Evaluation of Rarely Covered Topics in Port Harcourt's Senior High Mathematics Curricula

Title

Evaluation of Rarely Covered Topics in Port Harcourt's Senior High Mathematics Curricula

Author

1. Clement Isong, Student, Nigeria Maritime University, Nigeria, Nigeria

Abstract

This research looked at how Port Harcourt, the capital city of the state of Rivers, evaluates its high schools' teaching of mathematics topics that are seldom covered in courses. This investigation used an after-the-fact methodology. Data were collected using the Mathematics content measurement tool, and its reliability was examined using the Kudar-Richardson 20 and the Cronbach alpha. The investigation was guided by three different research topics. Means analysis was used to the data collected in response to the study's questions. The research showed that activity recording conformed to record-keeping templates to a considerable degree, with a mean score of 8.76, indicating strong conformity. It was also noticed that the planned and executed levels of material for high school were different for levels 1, 2, and 3. It is clear, when compared amongst each other, that SS1, SS2, & SS3 are all superior than SS2. It was found to be widely used in Secondary Schools 1 as well as 2, and Secondary Schools 1 as well as 3, but only partially used in Secondary Schools 2 but rather 3. Based on the findings, suggestions were made to address the gaps in coverage that were found.

Keywords

Conclusion

Conclusions The poor performance of the majority of students on external assessments may be attributed to the low, and in many instances extremely low, quality of implementation of curricular material across all levels of the curriculum. A consensus was reached that certain capabilities were unnecessary or might be offered as extras at no additional cost. These include, but are not limited to, a lack of resources, a lack of qualified Mathematics teachers, an emphasis on teaching methods that are less effective than those used in other countries, a high turnover rate among Math teachers, and a general lack of continuity in the classroom due to teachers coming from different backgrounds. Furthermore, the United States has a critical scarcity of qualified mathematics educators. Because of the challenges they had in their own education, many teachers shy away from presenting challenging subjects to their pupils.

Author Contrubution

The author confirms sole responsibility for the following: study conception and design, data collection, analysis and interpretation of results, and manuscript preparation.

Funding

The authors did not receive any specific grants from funding agencies in the public, commercial, or non-profit sectors for the research, authorship, and/or publication of this article.

Conflict of Interest

All authors declare that they have no conflicts of interest.

Data Sharing Statement

Not applicable

Software And Tools Use

Not applicable

Acknowledgements

I thank the following individuals for their expertise and assistance in all aspects of our study and for their help in writing the manuscript. I am also grateful for the insightful comments given by anonymous peer reviewers. Everyone's generosity and expertise have improved this study in myriad ways and saved me from many errors.