ABSTRACT
The purpose of this study was to assess teachers’ creativity in teaching mathematics in secondary schools in Keffi LGA of Nasarawa State. One hundred SS2 students and ten mathematics teachers were selected from five senior secondary schools in Keffi LGA through stratified random sampling technique. The descriptive survey design was used. Two instruments developed by the researcher were used to collect the data. The Pearson’s product moment correlation statistic was used to test reliability of the instruments to obtain the reliability coefficient of r = 0.87 for teacher’s questionnaire and r = 0.74 for student’s questionnaire. Three hypothesis were formulated and tested using t-test at 0.05 level of significance. The results revealed that there is no significant difference in the mean responses between male and female teachers’ use of creativity in teaching mathematics. Also there is no significant difference between the mean responses of teachers’ use of creativity in teaching mathematics on the basis of experience. There is significant difference between the mean responses of professional and non-professional teachers on use of creativity in teaching mathematics. The findings of the study revealed that, teachers used creativity assessment scale of originality, flexibility, fluency and motivation in teaching mathematics to foster creativity, but they rarely used fluency and no proper used of motivation component of creativity since; Mathematics teachers do not organize practical lessons for students in mathematics to enhance their performance, Mathematics teachers do not use audio-visual and computer-assisted instruction in teaching mathematics in their schools. Based on the findings it was recommended that Mathematics teachers should endeavour to relate mathematics concepts to real life situations by proper utilization of fluency and motivation.
CHAPTER ONE
INTRODUCTION
1.1 The Background of the Study
The knowledge of science and technology is rooted in mathematics, which is achieved through creative teaching of mathematics. Mathematics is the foundation of all sciences, technology and modern development, and for any nation to survive and develop, that nation has to improve its technology which could only be achieved through the effective teaching and learning of mathematics (Azuka in Gimba and Agwagah, 2012). Nigeria, like most other African countries repose implicit confidence in the power of science and technology to salvage her from the ravages of poverty, ignorance and diseases, the three indices of under development (Gimba and Agwagah, 2012). The influence of mathematics on science and technology as well as other fields of human endeavour today cannot be under estimated.
Therefore, mathematics is an important subject that is needed at any level of education. Consequently, the National Policy on Education (FRN, 2004) prescribed mathematics as a core-subject in both primary and secondary schools and equally made it compulsory for students. According to Setidisho in Yusuf (2003) no other subject forms such a strong binding force among the various branches of sciences as mathematics. Without it, knowledge often remains superficial. Obi in Yusuf (2003) suggested that, because mathematics underlies the whole build-up and fabrics of modern science and technology, there should be a desire to break away from the teaching techniques and concentrate on developing students abilities to see the subject in the real life situation and to use their knowledge to solve the problems arising from it. To achieve this goal, the teacher must be creative. Teaching creatively means teaching with variations and innovations. A creative lesson in mathematics is interesting, unconventional, productive and motivating. There are variation in teaching techniques, instructional materials, instructional activities and assessment. Creative mathematics teaching allows flexibility in adopting various pedagogical approaches that are suitable for students level of understanding and that are appropriate for the nature of the content (Eid, 2000).
Nevertheless, the advances in technology have made it possible for equipment and materials to be produced to make teaching and learning clearer, more appealing and interesting, enabling the learners to assimilate knowledge and skills faster. Thus, the provision and the use of instructional materials and equipment in the classroom call for the establishment of mathematics laboratories in secondary schools to enhance teachers creativity in mathematics. An undergraduate research conducted by Ityavzua (2008), on the establishment of mathematics laboratories and the implication for the teaching and learning of mathematics, revealed that lack of mathematics laboratories in secondary schools for practical and creative lessons in mathematics was one of the major problems affecting effective teaching and learning of mathematics. The problems result to poor performance of the students in mathematics examinations in the secondary schools as evidenced by WAEC key statistics about the year 2010 in comparison with that of 2011 and 2012, by chief Inspector, Area Inspectorate Office, Keffi, that candidates who obtained credit in mathematics and required admission into tertiary institutions in the respective years were 22.5% in 2010, 23.1% in 2011 and 21.8% in 2012 and NECO analysis from 2010-2012 shows 22.7% in 2010, 28.4% in 2011 and 20.6% in 2012.
Tahir (2003) noted poor teaching process exhibited by inexperience teachers as among the many problems affecting students performance in secondary schools in Nigeria. Adeyemi (2007) revealed that teachers’ teaching experience was significant with learning outcomes as measured by their performance in SSCE. Meyer and Koehler in Iwendi and Oyedum (2012) revealed that it is reasonable to believe that lesser confidence or anxiety on the part of females is an important variable which helps to explain sex- related differences in the study of mathematics.
According to Yusuf (2003) majority of the related researches have attributed the poor performance of students in mathematics to acute shortage of qualified and competent mathematics teachers. Consequently, majority of the schools continue to rely heavily on teachers who lack sufficient understanding of mathematics to be able to ensure high students performance. Nevertheless, it has been noted that no attention has been given to assess teachers’ creativity in teaching mathematics to enhance students performance. Research analysis on creativity in teaching mathematics is clearly overlooked in mathematics education research. Leikin ( 2011) reviewed research publications between 1999 and 2011 showed that the issue of creativity was neglected in mathematics education research and that research on creativity is still secondary to research on mathematical thinking, learning, and teaching. Two decades later, Mann (2006) noted that the lack of an accepted definition of mathematical creativity hinders research efforts. Analyzing discussions with prospective mathematics teachers’ conceptions of creativity in teaching mathematics, Shriki (2009) argues that their knowledge about creativity is insufficient for a discussion of the subject. Bolden, Harries, and Newton (2010) analysed written questionnaires and semi-structured interviews with prospective elementary school teachers about their conceptions of creativity and showed that these conceptions were narrow and associated with particular teachers’ actions. Whitelaw (2006) evaluated Teachers’ creativity on creative components, such as elaboration, originality, flexibility, and resistance to premature closure but did not include fluency and motivation in his work. An exploratory study by Lev-Zamir and Leikin (2011) using a qualitative research paradigm, through observations of lessons and individual semi-structured interviews with the teachers, analysed teachers’ conceptions of creativity in teaching mathematics focusing on three components of creativity flexibility, originality, and elaboration but they didn’t consider fluency and motivation as a component of creativity. It is, therefore, against this background that this study is being conducted to assess teachers’ creativity in teaching mathematics in senior secondary schools in Keffi Local Government Area of Nasarawa State using creativity assessment scale of originality, flexibility, fluency, and motivation as a basis to enhance students’ performances.
1.2 Statement of the Problem
The need to develop ourselves for scientific discoveries and technological break-through, sound knowledge of mathematics is what must be the concern of any nation. Despite that mathematics is made compulsory in our secondary schools, the percentage of successful results obtained from Senior School Certificate Examinations (SSCE) in Keffi local government area of Nasarawa State is not encouraging (see appendix B). This lead to fewer number of students who opted for the pursuit of mathematics as well as mathematics oriented careers when compared with other courses. Several reasons including teachers’ quality and poor methods of teaching may adduced for the poor performances in mathematics. It is very obvious that if this problem is not given adequate attention and investigation to provide solutions, this will seriously affect the development of this nation since it has been noted that mathematics is the foundation of all sciences, technology and modern development, and for any nation to survive and develop, that nation has to improve its technology which could only be achieved through the effective teaching and learning of mathematics Azuka in Gimba and Agwagah, (2012) . The problem will lead to insufficient and shortage of mathematics teachers, technologists and scientists. The trend of this problem and its effects on the development of this nation will continue. It is believed that the creative teaching of mathematics by teachers will go a long way in improving students’ performances in the subject. It is however, uncertain as to whether there are adequate creative teachers of mathematics on the field with reasonable degrees of fluency, flexibility, originality, and motivation especially in Keffi Local Government Area of Nasarawa State to enhance students performance. In response to the above, this research assessed teachers’ creativity in teaching mathematics in senior secondary schools in Keffi Local Government Area of Nasarawa State as a basis to enhance students’ performances.
1.3 Purpose of the study
This research work assessed teachers’ creativity in teaching mathematics in senior secondary schools. In specific terms the study sought to :
1 Assess the extent to which mathematics teachers use creativity in teaching Mathematics.
This research work answered the following research questions:
(1) To what extent do mathematics teachers use creativity in teaching mathematics ?
(2) Is there any difference between students’ mean score and teachers’ mean score
on the use of creativity in teaching of mathematics ?
(3) What is the difference between the mean scores of male and female teachers’ use of creativity in teaching mathematics?
(4) What is the difference in the mean scores of teachers on the use of creativity in teaching mathematics based on experience ?
(5) What is the difference in teachers’ use of creativity between professional and non- professional teachers in teaching mathematics?
1.5 Research Hypotheses
From the research questions stated, the following hypotheses were formulated and tested.
HO1. There is no significant difference between the mean responses of male and female teachers on the use of creativity in teaching mathematics.
HO2. There is no significant difference between the mean responses of teachers on the use of creativity in teaching mathematics on the basis of experience.
HO3. There is no significant difference between the mean responses of professional and non- professional teachers on the use of creativity in teaching mathematics.
1.6 Significance of the Study
This study could provide a result that will help to improve the teaching of mathematics by mathematics teachers since they are often accused of preferring the use of chalk-and– talk method of instruction in teaching mathematics.
This study may also expose mathematics teachers to creative teaching components and techniques or methods in teaching mathematics as well as creative learning strategies for students as it has emphasise practical teaching in mathematics in secondary schools.
It is hoped that this study will expantiate the difference in ability between professional and non-professional teachers of mathematics. This is very significant because several researches confirmed that one of the major problems that demand the attention of curriculum reforms specialist is that, a large majority of science and mathematics teachers in Nigerian secondary schools are unqualified. The effect of this on school system can be very enormous and even disastrous academically (Yusuf 2003). It implies that this research will produce a result that will help to make new policies by the government on the issues of unqualified teachers (non-professional teachers).
It will also provide government or administrators and other agency responsible for inspection services to education a critical criteria for inspection on the teachers’ method of teaching to foster creativity.
1.7 Scope of the Study
This research work adopted Akinboye’s Ibadan Creativity Assessment scale (ICAS) which measured originality, flexibility, fluency and motivation. The scope of participants in this research was restricted to senior secondary two (SS2) and mathematics teachers in Keffi local government area of Nasarawa State.
1.8 Operational Definition of Terms
The following are the definitions of terms that have been used for the purpose of this study:
Creativity: Creativity as used in this research means production of new teaching ideas and better ways of teaching techniques, procedures or methods and to design and use instructional materials in teaching of mathematics to foster originality, flexibility, fluency and motivation to make mathematics real to students.
Originality: Originality means producing statistically something new that is beyond what is written in books, producing new and innovative ideas that are suitable for a lesson and interesting to students, invention of personal teaching aids and activity to solve mathematics in different unusual ways.
Flexibility: Flexibility as used in this study means the use of different methods and procedures in solving mathematics problems to arrive at the same answer, and redirection of lessons in line with students entering behaviours or questions during the classes, changing ideas, approaching a problem in various ways, and producing the required solutions by the teachers in mathematics.
Motivation: As used here refers to intrinsic, task-forced motivation rather than the potential rewards; Frequent giving of assignment, class work, marking and giving feedback, organization of practical lessons, use of audio-visuals and computer instructions and starting teaching from simple to complex.
Fluency: Fluency also as used here relates to the continuity of ideas, flow of associations, and use of basic and universal knowledge. Teaching of mathematics topics that are connected, observed planed repetitions in solving problems, relating mathematics topics to real life situations.
This material content is developed to serve as a GUIDE for students to conduct academic research
ASSESSMENT OF TEACHERS’ CREATIVITY IN TEACHING MATHEMATICS IN SENIOR SECONDARY SCHOOLS IN KEFFI LOCAL GOVERNMENT AREA OF NASARAWA STATE
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