Placeholder

A Comparative Analysis of the Mathematics Curricula Courses of Secondary Schools and Universities: Implication for Students Attitude Towards the Study of Mathematics

Topic Description

Table of Contents
Page:
Titlepage ……………………………………………….. i
ApprovalPage ………………………………………………
Certification.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Dedication ………………………………………………. iv
Acknowledgment ……………………………………………
Abstract ……………………………………………….. vi
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
ListofTables ……………………………………………. xii
List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Chapter One: Introduction. ……………………………….1
Backgroundofthestudy …………………………………….. 1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Purposeofthestudy ………………………………………..6
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 8
ResearchQuestions ………………………………………….
Hypotheses …………………………0. ……………………
Scope ………………………………………………….lO
Chapter Two: Review of Related Literature ……………………..1 1
Need for the Continuity of Mathematics Curricula . . . . . . . . . . . . . . . . . . . . . . . .1 1
The Role of the School and the Mathematics Teacher . . . . . . . . . . . . . . . . . . . .1 2
Importance of Mathematics in Material Development . . . . . . . . . . . . . . . . . . . . . . 1 6
Importance of Mathematics in Human Development . . . . . . . . . . . . . . . . . . . . . .2 5
Summary of Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 27
Chapter Three: Research Methodology ……………………… 30
Designofthestudy ……………………………………….. 30
Areaofthestudy ………………………………………….3 1
Population of the Study ……………………………………..3 1
Sample and Sampling Technique ……………………………….3 1
Instruments for Data Collection ………………………………..3 2
Development of the Instrument ………………………………..3 2
Scoring of the Instrument …………………………………….3 2
Administration of the Instrument ………………………………..3 3
Method of Data Analysis ……………………………………..3 3
Chapter Four: Presentatlon and Analysis of Data ……………… 35
The Relationships and Variation Between Different Levels of University
Mathematics Programmes …………………………………… 36
Some Courses Without Pre-requisites and their levels of Termination …….. 42
Relationships and Variations Observed ………………………….. 43
Arrangement of Courses that May Lead to Distorted Learning ………….. 55
Research Question One ………………………………….. 35/55
~dsearchQ uestion Two ……………………………………..5 6
Research Question Three …………………………………… 57
Research Question Five ……………………………………..5 8
HypothesisOne …………………………………………..5 9
HypothesisTwo …………………………………………..6 0
HypothesisThree :………………………………………… 61
HypothesisFour ………………………………………….. 62
HypothesisSix ……………………………………………6 3
Summary of Major Findings …………………………………. -64
Chapter Five Discussion of Results ………………………. 66
C The Profession of Respondents ……………………………….. 67
Relevance of the Mathematics Curricula …………………………. 67
Scope of the Mathematics Curricula …………………………….. 67
Continuity of the Mathematics Curricula ………………………….. 68
Extension of the Courses ……………………………………. 69
Need for Continuity ………………………………………… 70
Mathematics Graduates and Implementation of the Contents of the
Mathematics Curriculum …………………………………….. 71
Implications of Students’ Attitude Towards the Study of Mathematics ……… 71
Conclusion ………………………………………………7 2
Educational Implication of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 3
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 4
II Limitations of the Study …………………………………….. 74
Suggestions for Further Studies ……………………………….. 75
References …………..

PROJECT SAMPLE/DEPARTMENTS

REVIEW OUR SERVICES

SEE FAQ