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1.1 BACKGROUND OF THE STUDY
1.2 STATEMENT OF THE PROBLEM
1.3 OBJECTIVES OF THE STUDY
1.4 RESEARCH QUESTIONS
1.5 RESEARCH HYPOTHESIS
1.6 SIGNIFICANCE OF THE STUDY
1.7 SCOPE OF THE STUDY
1.8 DELIMITATION OF THE STUDY
1.9 DEFINITION OF TERMS
2.0 LITERATURE REVIEW
2.1 CONCEPTUAL CLARIFICATION
2.2 THEORETICAL FRAMEWORK
2.3 EMPIRICAL REVIEW
2.4 SUMMARY OF LITERATURE REVIEW
3.0 RESEARCH METHODOLOGY
3.1 RESEARCH DESIGN
3.2 AREA OF STUDY
3.3 POPULATION OF THE STUDY
3.4 RESEARCH SAMPLE AND SAMPLING TECHNIQUE
3.5 INSTRUMENT FOR DATA COLLECTION
3.6 VALIDITY OF THE INSTRUMENT
3.7 METHOD OF DATA COLLECTION
3.8 METHOD OF DATA ANALYSIS
4.0 DATA ANALYSIS AND PRESENTATION
5.0 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION5.1 SUMMARY
1.1 Background to the Study
Mathematics is the foundation for the economic and technological development of any nation. It has been asserted that without mathematics there cannot be any modern made a compulsory subject at the Primary and Secondary School levels in Nigeria (Federal Republic of Nigeria, 2008). Thus, mathematics is expected to help in accelerating social, economic and technological progress of any Society. But these, in the final analyses, depend on the effective teaching and learning of mathematics in schools. The Primary school level is very important in any educational system because any default at this level would permeate to other levels of the educational system. To realize the objectives of teaching mathematics at any level of the educational system in the Society, there is need to monitor and maintain the quality of the educational processes and products. One major way of monitoring the quality and standards of the teaching and learning of mathematics in schools is through the assessment of the learning outcome of the pupils. The essence of using tests and other evaluation instruments during the instructional process is to guide, direct, and monitor students’ learning progress towards the attainment of the course objectives (Alonge, 2004; Kolawole, 2010). This monitoring of learning achievements in mathematics involves the processes of testing, measurement, assessment and evaluation. A test is set of questions, tasks or problems intended to measure an individual’s knowledge, skill, aptitude, intelligence etc. Testing is therefore a systematic procedure of presenting a set of questions, tasks, or problems to testes and expecting them to respond to the items either orally or written, and sometimes by performance within a specified time schedule. Measurement is the assignment of numbers or marks to observed event or response to testing. Assessment is the process of using the results from measurement to take decisions about the object of assessment. Evaluation is a systematic process of determining the extent to which the learners have achieved the stated instructional objectives. Assessment provides the logic and justification for the judgmental stance of evaluation (Anikweze, 2010). Assessment is an integral part of the teaching learning process and is expected to contribute to students’ learning. If assessment does not contribute to the teaching learning process, then it is not necessary to assess the students. Indeed, evaluation is an important aspect of good teaching and learning process because no matter how efficient the teacher, how intelligent the pupils, how adequate the audio-visual equipment, if no provision is made for some evaluation of progress, the teaching may be invalidated. Unfortunately some teachers see assessment as an isolated activity from the teaching and learning processes. Hence, some teachers haphazardly carry out the assessment processes of the pupils without utilizing the goals and benefit of assessment in the classroom. Some of the teachers see assessment mainly for the purpose of grading the pupils.
The tests in the school are expected to be diagnostic in nature. But the effectiveness of assessment method in schools falls short of the expectations of many stake holders in the education sector. Some of the major problems affecting the effectiveness of continuous assessment in schools include lack of time, lack storage facilities, lack of knowledge of assessment techniques by the teachers, large class size, and high workload on the part of the teachers. Continuous Assessment is expected to be a formative test. Formative evaluation is expected to lead to actions towards overcoming learning deficiencies; aid in motivating learners and increase retention and transfer of learning (Gronlund & Linn, 1990). Formative testing is designed to identify learners’ difficulties with a view to providing remediation measures to enhance performance of majority of students (Ajogbeje, 2013). Therefore, if assessment is not effectively carried out in the mathematics class, then the objectives of the lessons cannot be achieved.
1.2 Statement of the Problem
Mathematics test is an important tools in studying mathematics and mathematics related courses. This explains why the Federal Republic of Nigeria (FRN) adequately emphasized students’ acquisition of skills in most educational documents. However, despite the usefulness and important of mathematics test which was attached on the acquisition of these criterion referenced mastery tests, there is scarcity of valid and reliable test for evaluating students proficiency in the tests. Most teachers do not seem competent enough to develop valid and reliable assessment instrument in primary mathematics subject. This then implies that these teachers may have been relying on incorrect data generated with faulty instruments. In this regards primary school mathematics teacher are not exceptions. This is because most of the test for assessing performance in classroom situation is Teacher-made test, and these are test usually constructed by classroom teacher who are non-experts, the items are poorly written and lacks psychometric properties, and as such the quality of the test is not known. The lack of existence of standardized test items, which are constructed by expert with good quality such as the validity and reliability of the instrument, for assessing achievement in most of the school subjects including mathematics in Nigeria primary schools possess a great problem in all subjects, including Mathematics Achievement Test.
1.3 Objective of the Study
The main objective of this study is to investigate the social feedback of teachers on the mathematics test performance in primary school, specifically the study intends to:
1. Find out the factors that influence the performance of primary school pupils in mathematics
2. Analyze the effects of teacher competency on the test performance of primary school pupils in mathematics
3. Examine teachers social feedback on mathematics test performance of primary school pupils
1.4 Research Question
1. What are the factors that influence the performance of primary school pupils in mathematics?
2. Is there any effects of teacher competency on the test performance of primary school pupils in mathematics?
3. What is the social feedback of teachers on the test performance of primary school pupils in mathematics?
1.5 Research Hypothesis
Ho: there is no effects of teacher competency on the test performance of primary school pupils in mathematics
Hi: there is no effects of teacher competency on the test performance of primary school pupils in mathematics
1.6 Significance of the Study
This research work will be significant in different ways, firstly this research will expose teachers, school administrators and the government to the important of imparting the student with enough mathematics knowledge, because primary school is the foundation of any student therefore any knowledge imparted in primary school will sustain the students to any level.
Secondly this research will serve as a guide and reference point for other research on the same topic and pattern.
1.7 Scope of the Study
This research will examine related literatures and concepts on mathematics in primary and also analyze some relevant fact, therefore this research work be conducted in Osun state, Nigeria.
1.8 Delimitation of the Study
Finance for the general research work will be a challenge during the course of study. Correspondents also might not be able to complete or willing to submit the questionnaires given to them.
However, it is believed that these constraints will be worked on by making the best use of the available materials and spending more than the necessary time in the research work. Therefore, it is strongly believed that despite these constraint, its effect on this research report will be minimal, thus, making the objective and significance of the study achievable.