The Role of Mathematics Knowledge in Advancing Learning of Science in Public Junior Secondary Schools in Rivers States

Abstract

The study investigated the roles of Mathematic knowledge in advancing learning of science in public junior secondary schools in River State. It identified mathematics knowledge and other factors required for advancing learning of science teaching and learning in public secondary schools. A descriptive survey method involving a population of 635 (585 students and 50 teachers) was adopted for the study. The study was guided by four research questions and one hypothesis. Mean was used to answer the research questions while t- test was used to test the hypothesis at 0.05 level of significance. The instrument Advancing Science through Mathematics Knowledge Questionnaire (ASMKQ) consisting of 20 items was validated by two experts in Integrated Science for content and face validity. The reliability coefficient of the instrument was 0.89 obtained using test- retest method and Pearson Product Moments correlation coefficient (r). The main findings of the study are that, the effectiveness of student mathematics knowledge is required for their advancement of science learning, teachers mathematics knowledge influences the advancement of science teaching at the junior secondary school level and there are challenges to the advancement of science such as inadequate infrastructures (laboratories for experimentation), poor attitude to learning of science and mathematics, teachers lack of empathy. Also, the influence of the male and female teachers’ mathematics knowledge for the advancement of science teaching at the junior secondary school does not differ significantly. Based on these findings, it was recommended that students should improve in their mathematics knowledge and interest in science learning while the teachers’ mathematics knowledge and integration skills be improved if remarkable advances will be made in science teaching.