STAGES OF STRESS

 

i.    The Alarm Stage: This is a warning stage, this stage clearly signals the presence of stress agents in the body, and in turn there are physical reactions which tend to be the first to appear. These reactions warns the individual that he has to be on guard as there are stress agents present in the body, and once the individual is aware of these, he or she can take measures to face the problem and solve them. When this is done the effects or aftermath of stress is reduced or not materialized at all. Stress may be from one or multiple sources combined together.

ii.  The Resistance Stage: When stress is not curtailed during the alarming stage, it goes further to enter into the resistance stage. In this stage the individual will start to notice some signs that will slow his/her action down. The individual might suddenly realize that he is losing lot of energy and conduction level of the body becomes lower than usual. At this stage something needs to be done in order for him/her to survive, and he/she does not know that he/she is in a vicious circle, then tries to complete the task ahead but finds out that it is practically impossible and this calls for major concern to him/her as failure is not an option given the task in hand.

iii.The Exhaustion Stage: This stage is the final stage and is characterized by fatigue, accompanied by nervousness, irritability, tension and anger. The individual becomes anxious and not only when he/she is faced by stress factors but also in moments which would not normally produce any anxiety. This further leads to depression and this means lacking pressure in an activity or activities, the individual suffers from dizziness and the thoughts of the individual are pessimistic and negative.

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Education and Counselling

Schools are temples of learning and education is preparation for life. Aim of education is all round development and harmonious adjustment of an individual in various aspects of his life. If this is to be achieved, then education is not limited to imparting knowledge as the duty of a teacher and accumulating knowledge as the duty of a student (Ofordile, 2002 & Macloed, 2003). The unique potentialities of each individual along with environmental opportunities will have to be taken into account in making the individual capable of contributing maximum to the society.

Thus for self-realization of the individual, guidance and counselling service is needed. Counselling is a form of education extended to an individual in a scientific manner (Adegoke, 2004).

Possible Solutions to Examination Malpractice

Possible Solutions to Examination Malpractice

 The students should always be enlightened through the service of guidance counselors on the consequences of examination malpractice (Oche and Achuk, 2001). According to them, there is the need for propaganda campaign on the evil effects of examination malpractices; short drama programmes could serve as a back-up to campaigns on televisions and radios. Parents should be made to understand the ability and aptitude should be the main determinant of the children’s choice of career and that persuading and enforcing children to study courses they cannot cope with leads to frustration and maladjustment.

        The home is the foundation of society. Parents should acknowledge this fact and ensure that their families make meaningful contributions towards the building of a virile education for our nation (Akpotu, 1998). In his view, like the Japanese mothers, the Nigerian parents should be seriously and genuinely committed to the education of their children. The concern of the Nigerian towards the education of their children should take the shape of the Japanese system.

        Furthermore, the students need to realize the eminent danger and problems they stand to encounter by involving in examination malpractice. They should also realize that the ideal reward for learning should be intrinsic and as future leaders of the nation, they are expected to improve upon the performance of the adults and correct the wrongful practices of the adults (Akpotu, 1998).

        Finally, there should be special committee and task force to fight against examination malpractice. Building of more classroom blocks to avoid overcrowding of pupils in classrooms especially during examination.

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Concept of Teaching Practice

Teaching practice is an important component of becoming a teacher. It grants student teachers’ experience in actual teaching and learning environment (Ngidi & Sibaya, 2003). During teaching practice a student teacher is given the opportunity to try the act of teaching before actually getting into the real world of the teaching profession. Teaching practice is an integral part of teachers’ education. An introduction to the realities of situation is an essential part of effective professional training. This process also allows the student teachers an appropriate choice to be made.

        The aim of the teaching practice experience is to provide opportunities for student teachers to integrate theory and practice and work collaboratively with and learn from the teachers. Student teachers observe subject teacher at work, so as to learn about teacher’s skills, strategies and classroom achievement. They also evaluate their own teaching experience through conferencing with teachers and lecturers and through self-reflection, implement a variety of approaches, strategies and skills, with a view to bring about meaningful learning. In this way student teachers gain experience in managing and evaluating classwork, in maintaining discipline and good order in the classroom, find their own teaching style and personality and become acquainted with school organization and administration.

        Teaching practice is the practical implementation of the information and strategies that students have learned to prepare these student teachers for their career as teachers by incorporating them, completely into the school atmosphere so that they feel as if they are part of the school. To think and meditate on practical realities of teaching. It also pushes to encourage student teachers to be creative and to develop their abilities as a professional teacher (Marais & Meier, 2004).

        According to Maphosa (2004), teaching practice is a form of work integrated learning that is described as a period of time when students are working in the relevant industry to receive specific in-service training in order to receive applied theory in practice. Shumba and Shumba (2007) also describe teaching practice as an integral component of teacher training in order to achieve the standard required for qualified teacher status, a student teacher is required to do teaching practice in at least two schools or occasions.

        There is no teaching education programme that can be complete without an effective student teaching practice. Although, there is a school of thought which says that “teachers are born, not trained”, the overwhelming view today is that there is need for professional trained teachers to teach in our schools. This view was echoed by the former Minister of Education, Professor Aliu Babatunde Fafunwa who expressed his belief that “A good teacher education programme must seek to assist the individual teacher to grow and develop as a person, provide him with the necessary skills and professional abilities that will help him become an effective teacher”. The type of teacher education under discussion can only be provided through several strategies one of which is Student Teaching Practice (S.T.P). Therefore the concept of student teaching practice is deeply rooted in the drive towards the education and training of component and professional teachers.

A comparative study of mathematics

 

Statement of the Problem

        Mathematics is indispensable in the progress of any individual in particular and country at large. It is a unifying subject and students’ interest in science cannot be alienated from mathematics. It is indispensable for scientific and technological development in the society and it has been made a compulsory subject in secondary schools.

        In recent years, there has been a rapid increase in students’ scholastic malfunctioning and underachievement in mathematics. It has been discovered that quite a number of factors tend to combat effective teaching and learning of mathematics in schools, accounting for the said underachievement and scholastic malfunctioning.

        Therefore the problem of the study put in question is what are the factors militating against the effective teaching and learning of mathematics in secondary schools in Uvwie Local Government Area of Delta State.

Purpose of the Study

        The main purpose of the study is to ascertain the factors militating against the effective teaching of mathematics in secondary schools in Uvwie Local Government Area of Delta State. Specifically, the study intends to:

1.  Ascertain the difference in the achievement of students in public and private secondary schools in mathematics.

2.  Ascertain the difference in the achievement of male and female students in mathematics.

Hypotheses

        The following hypotheses are formulated to guide the study:

1.  There is no significant difference in the achievement of students in public and private secondary school students in mathematics.

2.  There is no significant difference in the achievement of male and female students in mathematics.

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