A Survey on the Quality, Equity and Accessibility of Mathematics Education Among Students Amidst the Boko Haram Insurgency in Northeast Nigeria
DOI:
https://doi.org/10.59890/sgbvf172Keywords:
Mathematics Education, Boko Haram Insurgency, Northeast NigeriaAbstract
The study investigated the quality, equity, and accessibility of mathematics education among secondary school students amidst the Boko Haram insurgency in Northeast Nigeria. The study consisted of four objectives and four research questions. A survey research design was adopted. The population of the study was 498,378 from all six states in the region, and a sample of 384 SS2 students and mathematics teachers was conveniently selected using proportionate sampling techniques from Adamawa, Borno, and Yobe states. Data were collected using a 4-point Likert scale, which was developed by the researchers. The questionnaires, named the Mathematics Students Opinion Questionnaire (MSOQ) and the Mathematics Teachers Opinion Questionnaire (MTOQ), were validated by three experts specializing in mathematics education and test and measurement. The instruments' reliability indices of 0.85 for the MSOQ and 0.76 for the MTOQ were obtained after a pilot test using Cronbach's alpha statistic. The instruments were administered to students and mathematics teachers. The findings reveal significant disruptions to the education system, including school closures, displacement of students and teachers, inadequate infrastructure, and a shortage of qualified mathematTics teachers. These factors have severely impacted students' access to quality mathematics education, leading to learning gaps, low academic performance, and increased dropout rates. The study recommends, among other things, that there is an urgent need for targeted interventions by governments, non-governmental organizations, and community leaders. These interventions should focus on rebuilding and rehabilitating schools, providing psychosocial support to students and teachers, training and equipping teachers with effective pedagogical skills, and ensuring equitable access to quality education for all students, regardless of their background or location
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