OFFICE COMMUNICATION SKILLS AND ORGANIZATION PERFORMANCE IN THE BANKING INDUSTRY IN RIVERS STATE
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OFFICE COMMUNICATION SKILLS AND ORGANIZATION PERFORMANCE IN THE BANKING INDUSTRY IN RIVERS STATE
Chapter one
INTRODUCTION
1.1 Background of the Study
The importance of mathematics in any country’s growth cannot be overstated. According to Betiku (2001), Sciences, Technology, and Mathematics Education (STME) is often regarded as the barometer for judging a country’s social, economic, and geopolitical development.
Mathematics is more than just the science of numbers that teachers teach and which many students either love or despise. It had a significant impact on the lives of individuals, the world, and society as a whole.
Mathematics is an important discipline that is recognised internationally, and it must be improved in education to provide students with the skills they need to continue their study or pursue a job, as well as to find personal fulfilment.
Because mathematics encompasses all aspects of human life, it is undeniably important in education to assist students and people from all walks of life in performing daily tasks efficiently and becoming productive, well-informed, functional, independent individuals and members of a society in which mathematics is the fundamental component.
Mathematicians create “world models” and then examine them. This applies even to elementary mathematics; at the ages of five and six, we no longer study addition by combining groups of items and counting them.
Languages, equations, and insights are developed as a result, which can then be used to make a major contribution to our knowledge and awareness of the world around us, allowing us to chart our own course.
According to Lutfuzzaman (2014), mathematics is the foundation for all sciences. This is because the modern world is mostly dependent on science, which in turn is dependent on mathematics. Although many consider it a theoretical issue, the branches of mathematics were developed to meet the needs of day-to-day real life.
Stacey (2004) explained that supplementary mathematics, which includes arithmetic, algebra, and geometry, plays an important role in the field of education. The study of mathematics can satisfy a wide range of interests and talents, broaden the imagination, and train in clear and logical cognition.
It aids in the management of complex concepts and unresolved problems because it deals with questions arising from intricate structure, and with a constant drive to simplify: they are able to discover the correct concept and how to make difficult things easier to describe and understand.
In contrast, further mathematics is a relatively new subject in Nigeria’s educational system. One of the recommendations of a nationwide workshop on policies and techniques for improving mathematics teaching and learning at all levels organised by the nationwide Mathematics Centre (NMC) was to incorporate it into the school curriculum.
Furthermore, it was firmly believed that there is a need to teach relevant mathematics that will benefit a wide range of students, including those who will and will not need mathematics in their future studies or careers.
Further mathematical offers Senior Secondary School students the opportunity to be introduced to some Advanced Level mathematical themes in order to prepare them to pursue mathematics or mathematics-related subjects at the next level of education. While all students offer mathematics, only a few scientific students typically provide Further Mathematics.
The logic behind this is not farfetched. According to the National Council for Curriculum Assessment (2005), many students regard mathematics as a difficult subject, and advanced mathematics as an exclusive subject reserved for only the best students.
According to Aminu (2015), students may find mathematics more appealing if they see the topic as exciting, useful, and relevant to their daily lives. These and other reasons, as indicated above, provide obstacles in teaching and learning more mathematics in secondary schools.
1.2 Statement of the Problem
Students’ achievement in additional maths at both the junior and senior school levels declines over time. Many investigations reveal low performance in mathematics at both the qualifying test (SSCE) and placement exams, such as University Matriculation Examination (UME). (Odili, Vincent 2011). (Odili, Vincent 2011).
Adeoye and Aiyedun (2003) suggested that the tendency of low academic performance in further mathematics has resulted in a shortage of eligible students required to fill the quota for mathematics and mathematics-focused courses in our institutions.
It is normal to believe that pupils who offer more mathematics have a better chance of succeeding, particularly in mathematics, than their peers who do not.
This has a direct impact on pupils’ maths and success in other science areas. Wang (2019) explained that in order to maximise opportunity to learn, teachers should not only focus on broad coverage of the syllabi
but also make conscious efforts to teach the content and skills involved deeply, even though it can be inferred that students who offer additional mathematics have a better opportunity to learn more mathematical concepts than their counterparts who do not.
As poor levels of mathematical achievement have become a major problem, the need to investigate possible explanations has grown. These variables include student and instructor attitudes, topic complexity, instructional methodologies, and the number and quality of teachers.
Obodo (2000) lamented the poor state of mathematics teaching in Nigeria, claiming that the problem of quality mathematics instruction and learning stems from a variety of factors. As a result, it is necessary to identify and address this issue in order to promote effective teaching-learning of further mathematics in secondary schools.
This is the motivation behind the researcher’s decision to focus this study on the problem and prospects of teaching further mathematics in secondary schools in Calabar Metropolis.
1.3 Object of the study
The overarching goal of this research is to investigate the problems and potential of teaching advanced mathematics in secondary schools in Calabar Metropolis. Specifically, it seeks to:
Investigate the importance of additional maths subjects in high school instruction.
Examine the challenges militating against further mathematical education and learning.
Determine the strict measures to be implemented by the authorised authorities for effective mathematics teaching and learning.
1.4 Research Question.
The study is guided by the following research questions:
What is the value of additional maths subjects in high school education?
What are the challenges militating against further mathematics education and learning?
What strict steps can be implemented by the authorised authorities to improve further mathematics teaching and learning?
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