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

CHAPITER 1

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

One cannot overstate how important Mathematics is to the development of any nation. Betiku (2001) asserts that STME (sciences, technology, and mathematics education) is widely regarded as the yardstick for measuring the social, economic, and geopolitical development of any country.

Mathematics is more than just the science of numbers that teachers teach in classrooms and that many students either love or despise. It had a significant impact on people’s lives, the world, and society at large.

The study of mathematics must be made more important in schools in order to give students the skills they need to complete their desired course of study or job, as well as to find personal fulfilment.

Since mathematics encompasses every aspect of human life, it is unquestionably crucial for educators to assist students and people from all walks of life in performing daily tasks effectively so that they can grow into productive, informed, independent, functional people and members of a society in which mathematics is an essential element.

So-called models of the world are created by mathematicians, who subsequently analyse them. This is true even of elementary mathematics; after the ages of five and six, we do not actually teach addition by joining groups of objects and counting them.

In doing so, languages, formulas, and insight are developed that may later be used to significantly contribute to our understanding and appreciation of the world around us and, consequently, map our path through it. Lutfuzzaman (2014) asserts that mathematics is the foundation of all sciences.

This is due to the fact that mathematics and science are both essential to today’s world. The branches of mathematics were developed to meet the needs of daily practical life, despite the fact that many consider it to be a theoretical subject. Additional mathematics, including arithmetic, algebra, and geometry, plays a crucial role in the field of education, according to Stacey (2004).

The study of mathematics can pique a wide range of interests and talents, it broadens the mind, and it develops rational thinking. Since it deals with the question arising from complex structure and has a constant drive for simplification, it aids in managing variations of complex concepts and unresolved issues.

They are able to find the proper concept and way to make difficult things easier to describe and understand. On the other hand, the curriculum for further mathematics is relatively new in the Nigerian educational system.

One of the recommendations from a national workshop on policies and techniques for improving the teaching and learning of mathematics at all levels, held by the National Mathematics Centre (NMC), was its incorporation into the school curriculum.

Furthermore, it was firmly believed that meaningful mathematics needed to be taught in order to benefit a variety of students, both those who would use mathematics in their future studies and careers and those who would not. In order to prepare them to pursue mathematics or courses closely related to mathematics at the next level of education,

Senior Secondary School students have the opportunity to be introduced to some themes in Advanced Level mathematics through Further Mathematics. All students offer mathematics, however only a small percentage of scientific students typically offer further mathematics.

It makes sense why this would be the case. According to a 2005 report by the National Council for Curriculum Assessment, many students view mathematics as a difficult subject and believe that advanced mathematics is only for the brightest students.

According to Aminu (2015), students will only be more interested in studying mathematics if they see it as intriguing, practical, and relevant to their everyday lives. These and other reasons lead to difficulties in teaching and learning additional mathematics in secondary schools.

1.2 STATEMENTB OF THE PROBLEM

As the years pass, students’ proficiency in advanced mathematics at both the junior and senior school levels declines. Numerous studies show that maths performance is poor on placement tests like the University Matriculation Examination (UME) and qualifying tests like the Secondary School Certificate of Education (SSCE).

(2011) Odili and Vincent. (2011) Odili and Vincent. According to Adeoye and Aiyedun’s 2003 argument, our institutions are lacking in the number of qualified students needed to fill the quota for mathematics and mathematics-focused courses due to the tendency of poor academic performance in further mathematics.

It makes sense to assume that kids who provide more mathematics than their peers do will likely perform better overall, and particularly in mathematics. Additionally, this has a direct impact on how well students do in math and other science classes.

While it can be assumed that students who offer more mathematics have better opportunity to learn more mathematical concepts than their counterparts who do not, Wang (2019) explained that in order to maximise opportunity to learn, teacher’s attention should not be given to wide coverage of the syllabi but also to teach content and skill involved deeply.

The need to look into potential causes is more pressing as the low level of mathematics achievement has grown to be a major concern. These variables include student and teacher attitudes, subject complexity, teaching techniques, and the quantity and calibre of teachers.

Obodo (2000) lamented the subpar state of mathematics education in Nigeria and asserted that a variety of factors contribute to the issue of instruction and learning in mathematics that is of poor quality.

Therefore, it becomes imperative to identify this issue and address it head-on in order to promote effective teaching-learning of further mathematics in secondary school.

It is because of this context that the researcher chose to concentrate on the issue and potential solutions for teaching further mathematics in secondary schools in the Calabar Metropolis for the purposes of this study.

1.3 OBJECTIVES OF THE STUDY

This study’s main goal is to investigate the challenges and potential of teaching advanced mathematics in secondary schools in the Calabar Metropolitan Area. It specifically aims to:

Examine the value of additional mathematics instruction in secondary education.

Consider the Obstacles to More Effective Mathematics Teaching and Learning.

Determine what strict measures should be implemented by the appropriate authorities to ensure that mathematics is taught and learned effectively.

1.4 REAESRCH HYPOTHESES

The following research question serves as the study’s compass:

What role does additional mathematics play in secondary school education?

What are the obstacles preventing more mathematics instruction and learning?

What strict measures can be implemented by the proper authorities for efficient future teaching and learning of mathematics.

1.5 SIGNIFICANCE OF THE STUDY

The study’s conclusions will serve as a framework for developing methods to enhance future mathematics instruction for the government, curriculum designers, and other stakeholders in education.

The study will be helpful to teachers since it emphasises the need for them to enhance their methods of instruction and make use of instructional strategies in order to ensure effective secondary school teaching and learning of advanced mathematics.

Empirically, the study will add to the body of knowledge and be used as a resource by academics and students who wish to pursue additional research in a similar area.

1.6 SCOPE OF THE STUDY

Examining issues and potential solutions related to teaching advanced mathematics in secondary schools is the study’s main goal. The study will look into the value of additional mathematics instruction in secondary education. It will look at the obstacles to more mathematics instruction and learning.

It will decide what strict policies the relevant authorities should implement to ensure that mathematics is taught and learned effectively. However, the study is only conducted in a few chosen secondary schools in Cross River State’s Calabar Metropolis.

1.7 LIMITATIONS

While conducting the study, the researchers ran into some minor obstacles, just as in every human endeavour. The researcher was forced to choose from a small number of sample sizes due to the significant constraint of the paucity of available literature on the topic as a result of the discourse’s nature.

This resulted in higher costs and time requirements for the researcher to find the necessary materials, literature, or information. The researcher will also work on other scholarly projects while conducting this study.

Furthermore, the sample size was constrained because only a small number of respondents were chosen to complete the research instrument, making it impossible to extrapolate the results to other secondary schools.

Nevertheless, despite the difficulties experienced during the research, all aspects were minimised in order to deliver the best results and ensure the success of the study.

1.8 DEFINITION OF TERMS

Additional Mathematics: The study of mathematics encompasses a variety of subjects, including numbers, formulae, and associated structures, shapes, and the places in which they exist, as well as quantities and their variations. Numerous advanced secondary mathematics courses are referred to as further mathematics.

Learning outcomes help students comprehend why the knowledge and skills they learn will be beneficial to them by describing what they should know or be able to do by the end of a specific assignment, class, course, or programme.

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