Thesis Abstract

Abstract
The causes and effects of mass failure in mathematics in the Junior Secondary School Certificate Examination (JSSCE) have been a significant concern in educational research. This study focuses on investigating the factors contributing to the high rate of failure in mathematics among junior secondary school students in Igbo Etiti Local Government Area of Enugu State, Nigeria. The research employs a case study approach to delve into the specific circumstances surrounding this issue in the selected region. Data collection methods include surveys, interviews, and document analysis to gather comprehensive information on the causes and consequences of mass failure in mathematics. The study examines various factors such as teacher quality, teaching methods, curriculum relevance, student engagement, and parental involvement to identify the root causes of poor performance in mathematics exams. Additionally, the research explores the impact of mass failure on students' academic progress, self-esteem, and future educational opportunities. Preliminary findings suggest that inadequate teacher training, lack of resources, and ineffective teaching strategies are primary contributors to the high failure rates in mathematics among junior secondary school students. Furthermore, the study reveals that students' negative attitudes towards mathematics, low self-confidence, and limited parental support also play significant roles in their academic performance in the subject. The implications of mass failure in mathematics extend beyond the examination results, affecting students' overall academic development and future prospects. Low performance in mathematics can lead to decreased confidence, disinterest in learning, and limited career opportunities for students. Addressing the root causes of mass failure in mathematics is crucial for improving the quality of education and promoting students' academic success in Igbo Etiti Local Government Area and similar regions. This research provides valuable insights into the complex factors influencing the high rate of failure in mathematics among junior secondary school students. By identifying the causes and effects of mass failure, educators, policymakers, and other stakeholders can develop targeted interventions to enhance teaching practices, engage students effectively, and create a supportive learning environment conducive to academic success in mathematics and other subjects.

Thesis Overview

For Nigeria to realize her dream in the development of Junior Secondary School, the citizens of the country must show outstanding performance in all secondary school subjects. In recent years, student academic achievement in junior secondary school certificate examination mathematics. The word “Mathematics” is a Greek word, meaning things that are learned. Majasa (1995) further defined it as the science of counting, measuring and describing of the shape of objects. It deals with logical reasoning and quantitative calculations. Mathematics as a school subject is recognized as the foundation of science and technology without which a nation will never become prosperous and economically independent. This underscores the importance of mathematical competence of all the learners al all level of education and a reason for making mathematics compulsory and one of the leading core subject in the secondary schools curriculum. This importance accorded the recognition of the vital role it plays in contemporary society. Despite the effort put in by government, and various stakeholders of education, mathematics still remained one of the most difficult subject in schools. There is a general impression that mathematics is difficult by its very nature, and because of this impression, there is poor performance among junior secondary school students who are the focus of this study. This poor performance in mathematics has been attributed to two broad factors which include: Hereditary and environmental factors which can be subdivided into students, home, teachers, and school factors. Ola (1998). However, students reason that mathematics is highly structured and is so abstract and required special intellectual attitude. Thus; students see the subject as something esoteric. Emenalo (1986) in Nwogu (1990) articulated the fact thtae inherent notion held by many Africans that mathematics is a very difficult subject which is capable of making one “mad” is at the centre of the phobia which students exhibits for mathematics and which had claimed many causalities over the years, Nworgu (1990:123), therefore passes the question “how them would any person in fairness expect our poor and innocent children to be as courageous as to face something which is capable of making even an adult mad? The students would prefer to so something else no matter how difficult rather than to attend mathematics classes. Most parents do not play a crucial role in preparing their children for school. The child is expected to see the world from the perspective of these archaic values and the goodness of otherwise of his behaviour is judged as such. Opposition from the child arises from what appears to him obsolete and defense of traditionalism by the parents. For example, Whaler (1997) argues that consistent and appropriate parental reactions to the full range of a child’s response repertoire will establish a family context conducive to positive reinforcement of child compliance. In contrast, inconsistent parental reactions appear to create a chaotic family context conducive to the negative reinforcement of child opposition. He argues that based on these two forms of contexts, the parent and children seen to generate distinctive personal rules which outline the functions arrangements of contexts, behaviour and reinforcement. Parents on their part hardly requires their children to explain the problem or joy found in their mathematics classes. And this count as one of the causes of poor performance of students in mathematics. Teachers of junior mathematics are hard to come-by because of the site of some schools especially the schools in Igbo-Etiti local Government Area of Enugu State. The few available teachers have not been given opportunities to up-date the skill and knowledge available in-service training. Teachers have an important part to play in learning mathematics by students. According to Nicol (1997) “A teacher can only be seen to be effective, if the students can learn with greater ease and perform well his help than without his help. Teacher’s attitude can hinder learning especially when one does not present oneself as a high intellectual and formidable person. “A quack doctor is capable to handle an individual as a time but a bad teacher can ruin not only the individual but also a nation. Nigeria is faced with the problem of competent teachers in mathematics which is the major causes of this mass failure of student in mathematics. The school administrator also has a direct role to play as if relates to discipline of both the student and the teacher supervision of teaching and learning and preparation of students well enough for examination. According to Ekemia (2006:38) “An effective mental health for principal includes emotional, stability, maturity of character and a large capacity of frustration tolerance with the strength to withstand the strain the strain and stress inherent in running today’s Nigeria secondary school without undue fiscal or psychological disequilibria”. Many principals are faced with managerial difficulties especially those who lack human relationship cannot execute effective administrative duties in the schools. For example, a school that lacks discipline hardly achieves the aim and objective of the educational system.