EVALUATION OF MATHEMATICS EDUCATION PROGRAMME IN COLLEGES OF EDUCATION IN SOUTH EAST GEOPOLITICAL ZONE OF NIGERIA

EVALUATION OF MATHEMATICS EDUCATION PROGRAMME IN COLLEGES OF EDUCATION IN SOUTH EAST GEOPOLITICAL ZONE OF NIGERIA

ABSTRACT

The purpose of the study was to evaluate Mathematics Education programmes in colleges of education in South East geopolitical zones of Nigeria. The study specifically evaluated the extent to which the objectives of NCE Mathematics Education programme are achieved. The study checked the number admitted with the requirement, adequacy of staff, availability and adequacy of institutional facilities, adherence to stipulated teaching methods, certificate obtained and problems affecting the implementation of the programme. Seven research questions and five hypotheses guided the study. The population comprise of seven federal and state colleges of education in south east geopolitical zone of Nigeria consisting of 206 people made up of 54 lecturers in the Mathematics Department and 152 NCE III mathematics students of 2013/2014 session. Two types of instrument were used to collect data; they are NCE mathematics programme implementation questionnaire (NCEMPIQ) and NCE observation checklist for mathematics students and lecturers (NCEOCMSL). Mean, standard deviation, frequencies, percentages, t-test and chi-square were used for analyses of data. The findings showed that the objectives of NCE mathematics programme are being achieved to a high extent. These also showed that both state and federal colleges adhered to the admission requirement, the proportion of staff for the implementation of the programme in both state and federal college are adequate. It was observed that the instruments for the implementation of the programme are available in most colleges of education. Both state and federal college adhere to the use of stipulated instructional method. The classes of certificate obtained by both federal and state colleges of education do not differ significantly. The problems of implementation includes inadequate funding, inadequate textbooks, curriculum not covered, classroom not enough, problem of coping with assignments and too much credit load for a given semester. On the basis of the finding the following recommendations were made: Teachers of Mathematics education should be encouraged to go for in service training, workshop, seminar and conference to update their knowledge; facilities should be provided in both state and federal colleges of education; Qualified and competent teachers should be employed to teach for effective delivery of instructional objectives; State and federal colleges should adhere to admission requirement for admitting student among other things.