Abstract
<p style="text-align:justify">In Nigeria, most teachers among other things lack the necessary teaching skills, and mastery of subject matter for effective teaching of mathematics at the secondary school level. These deficiencies have often resulted in high and repeated failure rates in national and standard mathematics examinations. The present study investigated the ability of mathematics teachers to construct practical and realistic word problems in bearing and distance toward mitigating the deficiencies. The research methods adopted were exploratory and descriptive surveys due to the need to explore and analyze the abilities using quantitative techniques. Sample consisted of 292 (35.48%) mathematics teachers who took part in the in-service training workshop organized by the Mathematical Association of Nigeria (MAN) in Plateau state, Nigeria. Purposive sampling technique was used to select the sample that involved the workshop participants only. The instrument ‘construction of practical and realistic word problems in bearing and distance test (CPRWPBDT)’ was used for data collection while the analysis was carried out using simple percentages, mean scores and one-way ANOVA. The findings of the study among other things revealed that the mathematics teacher participants constructed practical and realistic word problems in bearing and distance within 91.67% completion rate, 70.45% of the problems constructed were within the context, at least 75% rate of correctness with little difficulties/errors was observed in sketching (65.90%), and reality (40.90%). The variations observed within the participants in the construction of the problems were statistically not significant. Thus it was recommended among other things that mathematics teachers should undergo regular in-service workshop training to help in developing essential skills themselves for constructing practical/realistic word problems in bearing and distance; and should avoid unnecessary errors for meaningful teaching and learning of bearing and distance.</p>
Highlights
The present study investigated the ability of mathematics teachers to construct practical and realistic word problems in bearing and distance toward mitigating the deficiencies
A number of researches have revealed that the performance of students in the senior school certificate examination (SSCE) in mathematics in Nigeria is below the expected standard as a result of lack of sufficient qualified teachers to handle the subject well, the use of ineffective instructional strategies, and the presentation of poorly prepared candidates for national standard examinations in mathematics and so on (Bot, 2011; Cai et al, 2009; Eniayeju, 2010; Federal Ministry of Education [FME], 2006; Sunardi & Pambudi, 2018; Uloko & Imoko, 2007; West African Examinations Council [WAEC], 2013, 2014, 2015, 2016, 2017)
36 BOT / Bearing/Distance Problems and Mathematics Teachers’ Construction Efficacy standard mathematics examination questions; and the complexities involved in mathematics instruction as a whole, it becomes highly probable that if mathematics teachers keep abreast of new teaching methods, strategies and techniques through periodic professional in-service training and personal development on handling some selected difficult concepts from the curriculum, it will help to promote effective teaching of mathematics, and enhance the training and preparation of students for external standard mathematics examinations in the senior secondary school in Nigeria
Summary
A number of researches have revealed that the performance of students in the senior school certificate examination (SSCE) in mathematics in Nigeria is below the expected standard as a result of lack of sufficient qualified teachers to handle the subject well, the use of ineffective instructional strategies, and the presentation of poorly prepared candidates for national standard examinations in mathematics and so on (Bot, 2011; Cai et al, 2009; Eniayeju, 2010; Federal Ministry of Education [FME], 2006; Sunardi & Pambudi, 2018; Uloko & Imoko, 2007; West African Examinations Council [WAEC], 2013, 2014, 2015, 2016, 2017). Suggestions have been offered toward mitigating the problem including the use of a variety of mathematical games and puzzles; the use of novel, interesting methods and strategies; regular revision of past examination questions; and solving of practical/realistic word problems (Binda, 2005; Bot, 2013; Bot & Dareng, 2013; Bot & Timku, 2014; National Mathematical Centre [NMC], 2009; WAEC, 2013, 2014, 2015, 2016, 2017) In spite of these suggested measures, the problem still persists thereby raising concern for stakeholders (Arigbabu et al, 2012; Bot, 2013; FME, 2006; Sunardi & Pambudi, 2018). These include the fact that it helps the teachers to update their knowledge and teaching skills; to cultivate and increase their critical thinking and reasoning; to increase their effectiveness in classroom instructional delivery; it provides the mechanism for teachers to be able to face new educational challenges and changes in the dynamic society; it enhances their self-confidence, attitude, interest, beliefs, motivation and professional practice, and it provides a better means of training teachers to be able to select and effectively utilize various instructional materials for teaching and learning including new technologies to mention a few (Borg, 2011; Boyd et al, 2008; Clotfelter et al, 2007; Izci & Goktas, 2017; Nyamwange et al, 2017; Omar, 2014; Sari, 2007)
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