MATHEMATICS CURRICULUM IMPLEMENTATION AND EVALUATION AS PREDICTORS OF MOTIVATION AND PERFORMANCE OF STUDENTS AMONG COLLEGES OF EDUCATION IN NIGERIA

Abstract

This paper investigates the relationship between mathematics curriculum implementation and evaluation as a predictor of students' motivation and performance at the Nigerian Certificate in Education (NCE) level in Nigerian colleges, specifically focusing on the North-West and North-central regions. The paper employed descriptive survey approach, the study includes 108 mathematics lecturers and 1,518 NCE mathematics students from randomly selected Federal Colleges of Education in the North-West and North-Central zones. Data was collected using questionnaires and session examination records of NCE mathematics students. The findings of the study shows a significant relationship between mathematics curriculum implementation and NCE students' motivation towards learning mathematics which emphasized the critical role played by implementation of the mathematics curriculum in shaping various facets of NCE students' experiences and performance in mathematics. The results further revealed a very strong significant relationship between mathematics curriculum evaluation and NCE students' performance in mathematics which further proven the relationship between curriculum elements and their collective determiner of students' academic performance. The study recommended that lecturers should be provided with continuous professional development opportunities to stay updated on innovative and effective methods for curriculum implementation and evaluation through better strategies for motivation.

This paper investigates the relationship between mathematics curriculum implementation and evaluation as a predictor of students' motivation and performance at the Nigerian Certificate in Education (NCE) level in Nigerian colleges, specifically focusing on the North-West and North-central regions. The paper employed descriptive survey approach, the study includes 108 mathematics lecturers and 1,518 NCE mathematics students from randomly selected Federal Colleges of Education in the North-West and North-Central zones. Data was collected using questionnaires and session examination records of NCE mathematics students. The findings of the study shows a significant relationship between mathematics curriculum implementation and NCE students' motivation towards learning mathematics which emphasized the critical role played by implementation of the mathematics curriculum in shaping various facets of NCE students' experiences and performance in mathematics. The results further revealed a very strong significant relationship between mathematics curriculum evaluation and NCE students' performance in mathematics which further proven the relationship between curriculum elements and their collective determiner of students' academic performance. The study recommended that lecturers should be provided with continuous professional development opportunities to stay updated on innovative and effective methods for curriculum implementation and evaluation through better strategies for motivation.

This paper investigates the relationship between mathematics curriculum implementation and evaluation as a predictor of students' motivation and performance at the Nigerian Certificate in Education (NCE) level in Nigerian colleges, specifically focusing on the North-West and North-central regions. The paper employed descriptive survey approach, the study includes 108 mathematics lecturers and 1,518 NCE mathematics students from randomly selected Federal Colleges of Education in the North-West and North-Central zones. Data was collected using questionnaires and session examination records of NCE mathematics students. The findings of the study shows a significant relationship between mathematics curriculum implementation and NCE students' motivation towards learning mathematics which emphasized the critical role played by implementation of the mathematics curriculum in shaping various facets of NCE students' experiences and performance in mathematics. The results further revealed a very strong significant relationship between mathematics curriculum evaluation and NCE students' performance in mathematics which further proven the relationship between curriculum elements and their collective determiner of students' academic performance. The study recommended that lecturers should be provided with continuous professional development opportunities to stay updated on innovative and effective methods for curriculum implementation and evaluation through better strategies for motivation.