Assessment of Primary School Teachers‟ Mastery Number Base System in the Universal Basic Education (UBE) Mathematics Curriculum

Abstract

The study examined primary school teachers’ mastery of number base system in Universal Basic Education (UBE) mathematics curriculum in Delta Central Senatorial District. The purpose of the study was to determine the extent to which primary school teachers have mastery of number base system in the studied area. Four research questions were raised alongside four null hypotheses which were tested at 0.05 level of significance to guide the study. The research design used was descriptive research design. The population of the study consist of 4969 teachers in public primary schools with a sample size of 357 teachers. The research instrument was mathematics question used to determine the extent to which primary school teachers have the mastery of the concept (number base system). The validity of the instrument was established with the use of table of specification. The reliability was established using test-retest method for establishing the stability of the question which yields an alpha reliability coefficient of 0.85. The hypotheses were tested by using independent t-test statistics at 0.05 level of significance. The study revealed that male, urban, experienced and university qualification of primary school teachers have a slight difference in their mean when compared to female, rural, less experienced and NCE qualifications of primary school teachers’ mastery of number base system in Universal Basic Education Mathematics Curriculum. The researcher recommended that: Teachers training institutions in the country should give adequate training to both male and female primary school teachers’ mastery of number base systems in mathematics, Primary school teachers in the federation should be guided by the curriculum planners on how to implement the new mathematics curriculum.