
above the cognitive level of a student, students are bound to show disregard
and lack of interest in the textbook. Any recommended textbook (especially in
mathematics) which does not take cognizance of cognitive levels of the students
is bound to meet rebuff and rejection by the students. The students will
usually not understand or comprehend properly the desired learning from the
textbook and may not even bother to purchase one or read it if available.
The
textbook might influence the students perception of mathematics as a subject and in turn influence
their choice and use of mathematics textbooks. They tend to use and gain
jealously the mathematics textbooks of their choice which they consider a major
tool for their success. Recommending mathematics textbooks that fail to satisfy
them may lead to lack of interest and negative attitude such as absenting
themselves from mathematics lessons.
According
to Ivoki (1984) and Soyibo (1985), poor attitudes of many mathematics teachers
to teaching and poor method of teaching mathematics attracts poor result annually
in the school certificate mathematics. This is because the attitude of the
subject teachers towards the subject he teaches in turn influences the
students’ attitude and performance in the subject. A mathematics teacher may
develop a Luke-warm attitude towards teaching if the recommended mathematics
textbook as a instructional tool did not satisfy his taste. To this class of
mathematics teachers, the mathematics textbooks of their choice serves them
better as instructional tool, stimulates the desire to teach and in turn they
do their job accordingly and satisfactorily.
In
some schools, the mathematics teachers rush their lessons, the expected
learning experiences not realized and the objective of the lesson not achieved.
In such a situation, students do not adequately benefit from the teachers. Such
students then fall back on their mathematics textbooks, hence the need to
consider students preferences of mathematics textbooks, since unacceptable
texts affects their interest negatively in reading the subject as well as their
performance.
A
teacher may prefer mathematics textbook he considered most suitable to his
method of teaching the subject, and the content presented in a manner that the curriculum for mathematics
students will be achieved and learning transfer accomplished. Due to different
methods and styles of teaching mathematics in Nigerian secondary schools,
adopted by different mathematics teachers, the mathematics textbook preferences
may vary according to the teacher’s teaching methodology. Therefore,
recommending a mathematic textbook which the teacher considers unsuitable and
ineffective affects his/her input in the teaching of mathematics. When the
teacher’s method of instruction fails to achieve results due to the use of
‘wrong’ mathematics textbooks, the students performances will be negatively
affected.
Also
a teacher may lack interest and commitment to his job if the methods of
instruction as contained in the recommended mathematics textbook(s) demands
more than he can offer. He may begin to be late or absent during mathematics
lessons or teach unsatisfactorily. The use of texts preferred by these teachers
rekindles their interest and commitment on the job. They have to believe in the
mathematics textbook(s) before the can effectively use it/them.
The
senior secondary school mathematics teacher is expected to posses the
professional competency in both practical and theoretical knowledge of
mathematics which is necessary for effective teaching and learning. A
mathematics teacher requires his choice textbook in order to satisfy the above
requirement. A situation where recommended or available mathematics
textbooks(s) in the school does not suit the interest of the mathematics
teacher, he becomes handicapped and his expected performance will be jeopardized.
Therefore, to achieve the societal expectation of the mathematics teacher’s
role, the teacher should be equipped with mathematics textbooks of his choice.
In
the school certificate mathematics syllabus, students complain of difficulty to
understand certain units contained, and mathematics teachers consider them
difficult to teach in the classroom. Some of the units concerned include
longitude and latitude, construction, statistics and probability.
According
to Fakunle (1986:27) “Curriculum researchers in Nigeria particularly in Oyo
State of Nigeria have revealed the non-challant attitude of students and
teachers in the secondary schools towards certain concepts in the mathematics
curriculum, especially towards longitude and latitude”.
The
use of scientific approach in writing the text may interest the teacher and students. Mathematics as a bed-rock of
science is a dynamic discipline, not static. The use of scientific approach
devoid of obsolete and discarded ideas in writing the text may interest the mathematic
teachers and students. They cannot work effectively without current and
up-to-date mathematics textbook(s) in the school. Any recommended mathematics
textbook that does not satisfy teachers and students in this direction leads to
negative attitude on their part and ineffective teaching-learning environment.
It
is an obvious truth that there are too many mathematics textbooks in
circulation in Nigeria today. The Government often recommend and
indiscriminately change the recommend texts without considering mathematics
teachers and students preferences. This indiscriminate change could lead to
difficulty in understanding the new texts and the discontinued use of the
previous texts by children of the same poor parents who are geometrically in
class in the secondary schools. Indiscriminate change of mathematics textbooks
by the Ministries of Education might lead to introducing one that is not
consistent with the students and teachers interest. This will hinder their
performance. The mathematics teacher and students need to be consulted before
any recommendation or change of mathematics textbook(s) could be made.
It
is in recognition of the important role the subject mathematics play in science
and technological development that this study considers the text preference of
students and mathematics teacher. The expected success of students and teacher
might be inhibited if selection of texts, for their choice and preference. This
might be a contributing factor for the under achievement of students in science
in public examination.
This
factor demands for special attention by both the Government that recommend
texts for secondary schools and the publishers who publish textbooks for use in
schools. This is to ensure that the desired objective of obtaining the knowledge
of the subject studies is achieved. When the objective is realized, there will
be increase in the number of people who pursue science based courses in higher
institutions. This in turn helps the Government to realize her goal of science
and technological advancement of the nation.
This
study is not a comparison for competing mathematics textbooks, or the pattern
of usage of mathematics textbooks, or their readability but an attempt was made
to determine the mathematics textbook preference of students of mathematics as
well as the characteristics or reasons that influenced their choice.
1.2 Statement of
the Problem
In
contemporary society where several educationists had been produced in the field
of mathematics. Several mathematics textbooks of different quality and content
have been produced by these experts. Hence the need to choose or select from
the whole lot of mathematics textbooks, the ones that will be relevant and
easily understood by the users, mostly teachers and students for a better
performance.
However,
the mathematics textbooks use in our senior secondary schools are recommended
by the Government through the Ministry of Education. The Education
Administrators, Principal and Teachers only convey to the students the list or names
of Government approved textbooks for their purchase and use. This
recommendation in most cases were done without regard to the students and
mathematics teachers preference for mathematics textbooks.
This
often constitute a problem which affects the performance of both teachers and
students in teaching and learning of mathematics. In order to make appropriate
choice of mathematics textbooks, the students and teachers preference or
interest should be considered.
It
is often problem selecting mathematics textbooks that are preferred by both the
students, the teachers, and the government for better results in mathematics
teaching and learning.
A
preliminary survey conducted by me show that in Nigeria today, there are
opinions on the students and teachers preference for mathematics textbooks.
Some students preferences for mathematics texts are not synonymous with the
teachers choice and the Government recommended ones. To some other their
preferences might be in agreement with that of the teachers and perhaps the
Government.
However,
some people argue that where the students and teachers choice of mathematics
textbooks differ, it affects students participation in mathematics lessons and
their performance in mathematics examination. This study therefore considered
it important to determine the students and mathematics teachers textbook
preference.
1.3 Purpose of
the Study
It is a known fact that for any school to
function efficiently, there must be good equipment in terms of textbooks for
individual students. The need for mathematics textbooks in teaching and
learning of mathematics cannot be over-emphasized. In Nigeria, the Government
recommends textbooks for use in the secondary schools. These mathematics
textbooks inclusive, in most cases do not satisfy the students and teachers
preference. The most probable reason being that they were not consulted in
making the selection and their interests are not adequately covered or
considered.
It is also a common knowledge that most
publishers had never though it necessary to research on the students and
teachers textbook preferences and characteristics before publishing their text
in various subject areas. Although few related studies might have been carried
out.
This study will not necessarily consider
other factors that millate against good performance of secondary school
candidate in science based subjects in public examinations, especially mathematics but will consider
students and mathematics teachers textbook preference and the characteristics
that influence their choice. The probable effect of the Government recommenced
text on students performance in school certificate mathematics examination will
not be studied.
In Owerri Municipal local Government Area
of Imo State, there has been persistent imposition of the Government approved
textbooks in the recent past years and recorded poor results in mathematics in
public examination. The choice of textbooks with out considering the students
and teachers preference has not been studied as a factor that could lead to
student’s poor results in public examinations.
The objectives of this study therefore
are to:-
(1)
Investigate the students and teachers preferences
for mathematics textbook.
(2)
Determine the factors or text characteristics
that influence their choice.
(3)
Establish if there are commonly preferred
mathematics texts by both teachers and students.
(4)
Recommend the preferred texts and characteristics
to Ministries of Education, Publishers and other interested bodies.
1.4 Significance
of the Study
Mathematics as a bed-rock of science is
indispensable if a nation will attain technological advancement and
development, knowledge of the relevant mathematics textbooks that most students
and teachers preferences will definitely guide both the Government and the
publishers on the appropriate quality and type of texts most suitable for
better results in mathematics teaching and learning.
This will encourage publishers of
mathematics texts to improve on the quality, the quantity, the content and the
coverage of the book. It will also help to identify teacher perceptions of the
roles of textbooks in curriculum and in their students learning.
This study will serve as a guide to the
Ministry of Education and the Government in recommending mathematics textbooks
for use in secondary schools in Nigeria.
With these objectives achieved, students
and teachers interest in teaching and learning of mathematics will be enhanced.
This will lead to students obtaining good results in public examinations such
as school certificate mathematics examinations. Good performance in teaching
and learning of mathematics will go a longer way to assist in achieving the
expected technological advancement in Nigeria.
Parents, teachers and students will then
have increased value for their money.
1.5 Scope and
Delimitation of the Study
This study is limited to all the state
Government owned senior secondary schools in Owerri Municipal Council Area of
Imo State where mathematics is studied.
There are only ten of them comprising two
Girls’ secondary schools, five boys secondary school and three co-educational
secondary school. All the ten school are located in the urban.
It is pertinent to mention that the
Federal Government College Owerri is situated in Owerri Urban and offer
mathematics as a subject even in the certificate exams, but was not chosen for
this study because it is Federal Government owned since this study is limited
to secondary schools owned by Imo State Government that is situated in Owerri
Municipal Council Area. The recommendations of this study will be communicated
to Imo State Government for her guidance in textbooks recommendation for her
secondary schools. Federal government Owned colleges therefore outside the
scope of this study and will not be considered.
The size for this study is limited to
Owerri Municipal Council Area because of the researcher’s financial and the
constraint to extend it to either the
entire Owerri Educational zone or all the senior secondary schools in Imo
State. The entire relevant population used were drawn from both male, female
and co-educational secondary schools in Owerri Municipal Council Area. Only the
mathematics teachers and SS 3 students were used.
Inspite of the limitations mentioned
above, this study however represents the mathematics teachers and students
mathematics textbooks preferences in Imo State. In Owerri Municipal Council
Area, there are about fifteen secondary schools but this study is confined to the
Imo State Government owned secondary schools, in Owerri Municipal Council
listed in table 1.
Table 1: Imo State
Government Owned Senior Secondary Schools in Owerri Municipal Council
Area.
(1)
Comprehensive Development Secondary School Owerri
(CDSS).
(2)
Emmanuel College Owerri (ECO)
(3)
Government Technical College Owerri (GTC)
(4)
Government Secondary School Owerri.
(5)
Holy Ghost College Owerri.
(6)
Owerri Girls’ Secondary School Owerri.
(7)
Ikenegbu Girls’ Secondary School Owerri.
(8)
Comprehensive Secondary School Amakohia
(9)
Urban Secondary School New Owerri.
(10)
Boys Secondary School New Owerri.
CO-EDUCATION
(1)
Comprehensive Development Secondary School
Owerri.
(2)
Comprehensive Secondary School Amakohia
(3)
Urban Development Secondary School New Owerri.
It
is assumed that conditions inherent in these secondary schools are the same in
all other Government Owned secondary schools in Imo State.
1.6 Research
Questions
This study is expected to provide answers
to the following research questions:-
(1)
What are the mathematics textbooks preferred by
students in Owerri Municipal council secondary schools?
(2)
What are the mathematics textbooks preferred by
mathematics teachers in Owerri Municipal Council Secondary Schools?
(3)
What are the mathematics textbooks commonly
preferred by both teachers and students?