Abstract

ASSESSMENT OF PROFESSIONAL COMPETENCE OF SENIOR SECONDARY SCHOOLS TEACHERS IMPLEMENTING MATHEMATICS CURRICULUM IN SOKOTO STATE, NIGERIA

Malami Bello

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Abstract This study assessed the professional competence of senior secondary schools teachers implementing mathematics curriculum in senior secondary schools in Sokoto State. The target population was all the mathematics teachers and SS III students in the six (6) educational zones in Sokoto State. Six (6) senior secondary schools were purposively selected out of seventy six (76) senior secondary schools in the State. A total number of one hundred and fifty four (154) mathematics teachers and one thousand nine hundred and sixty nine (1,969) SS III students were selected using random sampling techniques. Three hundred and twenty (320) SS III students were selected from one thousand nine hundred and sixty nine (1,969) using Krejcie and Morgan sample size. The two research instruments: Adapted version of Mathematics Teachers Competency Evaluation Questionnaire (MATCEQ) was used to measure the mathematics teacher?s competence and Mathematics Performance Test (MPT) to test the students? performance was also applied. Three research questions and two hypotheses were formulated to guide the study. The analysis of student t ? test revealed that, significant differences exist between the students? performance and the professional competence of the mathematics teachers? implementing mathematics curriculum in senior secondary schools in Sokoto State. The study recommended that, there is strong need for the Government to look for the adequate number of the mathematics teachers with professional competence that will improve the implementation of the mathematics curriculum.

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