MATHEMATICS CURRICULUM IMPLEMENTATION AS PREDICTORS OF STUDENTS ATTITUDE AND PERFORMANCE IN COLLEGES OF EDUCATION IN NIGERIA

Abstract

This paper investigates the relationship between mathematics curriculum implementation as a predictor of students' attitudes and performance at the Nigeria Certificate in Education (NCE) level in Nigerian colleges, specifically focusing on the North-West and North-central regions. Guided by two objectives, two research questions and two hypotheses to be analyzed using both descriptive and inferential statistics at a significance level of 0.05. Employing a descriptive survey design, the study includes 108 mathematics lecturers and 1,518 NCE mathematics students from six purposive selected Federal Colleges of Education in the North-West and North-Central zones. The sampling technique involves a multistage process. Data collection methods include validated questionnaires and examination records of NCE mathematics students. The findings of the study reveal significant relationships between mathematics curriculum implementation and  attitudes, and performance. Positive scores in aspects like presentation, instructional methods, and closure indicate a generally conducive learning environment. However, challenges such as reduced credit units and limited teacher involvement in curriculum preparation is among the highlighted areas that needs improvement. The study emphasizes the critical role played by the implementation of the mathematics curriculum in shaping various facets of NCE students' experiences and performance in mathematics. The interconnections of curriculum components and their collective influence on students' outcomes is evident, urging educational stakeholders to consider the findings as a call to action. Addressing challenges and building on successful practices can contribute to further enhancing the overall quality of mathematics education in the program.