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首页> 外文期刊>Mathematical Theory and Modeling >EFFECT OF FURTHER MATHEMATICS CURRICULUM ON STUDENTS’ PERFORMANCE IN SCIENCE-BASED SUBJECTS IN SENIOR SECONDARY CERTIFICATE EXAMINATION IN IKERE LOCAL GOVERNMENT, EKITI, NIGERIA
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EFFECT OF FURTHER MATHEMATICS CURRICULUM ON STUDENTS’ PERFORMANCE IN SCIENCE-BASED SUBJECTS IN SENIOR SECONDARY CERTIFICATE EXAMINATION IN IKERE LOCAL GOVERNMENT, EKITI, NIGERIA

机译：进一步的数学课程对尼日利亚IKEE地方政府高级中学证书考试中科学类科目的学生表现的影响

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This study examined the effect of further mathematics curriculum on students’ performance in science-based subjects in senior secondary certificate examination in Ikere Local Government. The study adopted ex-post-facto research design which involves collection of information from records of f our selected secondary school in the study area using s tratified random sampling technique. An Inventory was used for data collection and analyzed using descriptive statistics (mean and standard deviation)and inferential statistics (t-test and correlation) at 0.05 level of significance .The result showed that there was significant difference between further mathematics and non-further mathematics students’ achievement in Mathematics, Biology, Chemistry and Physics, there was also a significant difference between further mathematics and non-further mathematics students’ overall achievement in Mathematics, Biology, Chemistry and Physics and there was positive and significant relationship between each of the subjects (Mathematics, Biology, Chemistry and Physics) and other science subjects. The authors recommend that Mathematics teachers should be encouraged to teach further mathematics in the school in order to develop students’ scientific skills right from secondary schools, Further Mathematics, if possible, should be made compulsory for both science and commercial students in secondary schools as majority of them will still take up a related course in further mathematics when they get to tertiary institution, government should provide enable facilities and environment that can assist teachers to teach further mathematics with ease. Facilities such as relevant textbooks, instructional materials and so on and science teachers should incorporate the knowledge of further mathematics in their teaching to compliment students’ knowledge. The School authorities should invite or employ specialist for the teaching of Further Mathematics where they are not available. Key words: Further mathematics, curriculum, Pearson product-moment correlation, ex-post-facto research design
机译：这项研究在宜家地方政府的高中证书考试中考察了进一步的数学课程对学生在科学类课程中的表现的影响。该研究采用事后调查研究设计，该研究设计采用分层随机抽样技术，从研究区域内所选中学的记录中收集信息。使用清单进行数据收集并使用描述性统计量（均值和标准差）和推断统计量（t检验和相关性）进行分析，显着性水平为0.05。结果表明，进一步的数学和非进一步的数学之间存在显着差异学生在数学，生物，化学和物理方面的成绩，进阶数学和非数学专业学生在数学，生物，化学和物理方面的整体成绩之间也存在显着差异，并且各科目之间存在正向和显着的关系（数学，生物，化学和物理）和其他科学学科。作者建议，应鼓励数学老师在学校里教授进一步的数学，以发展中学的学生的科学技能。如果可能，中学的理科和商科学生都应强制性地选修进一步的数学。他们中的一人到大专院校仍会修读进一步的数学课程，政府应提供有利的设施和环境，以协助教师轻松地教授进一步的数学。相关教科书，教学材料等设施以及理科教师应在其教学中融入更多数学知识，以补充学生的知识。如果学校不提供进一步的数学教学，学校当局应邀请或聘请专家。关键词：进一步的数学，课程，皮尔逊积矩相关，事后研究设计

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