Project – Comparative analysis of teaching methods and their impacts on students’ academic performance in mathematics

CHAPTER ONE

INTRODUCTION

• Background to the Study

The teaching methods employed in junior secondary schools significantly affect students’ academic performance in mathematics. In Nigeria, mathematics has been recognized as a critical subject that underpins many academic and professional disciplines. Various studies have explored the impact of teaching strategies on students’ academic performance, particularly in mathematics, with a focus on the pedagogical approaches used in schools within different geographical contexts. In the case of Ikotun, Alimosho Local Government Area in Lagos State, research suggests that a combination of traditional and modern teaching methods could yield improvements in students’ understanding of mathematical concepts. According to Adedoyin and Oyedepo (2020), teaching methods that are more interactive, such as problem-solving approaches, enhance students’ engagement and performance compared to teacher-centered methods.

The traditional approach to teaching mathematics, often referred to as the “chalk and talk” method, has been widely used in many Nigerian classrooms. This method involves direct instruction from the teacher, with little student involvement in the learning process. While it remains a staple in many schools, evidence shows that it tends to limit student participation and critical thinking skills, both of which are essential for mastering mathematics. In contrast, active learning strategies, such as collaborative group work, project-based learning, and hands-on activities, are believed to promote higher engagement and retention of mathematical knowledge. A study by Olaniyan (2018) found that students exposed to such interactive methods showed significant improvement in their mathematics test scores, indicating a clear advantage over more traditional teaching methods.

Furthermore, the integration of technology into mathematics instruction has become a focal point in recent educational reforms. The use of digital tools such as graphing calculators, online simulations, and mathematics software has shown promising results in enhancing students’ problem-solving skills and conceptual understanding. In their study, Nwosu and Opara (2019) examined the impact of computer-assisted instruction on mathematics performance in Nigerian schools and found that students who used technology-based methods outperformed their peers who received traditional teaching. This suggests that when used appropriately, technology can complement traditional methods and provide a more dynamic and engaging learning environment.

However, it is essential to recognize that the impact of teaching methods also depends on several contextual factors, such as the teacher’s qualifications, the availability of teaching resources, and the socio-economic background of the students. In Ikotun, where there may be limited access to resources and infrastructure, teachers often rely on the conventional methods due to a lack of technological support. A study by Eniola and Adeola (2017) noted that schools in less privileged areas tend to experience higher student dropout rates and lower academic performance, largely due to inadequate teaching materials and poor teacher training. These factors can hinder the effectiveness of even the most innovative teaching methods.

Teacher-student interaction is another crucial aspect of teaching methods that directly influences academic performance. The quality of the teacher’s engagement with students can foster a supportive learning environment that encourages students to ask questions, express their difficulties, and collaborate with peers. According to Olatunji (2020), students who feel supported by their teachers are more likely to develop a positive attitude towards mathematics, which in turn leads to improved academic outcomes. In the context of Ikotun, where the teacher-student ratio may be high, the need for personalized attention becomes even more critical, suggesting that differentiated teaching strategies might be effective in catering to diverse student needs.

In conclusion, the comparative analysis of teaching methods and their impact on students’ academic performance in mathematics indicates that interactive, student-centered approaches, coupled with technology integration, generally outperform traditional methods. However, the success of these methods is contingent upon several factors, including teacher competence, resource availability, and the specific learning environment. For schools in Ikotun, a blended approach that combines both modern and traditional methods, while addressing local challenges, could provide the best outcomes for enhancing students’ mathematical abilities. Future research should focus on identifying the most effective combinations of teaching methods and exploring how to best implement these strategies in resource-limited settings.

• Statement of the Problem

Mathematics is a fundamental subject in the junior secondary school curriculum in Nigeria, yet students in many parts of the country, including Ikotun, Alimosho Local Government Area, Lagos State, continue to struggle with poor academic performance in the subject. Despite its importance in shaping the intellectual and professional future of students, the academic performance of junior secondary school students in mathematics remains consistently low, raising concerns about the effectiveness of the current teaching methods. In particular, there is a growing perception that the traditional teaching methods employed in many schools do not fully meet the learning needs of students, thus hindering their ability to grasp core mathematical concepts and develop problem-solving skills.

The teaching methods traditionally used in schools, such as lecture-based or teacher-centered approaches, have often been criticized for limiting student engagement and interaction. These methods primarily focus on rote learning, where students are expected to memorize and recall mathematical formulas without fully understanding the underlying principles. This approach fails to encourage critical thinking or problem-solving skills, which are essential for mastering mathematics. As a result, many students struggle to apply mathematical knowledge to real-life situations or more advanced problems. The continued use of such methods may contribute significantly to the low performance levels observed in mathematics at the junior secondary school level, particularly in schools located in resource-constrained areas like Ikotun.

Moreover, there is increasing recognition of the potential benefits of incorporating more interactive, student-centered teaching strategies into mathematics instruction. Methods such as problem-based learning, group discussions, and the use of technology in the classroom have been shown to improve student engagement and foster a deeper understanding of mathematical concepts. However, despite the growing body of evidence supporting these approaches, many teachers in the Ikotun area continue to rely on traditional methods due to limited access to resources, inadequate teacher training, and lack of infrastructural support. This gap between research-based best practices and actual classroom instruction raises significant concerns about how to improve mathematics teaching in these schools.

In addition to the challenges associated with teaching methods, the socio-economic context of the Ikotun area further complicates the issue. Many students in the region face multiple challenges, including overcrowded classrooms, insufficient learning materials, and limited access to technology. These factors not only hinder the effective implementation of modern teaching methods but also contribute to the overall decline in student performance. The lack of sufficient resources and infrastructure in schools often means that teachers are unable to fully utilize more innovative teaching strategies, and students are deprived of the educational tools they need to succeed in mathematics.

The gap in educational outcomes between students in well-resourced schools and those in less privileged areas is a pressing issue that needs to be addressed. In particular, the disparity in academic performance in mathematics in Ikotun reflects broader systemic issues in the Nigerian education system, such as uneven distribution of resources, inadequate teacher professional development, and lack of governmental investment in schools. As a result, students in these areas are at a disadvantage, not only academically but also in terms of future opportunities that require strong mathematical skills. The failure to address these challenges may perpetuate cycles of educational inequality and limit the ability of students to fully realize their potential.

Therefore, this study seeks to investigate the comparative effectiveness of different teaching methods used in junior secondary schools in Ikotun, Lagos State, and how these methods impact students’ academic performance in mathematics. Specifically, the research aims to explore how traditional and modern teaching approaches affect student engagement, understanding, and performance in mathematics. By examining the relationship between teaching methods and academic outcomes in the local context, the study will provide valuable insights into how to improve mathematics education in this area and contribute to the broader discussion on educational reform in Nigeria.

1.3. Aim and Objectives of the Study

The aim of the study is to examine Comparative analysis of teaching methods and their impacts on students’ academic performance in mathematics in selected junior Secondary Schools in Ikotun, Alimosho Local Government Area, Lagos State. The specific objectives are:

1. To identify the different teaching methods used in mathematics education in the selected junior Secondary Schools.
2. To assess the academic performance of students in mathematics under different teaching methods.
3. To analyze the impact of teaching methods on students’ understanding and retention of mathematical concepts.
4. To evaluate the effectiveness of each teaching method in improving students’ academic performance in mathematics.

1.4. Research Question

The research questions are buttressed below:

1. What are the different teaching methods used in mathematics education in the selected junior Secondary Schools?
2. How does the academic performance of students in mathematics vary under different teaching methods?
3. What is the impact of teaching methods on students’ understanding and retention of mathematical concepts?
4. How effective is each teaching method in improving students’ academic performance in mathematics?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Teaching method will not improve students’ academic performance in mathematics.

H1: Teaching method will improve students’ academic performance in mathematics.

1.6. Significance of the Study

The significance of this study lies in its potential to provide valuable insights into the effectiveness of various teaching methods on students’ academic performance in mathematics, specifically in junior secondary schools within Ikotun, Alimosho Local Government Area, Lagos State. By conducting a comparative analysis of teaching methods, this study will help educators, policymakers, and stakeholders better understand which instructional strategies yield the best academic outcomes in mathematics. Given the widespread concern about the low performance of students in mathematics, the findings of this research could directly inform the development of more effective teaching practices that align with the unique needs of students in this region.

A major contribution of this study is its focus on identifying teaching methods that can improve students’ engagement and comprehension of mathematical concepts. Research indicates that interactive, student-centered methods such as problem-based learning, collaborative group work, and the integration of technology tend to enhance students’ understanding and retention of complex mathematical ideas. By exploring the impact of these methods on student performance in Ikotun, this study could encourage the adoption of such strategies across the region, potentially raising the academic achievement of students in mathematics and preparing them for higher education and professional careers that require strong quantitative skills.

Additionally, this study holds significant implications for the professional development of mathematics teachers in Ikotun and similar regions. Many teachers in these areas may still rely on traditional methods due to a lack of training in modern pedagogical approaches or limited access to professional development opportunities. The findings of this research could serve as a basis for targeted teacher training programs aimed at equipping educators with the necessary skills to implement more effective, research-backed teaching methods. As teachers improve their instructional strategies, students are more likely to benefit from enhanced learning experiences, which will directly translate into improved academic performance in mathematics.

From a policy perspective, the study can provide crucial evidence to guide educational reforms in Lagos State and other regions with similar socio-economic and infrastructural challenges. Policymakers can use the findings to advocate for changes in the curriculum, teacher training initiatives, and resource allocation in schools. If the study demonstrates the success of interactive or technology-based teaching methods in improving student outcomes, it could push for increased investment in educational technologies, the provision of teaching aids, and the establishment of more interactive learning environments. This could be particularly impactful in resource-constrained areas like Ikotun, where many schools struggle with overcrowded classrooms and a lack of basic educational resources.

The study will also contribute to the broader academic literature on teaching methods and their impact on student performance, particularly in mathematics education. While there is a growing body of research on educational strategies in Nigerian schools, studies that focus specifically on the comparative effectiveness of different teaching methods in urban schools with limited resources remain sparse. This research will fill a gap in the literature, offering insights that can be generalized to other similar contexts within Nigeria and across other developing countries facing similar challenges in education. The findings will be useful for educators and researchers interested in exploring the intersection of teaching methods, technology integration, and student performance.

Finally, the outcomes of this study are of social significance, as they directly impact the future of the students in Ikotun. Mathematics is a cornerstone subject that supports students’ academic development and their prospects in the job market. Improving students’ performance in mathematics could have long-term social benefits, including enhanced employability, better career opportunities, and an overall improvement in the socio-economic conditions of the community. By providing evidence-based recommendations for improving mathematics teaching, this study has the potential to contribute to the overall educational development of Ikotun, helping students unlock their potential and create pathways to greater success in life.

1.7. Scope of the Study

The study examines the comparative analysis of teaching methods and their impacts on students’ academic performance in mathematics in selected junior Secondary Schools in Ikotun, Alimosho Local Government Area, Lagos State.

1.8. Operational Definition of Terms

  Comparative Analysis: Comparative analysis is a research method used to identify the similarities, differences, and relative merits of two or more subjects, concepts, or phenomena. In the context of education, it refers to systematically comparing different variables, such as teaching methods, to determine their effectiveness. By analyzing multiple teaching approaches, a comparative analysis helps researchers understand which methods work best in achieving particular outcomes—in this case, improving students’ academic performance in mathematics.

  Teaching Methods: Teaching methods refer to the strategies, techniques, and approaches used by educators to facilitate learning. These methods can range from traditional teacher-centered approaches, such as lectures and direct instruction, to more modern, student-centered approaches, such as project-based learning, collaborative learning, and the use of technology. Teaching methods can significantly influence how effectively students understand and engage with the content being taught. In mathematics education, the choice of teaching method can impact students’ ability to grasp mathematical concepts, solve problems, and apply knowledge in real-world situations.

  Impacts: The term “impacts” refers to the effects or outcomes that result from a particular action, intervention, or change. In this context, the impacts refer to how different teaching methods influence students’ academic performance, engagement, and overall learning experience. These impacts can be both positive (e.g., improvement in test scores, deeper understanding of mathematical concepts) and negative (e.g., lack of student engagement, confusion in learning). Understanding the impacts of various teaching methods helps educators refine their approaches to enhance student learning.

  Students: Students are individuals who are actively involved in the process of learning. In the context of this study, students refer to junior secondary school learners in Ikotun, Alimosho Local Government Area, Lagos State, who are enrolled in mathematics courses. These students may come from diverse backgrounds and have different learning needs, abilities, and levels of motivation. Their performance in mathematics, as influenced by the teaching methods used, is a key focus of this research.

  Academic Performance: Academic performance refers to the measurable outcomes of a student’s learning and progress in educational settings. It is commonly assessed through tests, assignments, grades, and overall achievements in various subjects. In this study, academic performance specifically refers to students’ achievement in mathematics, which could include their scores on exams, ability to solve mathematical problems, conceptual understanding, and their overall success in completing mathematical tasks. Academic performance is often seen as a reflection of both teaching effectiveness and student learning abilities.

  Mathematics: Mathematics is the field of study that involves numbers, quantities, shapes, and patterns. It encompasses topics such as arithmetic, algebra, geometry, statistics, and calculus, and is essential for developing problem-solving and analytical skills. In secondary schools, mathematics is a core subject that plays a critical role in students’ cognitive development, helping them develop logical reasoning, critical thinking, and quantitative literacy. The study focuses on how different teaching methods influence students’ ability to understand and excel in mathematical concepts and problem-solving tasks.

Project – Comparative analysis of teaching methods and their impacts on students’ academic performance in mathematics