A Comparism of Academic Achievement of Studdents in Mathemetics in the Public and Private Senior Secondary Schools at Ssce.
CHAPTER ONE
INTRODUCTION
1.1 Background of Study
The study mathematics as a subject in its own right begins in the 6th century BC with the Pythagoreans, who coined the term ‘’mathematics’’ from the ancient Greek (mathema),meaning ‘’subject of instruct’’. In Nigeria and in other parts of the world, there have been always national interest towards improvement of teaching and learning of sciences and mathematics in particular. The main concern of the educationalists has always been in the improvement of the achievement level of students (Bajah,1984;Akpau 1993). For a nation such as ours aspiring for scientific and technological take –off the need to pay due attention to our students’ academic achievement in mathematics cannot be over emphasized. Ada(2001) said, today’s science is tomorrow’s solution to tomorrow’s problems too. Jegede and Brown (1980) observed that, it is only when science teaching and learning are effectively taught that a nation can be said to be properly developed. This can only come to be if and only mathematics which is the language of sciences is properly taught so as to enhance students’ achievement .The study of mathematics is targeted at providing sound knowledgeable citizenship that would live and contribute positively towards nation building. That is preparation for useful living within the society in accordance with nation’s policy on education (federal Republic of Nigeria 2004) it is said that, the problem of teaching mathematics at the correct time in terms of quantity in Guma Local Government Area of Benue State at secondary school level in resonance with the national policy on education has continued to resist solution in secondary schools in mainly characterized by high percentage of low achievers as is evidence in the poor achievement of students in mathematics examination in the public secondary schools (Azuka 2003). Research has shown that, nothing compares with mathematics in nation building Edwma(2002) also said Nigeria’s
INTRODUCTION
1.1 Background of Study
The study mathematics as a subject in its own right begins in the 6th century BC with the Pythagoreans, who coined the term ‘’mathematics’’ from the ancient Greek (mathema),meaning ‘’subject of instruct’’. In Nigeria and in other parts of the world, there have been always national interest towards improvement of teaching and learning of sciences and mathematics in particular. The main concern of the educationalists has always been in the improvement of the achievement level of students (Bajah,1984;Akpau 1993). For a nation such as ours aspiring for scientific and technological take –off the need to pay due attention to our students’ academic achievement in mathematics cannot be over emphasized. Ada(2001) said, today’s science is tomorrow’s solution to tomorrow’s problems too. Jegede and Brown (1980) observed that, it is only when science teaching and learning are effectively taught that a nation can be said to be properly developed. This can only come to be if and only mathematics which is the language of sciences is properly taught so as to enhance students’ achievement .The study of mathematics is targeted at providing sound knowledgeable citizenship that would live and contribute positively towards nation building. That is preparation for useful living within the society in accordance with nation’s policy on education (federal Republic of Nigeria 2004) it is said that, the problem of teaching mathematics at the correct time in terms of quantity in Guma Local Government Area of Benue State at secondary school level in resonance with the national policy on education has continued to resist solution in secondary schools in mainly characterized by high percentage of low achievers as is evidence in the poor achievement of students in mathematics examination in the public secondary schools (Azuka 2003). Research has shown that, nothing compares with mathematics in nation building Edwma(2002) also said Nigeria’s
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