TABLE OF CONTENTS
Title Page
Title Page - - - - - - - - - i
Declaration - - - - - - - - - ii
Certification - - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgement - - - - - - - - v
Table of Contents - - - - - - - - vii
List of Tables - - - - - - - - - x
List of Appendices - - - - - - - - xii
Abstract - - - - - - - - - xiii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study - - - - - - 1
1.2 Statement of the Problem - - - - - - 7
1.3 Purpose of the Study - - - - - - - 8
1.4 Research Questions - - - - - - - 9
1.5 Research Hypothesis - - - - - - - 10
1.6 Significant of the Study - - - - - - - 11
1.7 Delimitation of the Study - - - - - - - 13
1.8 Definition of Terms - - - - - - - 13
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework - - - - - - - 15
2.1.1 Gregory’s Theory of Perception - - - - - 15
2.1.2 Social Learning Theory of Albert Bandura - - - 15
2.2 Conceptual Framework - - - - - - - 18
2.2.1 Overview of Junior Secondary Education - - - - 18
2.2.2 Overview of Mathematics Curriculum - - - - 21
2.2.3 Teachers and Students’ Perception of Mathematics Curriculum - 25
2.3 Empirical Study Reviews - - - - - - - 28
2.4 Summary of Literature Review - - - - - - 33
CHAPTER THREE: RESEARCH METHOD
3.1 Research Design - - - - - - - - 36
3.2 Area of study - - - - - - - - 36
3.3 Population of the study - - - - - - - 37
3.4 Sample and Sampling Technique - - - - - - 37
3.5 Instrumentation - - - - - - - - 38
3.6 Validation of the Instrument(s) - - - - - - 38
3.7 Reliability of the Instrument(s) - - - - - - 39
3.8 Scoring - - - - - - - - 39
3.9 Research Procedure - - - - - - - 40
3.10 Method of Data Analysis - - - - - - 40
CHAPTER FOUR: RESULTS AND DISCUSSION
4.1 Results - - - - - - - - - 42
4.2 Discussion of the result - - - - - - 59
4.3 Summary of Findings - - - - - - - 66
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary of the Study - - - - - - 67
5.2 Conclusion - - - - - - - - 69
5.3 Implications of the findings - - - - - - 70
5.4 Recommendation - - - - - - - 71
5.5 Suggestion for further study - - - - - - 72
REFERENCES - - - - - - - - 73
APPENDICES - - - - - - - - 78
LIST OF TABLES
Table 4.1.1: Mean Ratings and Standard Deviations of Respondents on
Teachers’ Perceived Area of Difficulties in Mathematics
Curriculum for JSS II - - - - - - 43
Table 4.1.2: Mean Ratings and Standard Deviations of Respondents on
Students’ Perceived Area of Difficulties in Mathematics
Curriculum for JSS II - - - - - - 44
Table 4.1.3: Mean Ratings and Standard Deviations of Respondents on the
Influence of Gender on The Teachers Perceived Areas of Difficulties
in The Mathematics Curriculum - - - - - 45
Table 4.1.4: Mean Ratings and Standard Deviations of Respondents on the
Influence of Qualification on The Teachers Perceived Areas of
Difficulties in The Mathematics Curriculum - - - 46
Table 4.1.5: Means Ratings and Standard Deviations of Respondents on the
Reason Why Teachers Perceived the Topic in the Junior
Secondary II Mathematics Curriculum as Difficult - - 47
Table 4.1 6: Mean Ratings and Standard Deviations of Respondents on the
Reason Why Students Perceived the Topic in the Junior
Secondary II Mathematics Curriculum as Difficult - - 48
Table 4.1.7: Mean Ratings and Standard Deviations of Respondents on
ways These Perceived Difficulties Topics in the Mathematics
Curriculum can be made Easier for Teachers - - - 50
Table 4.1.8: Mean Ratings and Standard Deviations of Respondents on
ways These Perceived Difficulties Topics in the Mathematics
Curriculum can be Made Easier for Students - - - 52
Table 4.1.9: T-Test Analysis of the Significant Difference in the Mean
Perception of Teachers and Students on the Areas of
Difficulties in Junior Secondary School II Mathematics Curriculum- 53
