Inculcation of values in mathematics teaching among secondary school mathematics teachers in Nigeria :scale validation

Abstract

This study validated mathematical value inculcation model among secondary schools’ mathematics teachers in the North-Eastern region of Nigeria. The study adopted a questionnaire survey quantitative research technique. Target respondents to the study were mathematics teachers drawn from various representative schools in the region namely: Adamawa, Bauchi, Borno, Gombe, Taraba and Yobe. The study examined and assessed five latent constructs for mathematical value inculcation in mathematics teaching and learning: (i) ideological, (ii) attitudinal, (iii) sociological, (iv) computational and (v) motivational mathematical values. The study used a multivariate technique, specifically structural equation measurement modeling in evaluating the model. A total of 599 questionnaires were distributed out of which 509 were used for the analysis. The study found that the model for value inculcation in mathematics teaching and learning fitted the data. The covariance relationships among the latent constructs for value inculcation were found to be practically and statistically significant. Furthermore, the study also established that the value inculcation model in mathematics teaching and learning was similar across gender and academic qualifications. Lastly, the study established that mathematics teachers’ length of service was not a determinant factor for effective value inculcation in mathematics teaching and learning. In terms of theoretical contributions, the study validated an extended value inculcation model in the Sub-Sahara Africa, North-Eastern region of Nigeria. The study also contributed to practical knowledge in those mathematics teachers, curriculum planners and designers and educational policy makers could use the measures to evaluate future application of the extended value inculcation model in mathematics teaching and learning practices.