AVAILABILITY OF LABORATORY FACILITIES FOR EFFECTIVE TEACHING – LEARNING OF MATHEMATICS, INTEGRATED SCIENCE AND COMPUTER SCIENCE IN JUNIOR SECONDARY SCHOOLS

ABSTRACT

 This research project was an attempt to find out the use of multimedia in teaching and learning of mathematics. The instrument used for gathering data was questionnaire. The population of the study was cover only Bamenda local government area Small Mankon region. Ten Government and private secondary schools where use with total number of 120 teachers were 114 teachers use as sample.  The findings of the research indicated that use of multimedia will played a vital role for academic performance of the students in mathematics. Similarly, some recommendation were also made. It is recommended, Government should sensitize and encourage the ICT industry and other companies in the private sector especially mobile phone operators (MTN, CAMTEL, ORANGE ETC.) to invest in education of future Cameroonian students. It also recommended that Proper implementation of ICT in teachers training institution project as well as producing qualified ICT personnel for sustainable take up of information technology in schools.

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

       A computer is an electronic device that accepts data as input process the data according to the instruction given to it and gives the result generally called output.

The concept of number and counting is said to have been initiated or developed by Herdsman who after their animals, returned in the evening they could be accounted for. Later other simple methods such as sticks and stones were also used to count. The first real computations aid, abacus, was developed in China as early as 2600 B.C. Abacus is still commonly used in the world today.

In 1614 John Napier, a Scotish mathematician invented the Napier logarithm. In 1768, Galvanic became the first man to identify electro mechanical machine which is used to add stored data.

In this age of information and communication technology (ICT) where the world seems to be reduced to a ORANGE bal hamlet, no country desire to be mapped out for the relevant hamlet. Information and communication technology is therefore an indispensable tool for ORANGEbal hamlet. In the context of this research, ICT focused on the enhancement of students’ performance of school subjects through the use of computer aided instruction in Mathematics. In that case, knowledge and skills acquisition are necessary as a fundamental of ICT. Science education in general and Mathematics in particular today, demand for teachers capable of teaching the new technology and helping students interpret and repackage information and provide information. Rich environment, for communication to use ICT in the learning environment, there is need for students to have access to multimedia like computer, fax machine, telephone and electronic mail etc. Experts however believe that the educational sector is suffering neglect towards effective access of information (Nwachuku 2008). The new communication technology has no distance, boundary and time so that the remotest village in Cameroonian has the possibility of trapping a ORANGEbal store of knowledge. This development makes it possible to receive vast amount of information from anywhere in the world in needs. Although cultural compatibility and the high rate of purchase and maintenances of multimedia like computer in developing countries may make the demand for multimedia (computer) in science classroom seems luxury. At the moment, this region of affair may not last for a very long period of time. The use of computer to facilitate learning of Mathematics within the formal learning and teaching situation will eventually, enhance the acceptance of this versatile technology in the developing countries, which are normally dominated by the indigenous technology. All teachers are now expected to make use of ICT to support teaching and learning environment e.g  (United Kingdom Aid) UKAID provide support for education in Samll Mankon through it programme (teachers development) to inspire and transformed learning and teaching in primary schools in Samll Mankon that is E-learning. A few feel uncomfortable if asked to teach in an ICT suite rather than their own laboratory that they will do anything they can do to avoid it or will leave the management of the lesson to the ICT technician or coordinator. Many feel that they could do a better job, if the resource were more accessible for the lesson and the scheme of work. Being able to use ICT confidentially at home and as the teacher in charge of the lesson are two different things. Apart from the general classroom management issues, there can also be disconcerting technical differences. The extra demands of simply working on a network can provide a large confident benefit. Many staff and the school network security arrangement can make that aspect of using the internet in lesson require a little more planning. For example, it is useful to be able to write hyper link into a word document to make students directly to relevant website but those may need to work in advance with the ICT technical manager to make sure that useful websites are “book marked” or entered in “favorites” for resource centered organizations who packaged folders for easier access or data. Here, book marked sites with their favorites are directly chained or linked to desire web pages of choice.

 Mathematics is regarded as the queen of all Sciences. For long, the role of Mathematics was limited to purely academic domain. Now, the role of Mathematics is not restricted to purely academic domain. It has entered the domain of Technology and Industry. New fields in Mathematics such as Operation Research, Control theory, Signal Processing and cryptography have been generated which need technology.

Technology can reduce the effort devoted to tedious computations and increase students’ focus on more important mathematics. Henceforth, that make use ICT (computer) at all level of education.

1.2 Regionment of the Problem.

In recognition of the significant role of ICT in the technology of the nation, the Republic Of Cameroon through the federal ministry of education introduced multimedia students in unity schools. In 1990 (Borishade, 2000). The ministry did not stop there, it also organizes annual holiday multimedia programme for secondary school students in collaboration with some oil companies with a view to making every Cameroonian citizen become literate. The world today is changing at a fast rate, so also the various sectors in the development of a nation. Education being one of these sectors and in fact, the instrument per excellence for national development also moves along within this line. Ways of improving the teaching and learning of mathematics should be a great concern of the education stakeholder due to its benefits to the society. The use of multimedia might play a tangible role in this area. This study therefore focuses on students’ performance in senior secondary mathematics and seeks to find out if there exist any difference in the performance of the students taught mathematics using multimedia materials and those taught mathematics without using multimedia.

1.3 Objectives of the Study

The objective of this study includes:

i.)To identify the essence of using multimedia in the teaching and learning of Mathematics.

ii.)To identify how information and communication technology help in speeding learning and understanding lessons

iii.) To inculcate the habit of using ICT in our schools

1.4 Research Questions

1. Will the multimedia (computer) facilitate student learning in Mathematics?
2. Are there any differences between students who traditional teaching and other who had multimedia teaching?
3. What is the level of achievement of Cameroonian students when learning is undertaking with the use of the multimedia?
4. In the students opinion, where did multimedia learning help them more in mathematics subject?

and daily lives.

 1.4 Significance of the Study

The result of this study will enable the application of multimedia in the field of teaching and learning Mathematics carefully emphasizes and heighten practical results to support stepwise knowledge building, consolidation and claim of proactive education and development. It has platform for designing both curriculum-related activities and computer-based culture technologies, in terms of helping students on how teachers swing within scientific theory and empirical evidence. This strategy will greatly teaching and learning and hence increase understanding of the use of audio-visual aids which shows diagrammatic representation of processed. It will help students participate in the lesson. It will also help students to alleviate the problem of large class size which typifies mathematics class.

1.6 Scope/Delimitation of the Study

The scope of this research work is limited to using multi-media as necessary tool to teaching and learning mathematics in some selected some selected secondary schools in Bamenda local government area of Small Mankon region. It covers the problems encountered and the solutions to such problems in the case study.

Due the Financial constraint this research work was limiting some selected schools from Bamenda local Government area.

1.8 operation definition of Terms.

ICT: Information and Communication Technology.

STM: Science, Technology and Mathematics.

UKAID: United Kingdom Aid