Omofolarin Ashiru

American College of Education, IN

DOI : https://doi.org/10.47191/ijsshr/v4-i3-29

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ABSTRACT

The purpose of this qualitative descriptive case study was to examine teachers’ perspectives and review preparation materials to understand why students in SS3 were not proficient on the mathematics SSCE standardized assessments. Teachers were randomly selected, and semistructured phone interviews using open-ended questions were utilized to understand teacher perspectives, course preparation materials, and how the materials could be improved. The study aimed to determine what teachers perceive to be working, what challenges exist, and describe the mathematics preparation materials used in preparing students for the mathematics SSCE standardized assessments. The study revealed the need to develop the senior secondary schedule to make improvements in curriculum implementation and a need for appropriate instructional materials and adequate instructional time to ensure essential learning outcomes and core skills are taught effectively.

KEYWORDS

Standardized assessment, mathematics, curriculum, instruction

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