EFFECTS OF MNEMONIC AND PRIOR KNOWLEDGE-BASED INSTRUCTIONAL STRATEGIES ON SENIOR SECONDARY SCHOOL STUDENTS’ LEARNING OUTCOMES IN MATHEMATICS IN IBADAN
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- NGN 3000
Background to the Study
Mathematics is perhaps one of the most dreaded subjects at all levels of education, especially secondary schools where the subject is made compulsory. It has been described as the bedrock of national development and a subject without which a nation cannot move forward scientifically and technologically (Emunefe and Oyetunde, 2009). It is the wheel on which science subjects move and the prime instrument for understanding and exploring our scientific, economic and social world (Amoo and Rahman, 2004). Mathematics is a subject that holds other subjects together, as there is a lot of Mathematics in Physics, Chemistry and Geography (Ale, 2011). Tsue and Anyor (2006) see Mathematics as the language of science and technology. Mathematics concepts and methods provide scientists with insight into natural phenomena; while its symbols are used in expressing the physical laws of nature. Therefore, to move the nation forward scientifically and technologically, Mathematics is very important. It has been observed that no nation can make any meaningful progress in this information technology age, particularly in economic development without technology whose foundation are science and Mathematics (Bajah, 2000). In the same vein, Adewumi (2005) avers that, without Mathematics, there is no science, without science there could be no modern technology. In other words, Mathematics is the precursor and queen of science. The importance of Mathematics cuts across all aspects of human endeavour, starting from indirect use at home to actual applications to solve scientific and technological problems. Interestingly, applicants seeking the best employment opportunity would need a good knowledge of mathematics (Adewale and Amoo, 2004). It serves as a precision and indispensable tool used by engineers and scientists in their search for a clear understanding of the physical world. It is also used by many professionals (Nasir, 2001). It is mostly considered as a tool in that it contains the skills for solving problems, organising, simplifying and interpreting data, and performing calculations that are necessary in fields such as science, business and industry. Mathematics is seen as the key to a productive and fulfilling live (Adedayo, 2007). It is regarded as a key to performing many diversified functions in life. It is the key to positive cognitive development, successful daily living, scientific development, modernisation, successful career, productive 2 employment, good citizenship and good living. The application of Mathematics to everyday living cannot be exhausted, from counting possessions to measuring property boundaries, predicting the seasons, computing taxes and profits, navigating ships and exploration, building houses and bridges, drawing maps, developing weapons and planning warfare (Kolawole and Olutayo, 2005). Therefore, it could be summarised that Mathematics is an undisputed agent of a nation‘s development. Moreover, the importance of Mathematics is not limited to science and technology only. Even in arts and social sciences, the contribution of Mathematics is recognized. According to Ekaguere (2009), it is clear that economics, if it is to be a science at all must be a mathematical science‘. Also, the relationship between arts and Mathematics has been emphasised and recognized by the National Council of Teachers of Mathematics (Ilori, 2003). The council states that in arts, such Mathematics concepts of symmetry, sequence and proportion provides a convenient construct. It is on the basis of this that The National Policy of Education (FME, 2004) places Mathematics as one of the core and compulsory subjects in the curricula of primary up to senior secondary schools. The importance accorded Mathematics in these curricula reflects accurately the recognition of the vital role it plays in contemporary society.
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