CHAPTER ONE
INTRODUCTION
- BACKGROUND OF STUDY
Mathematics Education in Nigeria has come a long way. In the traditional society, before the introduction of formal education, mathematics was used mainly in taking stock of daily farming and trading activities. Most traditional societies has their number systems which were either base five or twenty. These could be seen in their market days and counting systems. However, the coming of the missionaries introduced formal (or Western type) education to Nigeria. In this system of education, mathematics occupied a central position in the school curriculum. This has remained the position in the Nigerian education system today, even with the introduction of the 6-3-3-4 system of education. In this system, mathematics is a core subject from the primary through the junior secondary to the senior secondary school levels of the educational system. This important position occupied by the subject in the school curricula is borne out of the role of mathematics in scientific and technological development, a sine-quanor in national building. As Baiyelo (1987) observes, mathematics is widely regarded as the language of science and technology. This observation was also made by Abiodun (1997) when he stated that while science is the bedrock that provides the spring board for the growth of technology, mathematics in the gate and key to the sciences. Ukeje (1997) in acknowledging the importance and contribution of mathematics to the modern culture of science and technology stated that “without mathematics there is no science, without science there is no modern technology and without modern technology there is no modern society. In other words, mathematics is the precursor and the queen, of science and technology and the indispensable single element in modern societal development”. Mathematics, education is therefore indispensable in nation building.
An entrepreneurial skill is defined as the totality of an individual's personal abilities, qualities and skills that ensures a successful entrepreneurship. It includes: the capability of introducing creativity and innovation, the competences of communication, organisation, project management, action planning and risk-taking skills, susceptibility as well as knowledge and skills needed for establishing a new enterprise and incarnate practical ideas in its successful development (Bikse, 2011).
Entrepreneurial skills are developed in the process of gaining knowledge, skills and experience, i.e., during the entrepreneurship education process. Very often, the term entrepreneurship education is understood within too narrow a context as business activities and learning in economics studies courses only. In this context one should take into account that entrepreneurial competences have to be developed not only by those who have decided to associate their future professional life with the economy and/or management sciences, but also by all specialists.
Since the introduction of formal education in Nigeria, mathematics education has gone through several developments. From the era of formal Arithmetic, Algebra, Geometry and the likes through the period of traditional mathematics and the modern mathematics controversy to the present everyday general mathematics. These changes have always been necessitated by the realization of the role mathematics should play in the nation’s scientific and technological development as well as responses to societal needs and demands (Aguele, 2004). The World today is aptly regarded as a global village, characterized by computer and information technology. This age has brought with it lots of sophistication in mathematics to be able to sustain these developments.
The relevance of mathematics education in the development of entrepreneur skills cannot be overemphasized in view of its application to human everyday life activities (Sunday, Akamu & Fajemidagba2014). Mathematics is an essential discipline that is recognized as tool for solving everyday problem faced by individuals. Mathematics is an important subject as knowledge of it enhances a person’s reasoning, problem-solving skills, and in general, critical thinking. Oviawe (2010) observes that Nigeria like most developing nations of the world is faced with myriad of problems and hearse realities which include unemployment, poverty, conflicts and diseases. These situations pose great challenges to the very existence of individuals in most developing nations thereby, calling for the training of educated men and women who can function effectively in the society in which they live in. The massive unemployment of Nigerian graduates from various institutions of higher learning is traceable to the disequilibrium between labour market requirement and lack of essential employable skills by the graduates (Diejomal and Orimolade 1991, Dabelen, Oni and Adekola, 2000. The existing gaps in skills hamper youth development and in turn national development.
Arogundade (2011) opines that the need for entrepreneurship skills started emerging in the mid 1980s. This is because, before this period, unemployment and poverty were not a national concern as it is currently. However, he added that political instabilities and inconsistencies in the socio-economic policies of successive government lead to emergence of high level of unemployment in Nigeria. In the mid 80s, the Nigerian economy collapses while youth and graduate unemployment escalated (Arogundade, 2011). There was large-scale lay off of workers and early retirement as a result of structural adjustment policies and bad economy in the country (Arogundade, 2011). In the face of this situation, entrepreneurship which should have salvaged the situation was not encouraged. It has been observed that senior secondary school education has not adequately included the philosophy of self reliance such as creating a new cultural and productive environment which will promote self discipline and productivity for the general welfare of individuals and society at large. Hence the relevance of mathematics in the development of entrepreneurship skills in senior secondary holds the potency to everyday problems being encountered by individuals in the nation.
- STATEMENT OF THE PROBLEM
Despite the clamor for self-reliance and job creation in Nigeria, the relevance of mathematics education in the development of entrepreneur skills in senior secondary schools has not given enough attention to quality, relevance, and functionality of education. This is evident in senior secondary school students that have graduated from the junior secondary schools that are not yet self-reliant and cannot even do anything for themselves (Double Gist, 2017). Secondly, although it is basic science education that prepares the students for post-basic and tertiary education, the planning of education for job creation has been shifted to the last two levels of education (the post-basic and tertiary levels). Consequently, the need to investigate the innovative and entrepreneurial skills integrated into basic science education and see how the skills are being imparted to the students for job creation.
In the last two decades, one of the problems facing Nigeria and many other developing nations has been that of unemployment. Majority of College leavers and university graduates are jobless. This perhaps may be because of over dependence on government jobs or white collar jobs. In the country today, graduates cannot create jobs; they strive to be employees of labour rather than being employers in their various fields. The problem keeps crying for solutions and government feels that something must be done to get out of the waterloo. Students in senior secondary schools have no substantial conviction of the relevance of mathematics education in the development of entrepreneur skills as many researchers only researched on entrepreneur skills without inculcating the relevance of mathematics to it which of course will serve as a great foundation to self reliance of the youths in the society.
- AIMS AND OBJECTIVES
The main of the study is the relevance of mathematics education in the development of entrepreneur skills in senior secondary school in ijebu ode local government. Other specific objectives include:
1. to determine the relationship between mathematics education and the development of entrepreneur skills in senior secondary school.
2. to examine the effect of mathematics education on the development of entrepreneur skills in senior secondary school.
3. to examine factors that pose challenges for the acquisition of entrepreneurial skills in senior secondary school.
4. to proffer solution to the challenges of acquisition of entrepreneurial skills in senior secondary school.
- RESEARCH QUESTION
1. what is the relationship between mathematics education and the development of entrepreneur skills in senior secondary school?
2. what is the effect of mathematics education on the development of entrepreneur skills in senior secondary school?
3. what are the factors that pose challenges for the acquisition of entrepreneurial skills in senior secondary school?
4. what are the solutions to the challenges of acquisition of entrepreneurial skills in senior secondary school?
- STATEMENT OF RESEARCH HYPOTHESIS
1. H0: mathematics education has no significant effect in the development of entrepreneur skills in senior secondary school in ijebu ode local government.
2. H1: mathematics education has significant effect in the development of entrepreneur skills in senior secondary school in ijebu ode local government.
- SIGNIFICANCE OF STUDY
Mathematics is more than just the science of numbers taught by teachers in schools and either enjoyed or feared by many students. It plays a significant role in the lives of individuals towards the development of any society. This study is necessary because we rely on mathematics to solve our daily problems. Also mathematics is crucial for many careers and job opportunities in today’s increasing technological society.
The importance of this study will give a clear insight into the relevance of mathematics education to individuals, artisans, traders, school subjects; economic activities, politics development, business advancement, technological knowhow, etc cannot be over-emphasized. Nigeria, like every other nation in the world, depends upon mathematics as one of the most important subjects that could help the nation meet her objectives for science and technological development.
This study will be relevant to senior secondary school students in understanding the relevance of mathematics education in the development of entrepreneur skills as it has the power to develop individuals reasoning power which are crucial for entrepreneurial development. Also school managements will use the findings of this study to improve on the teaching of mathematics by employing good and qualified teachers as well as hire successful entrepreneurs who can coach and mentor their students in acquiring entrepreneur skills which is very relevant in today’s Nigeria and the world at large as there is an over dependency on white collar jobs.
The study will expose individuals and the society at large that Mathematics learning provides opportunity to accept what can stand the test of reasoning and what is true and acceptable in real life situation which could make an entrepreneur to succeed in life. This is so because, teaching of mathematics entails accuracy and systematic arrangements of results which are tools necessary to excel in entrepreneurship activities.
More so, the findings of this study will help in shaping the mentality of Nigerian youths who have their eyes on white collar jobs and expecting government to provide job opportunities for them, this study will inculcate the spirit of self reliance and self independence in them.
Finally, the study will be in the archive of knowledge and also serve as research tool to researchers who seek for further study on the topic.
- SCOPE OF STUDY
The study will cover the relevance of mathematics education in the development of entrepreneur skills in senior secondary school in ijebu ode local government.
- LIMITATION OF STUDY
1. 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).
2. 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.
- DEFINITION OF TERMS
Relevance: Relevance is simply the noun form of the adjective "relevant," which means "important to the matter at hand."
Mathematics education: mathematics education is the practice of teaching and learning mathematics, along with the associated scholarly research.
Development: an event constituting a new stage in a changing situation. The process of developing or being developed.
Entrepreneur skills: Entrepreneurial skills can encompass a broad range of various skill sets like technical skills, leadership and business management skills and creative thinking.
Entrepreneurship is 'an individual's ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives
