Teaching of Mathematics to Physically Challenged Students in Secondary Schools (A Case Study of Kwara State, Nigeria)

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dc.contributor.authorAMEEN, Saka Khadijat
dc.contributor.authorADENIJI, Saidat Morenike
dc.contributor.authorABDULLAHI, Kehinde
dc.contributor.authorMOSES, Victor Toluwase
dc.date.accessioned2024-04-17T09:08:57Z
dc.date.available2024-04-17T09:08:57Z
dc.date.issued2018
dc.description.abstractThe impact of mathematics in everyday life activities cannot be underestimated. Despite its importance to the society, the teaching of mathematics in senior secondary schools is associated with different problems. Therefore, the study examined the problems encountered by secondary school teachers in the teaching of mathematics to physically challenged students in Kwara State, Nigeria. The study was a descriptive study of the survey type. The sample for the study consisted of ninety-nine (99) Mathematics teachers of physically challenged secondary schools students in Kwara state. The instrument used for the study was a researchers-designed questionnaire consisting of structured questions which was validated and reliability index of 0.84 was obtained. The data obtained was analyzed statistically through the use frequency, percentages and chi-square statistics. Findings from the study showed that secondary school mathematics teachers have numerous problems which make the teaching of mathematics to physically challenged students more challenging. The problems identified were teachers-student relationship, Teachers’ approach and Methodology, Administration and School Environment. The finding from the study also indicated that Mathematics teachers’ gender, experience and qualification do not influence the teaching of mathematics to physically challenged students. It was therefore recommended among others that good learning facilities should be readily available in all secondary schools and accessible for teachers as this will facilitate better and easier teaching of mathematics especially to the physically challenged students
dc.identifier.citation12. Ameen, K. S., Adeniji S. M., Abdullahi, K. & Moses, V. T. (2018). Teaching of Mathematics to physically challenged students in secondary schools (A Case Study of Kwara State, Nigeria). International Journal of Educational Development (IJED), 22(3); 19-26. Published by Department of Vocational Education, Faculty of Education, University of Uyo, Nigeria. Available at: https://benchmarkjournals.com/wp-content/uploads/2019/09/3-4.pdf
dc.identifier.issn1119-74-98
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/123456789/12161
dc.language.isoen
dc.publisherInternational Journal of Education Development
dc.relation.ispartofseries3; 22
dc.subjectEducation
dc.subjectMathematics
dc.subjectSpecial Education
dc.subjectPhysically Challenged Students
dc.titleTeaching of Mathematics to Physically Challenged Students in Secondary Schools (A Case Study of Kwara State, Nigeria)
dc.typeArticle

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