# Comparative Assessment of Student and Teacher Perception of the Curriculum Content Difficulty in Further Mathematics

- April 27, 2021
- Posted by: rsispostadmin
- Categories: Education, IJRISS

**Submission Deadline-12th March 2024**

**Submission Deadline-20th March 2024**

**International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue III, March 2021 | ISSN 2454–6186**

**Daso Peter Ojmba ^{1}, Zalmon Ibaan Gogo^{2}, Sillaa Asikanebari Cletus^{3}**

^{1},^{2}Department of Mathematics/Statistics, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of Education, Port Harcourt, Nigeria

^{3}Virtues International Academy, Port Harcourt, Nigeria

Abstract: The study comparatively assessed the extent of student and teacher perception of content difficulty in the Further Mathematics Curriculum (FMC).The analytical survey research design was adopted for the study. The study was conducted in Gokana local government area of Rivers State with a population of sixty (60) senior secondary class three students offering Further Mathematics from the twelve (12) public senior secondary schools in the area. Census sampling technique was used to select the sample of 60 students used for the study. The instrument for data collection was the researchers’ made and validated Further Mathematics Curriculum Content Difficulty Assessment Questionnaire (FMCCDAQ). The test and retest method and Pearson’s Product Moment Correlation (PPMC) were used to obtain 0.73 reliability coefficient of the FMCCDAQ. Six research questions and one hypothesis guided the study. Mean and standard deviation were used for data analysis. The study found out that students perceived all the FMC themes of pure mathematics, coordinate geometry, statistics, mechanics and operations research difficult to learn. Teachers perceived all the themes of the FMC easy to teach. There is significant difference between student and teacher perception of the FMC content difficulty. The study among others recommended that teachers should employ diagnostic and remedial instructional strategy and active learning strategies such as problem solving and problem-based learning strategies to remediate the learning difficulties among students in the FMC.

Key words: Assessment, perception, content, difficulty, Further Mathematics, curriculum

I. INTRODUCTION

Mathematics philosophy greatly influences mathematical pedagogy. Philosophy of Mathematics sheds light on what Mathematics is about and the very methodology of Mathematics hangs on the answers to some of the philosophical questions that imposed themselves upon us(Odili, 2019). The three major movements in the philosophy of Mathematics which includes intuitionism, logicism and formalism are charming; each take one particular aspect of mathematical methodology as central to understanding Mathematics (Odili, 2019).In modern times, the absolutist and the fallibilist philosophical views of Mathematics are greatly influencing Mathematics pedagogy. Eves (1976) as cited in Odili (2019) defined philosophy of Mathematics as an attempted reconstruction in which the chaotic mass of