International Journal of Education
https://www.macrothink.org/journal/index.php/ije
<img style="float: right; padding-left: 20px; padding-right: 20px;" src="/journal/public/site/images/ije/05.jpg" alt="" width="350" /><p><em>International Journal of Education</em> <em>(IJE)</em> is an international, peer-reviewed journal that aims to provide a forum for all educators, educational policy-makers and planners to exchange invaluable ideas and resources.</p><p><em>International Journal of Education</em> <em>(IJE)</em> publishes high quality original articles in the fields of educational policy and practice. The journal encompasses a variety of topics, including but are not limited to:</p><ul><li>Teaching and learning</li><li>Curriculum</li><li>Pedagogy</li><li>Reading comprehension</li><li>Philosophies of education</li><li>Vocational education</li><li>Higher education</li><li>Educational psychology</li><li>Bilingualism</li><li>Special education</li><li>Institutional management and performance</li><li>Child development</li><li>Multicultural studies</li><li>Social theory</li><li>Educational approaches</li></ul><p><em>International Journal of Education (IJE)</em> accepts the following types of article:<br />Original articles, Review papers, Case studies</p>Macrothink Instituteen-USInternational Journal of Education1948-5476<p>Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the authorities responsible where the work was carried out. However, we accept submissions that have previously appeared on preprint servers (for example: arXiv, bioRxiv, Nature Precedings, Philica, Social Science Research Network, and Vixra); have previously been presented at conferences; or have previously appeared in other “non-journal” venues (for example: blogs or posters). Authors are responsible for updating the archived preprint with the journal reference (including DOI) and a link to the published articles on the appropriate journal website upon publication.</p><p>Copyrights for articles are retained by the authors, with first publication rights granted to the journal. Authors have rights to reuse, republish, archive, and distribute their own articles after publication. The journal/publisher is not responsible for subsequent uses of the work. Authors shall permit the publisher to apply a DOI to their articles and to archive them in databases and indexes such as EBSCO, DOAJ, and ProQuest.</p>Exploring the Roots of Poor Mathematics Performance: A Stakeholder Perspective in Adamawa State, Nigeria
https://www.macrothink.org/journal/index.php/ije/article/view/20957
In numerous countries worldwide, poor performance in mathematics remains a critical concern, and Adamawa State in Nigeria is no exception. This study investigates the perspectives of key stakeholders, including students, teachers, and headmasters, regarding the roots of poor mathematics performance within Shangui and Hong Government Senior Secondary Schools, Adamawa State. Through quantitative and qualitative approaches, data were collected from 151 senior secondary school participants, including 121 students, 11 mathematics teachers, 10 heads of departments, and 9 head teachers from randomly selected secondary schools in the Hong Local Government Area of Adamawa State. The findings revealed a prevalent negative attitude among students towards mathematics. Moreover, the study has identified a significant factor contributing to poor performance, which was the secondary schools' ineffective mathematics curriculum. In addition, many elementary school teachers lacked the aptitude and skills necessary to teach mathematics, which significantly impacted pupils' disinterest and resulted in low achievement in secondary education. The study recommends crucial interventions, including the revision of the final year mathematics curriculum, the incorporation of technology in mathematics education, enhancement of the quality of secondary mathematics teachers, a reduction in the emphasis on examinations, and the integration of internal assessments, projects, and fieldwork into the mathematics curriculum. This comprehensive stakeholder inquiry sheds light on the multifaceted challenges faced by the educational system in addressing and improving mathematics performance in Adamawa State.Habu IbrahimSharifah OsmanAbdul Halim Abdullah
Copyright (c) 2024 Habu Ibrahim, Sharifah Osman, Abdul Halim Abdullah
http://creativecommons.org/licenses/by/4.0
2024-02-272024-02-2716111710.5296/ije.v16i1.20957