Remediation of Poor Achievements in Some Perceived Difficult Concepts in Mathematics among Selected Senior Secondary School Students’ in Lagos Metropolis

Abstract

This study investigated the remediation of poor achievements in some perceived difficult concepts in mathematics among selected senior secondary school students in the Lagos metropolis. The participants were 300 students consisting of 150 male and 150 female SS III students drawn from three Senior secondary schools in Educational District IV of Lagos State through the Stratified Random Sampling Procedure.. The study used Quasi-Experimental Pre-test, Post-Test Control Group Design. Mastery Learning and Problem-Solving were used as treatment approaches while a control group was exposed to the traditional teaching method. The relevant data were generated using a Validated Mathematics Achievement Test (MAT). The instrument has a reliability coefficient of 0.80 when tested during the pilot study.. Two hypotheses were formulated to guide the study and tested at 0.05 level of Significance. The two hypotheses were rejected and the findings revealed that mastery learning and problem solving are efficacious in ameliorating student poor achievement in the perceived difficult concept in mathematics. The study also found that the significant effect of mastery learning and problem solving on adolescent achievements was due to gender. In the light of these findings, a number of recommendations were given one of which is that teachers should redouble their efforts in the teaching of some topics that are perceived as difficult by students in mathematics by ensuring adequate coverage of syllabus and its applications so as to demystify the topics. Teachers are also encouraged to have frequent revision exercises as well as diagnostics and remedial evaluations with their students, so as to enhance students mastery of the knowledge and various skills gained in previous lessons