Effect of Using Teaching Aids in Teaching Mathematics

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Effect of using mathematics teaching aids in teaching mathematics on the achievement of mathematics students
NAME: OGUNSHOLA STEPHEN ADESHINA

MATRIC NO : 081004105

SUPERVISOR: MR OPARA

CHAPTER ONE: INTRODUCTION

1.1 Background to the Study

Mathematics is the foundation of science and technology and the functional role of mathematics to science and technology is multifaceted and multifarious that no area of science, technology and business enterprise escapes its application (Okereke, 2006). Ukeje (1986) described mathematics as the mirror of civilization in all the centuries of painstaking calculation, and the most basic discipline for any person who would be truly educated in any science and in many other endeavours. Despite the importance placed on mathematics, researchers (Odili, 1986; Salau, 1995; Amazigo, 2000; Agwagah, 2001; Betiku, 2001; bioma, 2005; Maduabum and Odili, 2006; Okereke, 2006) had observed that students lack interest in the subject and perform poorly in it. Ukeje (1986) observed that mathematics is one of the most poorly taught, widely hated and abysmally under-stood subject in secondary school, students particularly girls run away from the subject. The West African Examination Council (WAEC) Chief Examiners [2003, 2004, 2005, and 2006] consistently reported candidates’ lack of skill in answering almost all the questions asked in general mathematics. WAEC Chief Examiners [2003, 2005] further observed that candidates were weak in Geometry of circles and 3- dimensional problems. According to their reports, most candidates avoided questions on 3-dimensional problem, when they attempt geometry questions; only few of the candidates showed a clear understanding of the problem in their working. WAEC [2004] also reported candidates’ weakness in Algebraic expression and word problems among others. Obioma (1985), Obodo (1993) and Okereke (2006) reported gender as a significant factor in mathematics...
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