CHAPTER ONE
INTRODUCTION
Secondary education is an important sub-sector of the entire education system. On one hand, it provides lower level workers for the economy and, on the other; it acts as a feeder for higher levels of education. The quality of higher education, which is expected to produce high quality professionals in the different fields of social, economic, and political life of the country, depends upon the quality of secondary education. This level of education, therefore, needs to be organized in such a way that it should prepare young men and women for the pursuit of higher education, as well as making them able to adjust their practical lives to be full and productive. More than at any time in the past, the future of every country depends on the quality and type of education received by its citizens. The countries that benefit the most are those that have a well educated population. Not only most of the countries need to be well educated in such traditional fields as languages, history, religions, but also in the scientific and technical disciplines that characterize the 21st century. Science and technology has become an integral part of the blood stream of modern civilization and is the major driving force for economic growth and development, Khan [1995]. Mathematics serves in many of the branches of science. This relationship is explained by Herbert [1978] who views mathematics as the ‘Queen and Servant” of the sciences. For example, measurement and other mathematical techniques are vital in the work of the physicist. The physicist uses the mathematical device called the graph to give a clear picture of the relationship between different values like temperature and presence of saturated water vapor in the atmosphere. The laws of physics are stated in the form of algebraic formulae. The importance of mathematical knowledge in understanding engineering and technical education studies cannot be over emphasized. It is common knowledge that mathematics and science is one of the major requirements for admission into engineering and technical education programs in Nigeria and elsewhere. The classroom practitioners, notably the professional teachers of science and even non-science teachers believe that no student can make a head way in science and technology without a basic knowledge of mathematics and according to Taylor [1970] fewer people seem to be aware that mathematics carries the main burden in all of scientific reasoning and is the core of the major theories of physical science. In recent years all fields of science have become more and more quantitative. The distinguishing feature of mathematics is its quantitative character. All sciences depend on investigations and all investigations depend on measurements and measurement is a branch of mathematics, Barnes [1978]. Most investigators in the sciences are of the opinion that competence in mathematics is an essential part in the study of most courses in physics. Lloyd [1977] carried out a study which intends to identify cognitive abilities needed by students for success in first level college mathematics for science majors. Study findings indicated that the possession of basic mathematics skills ability to use fractions, exponents’ best discriminates between those who were likely to succeed as science majors and those who would not. The interrelatedness of mathematics and physics can be clearly interwoven and complementary with one another by looking at West African Examination Council (WAEC) and National Examination Council (NECO) syllabi.
Perhaps, it is in realization of the importance of mathematics that it is made compulsory at primary and secondary levels of education besides admission into higher institutions and professional institutions. The questions to ask here are: Why are science students required to do mathematics? Is there any relationship between mathematics and physics? Can success in mathematics be used to predict success in physics? Research evidence, has, to some extent, indicated that performance in mathematics can form the basis for predicting success in physics and chemistry and vice versa, Lloyd [1977]. Therefore, it is against this background that the researchers investigate the correlation between students’ performance in mathematics and their performance in physics.
1.3 AIMS AND OBJECTIVES OF THE STUDY
The major aim of the study is to examine the correlation between students’ performance in physics and mathematics. Other specific objectives of the study include;
1.5 RESEARCH HYPOTHESES
Hypothesis 1
H0: There is no significant relationship between the performance of students in mathematics and their performance in physics.
H1: There is a significant relationship between the performance of students in mathematics and their performance in physics.
1.6 SIGNIFICANCE OF THE STUDY
This study is also relevant to research bodies and institutions in the nation as a whole because findings would also be relevant to students and users of information in conducting further research in areas similar to this study.
1.7SCOPE AND LIMITATION OF THE STUDY
The study is restricted to a study of correlation between students’ performance in physics and mathematics.
LIMITATION OF THE STUDY
Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview)
Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
1.8DEFINITION OF TERMS
Performance: To perform is to take a complex series of actions that integrate skills and knowledge to produce a valuable result.
Academic performance: refers to the level at which a student, teacher or institution has managed to reach their educational goals.
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