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INTRODUCTION:
1.1
BACKGROUND OF STUDY:
The problems encountered by education in Nigeria is dated back to
1960 from its independence which include; inadequate instructional
material, high enrolment rate, few managerial skills, lack of technical
know-how in schools laboratory, increased school expenditure, mass
failure in public examinations, unqualified teachers, poor quality of school
leavers and lack of comprehensive curricula in schools.
Recently, it has been discovered that one of the ways by which the
Nigerian educational system can function effectively in this Information
Technology age is to equip and create better awareness for people and a
more principled and standard school mathematics.
The Principles and Standards for School Mathematics was
developed by the NCTM. The NCTM's stated intent was to improve
mathematics education. The contents were based on surveys of existing
curriculum materials, curricula and policies from many countries,
educational research publications, and government agencies. The original
draft was widely reviewed at the end of 1998 and revised in response to
hundreds of suggestions from teachers.
Mathematics as we know is considered as a pivot subject to any art
of useful living and societal development. Mathematics is a science of
quality and space, it is systematic in organization and exact because of its
numerical and computational operation in which its involved in. this skills
are what we are daily use in our trading activities.
According to Sanya(1985), in his research work, he mentioned that
mathematics is an hinge and the central core of our educational system.
Mathematics consists of some major branches which are arithmetic,
STATEMENT OF PROBLEM:
The reason for this study is to state the nature of the problems
students encounter that reduce the quality of academic performance in
conic sections in mathematics. From observation, students have
performed shabbily in mathematics and these are attributed to some
factors like non-conducive environment, inadequate instructional
materials, indiscipline among students, and inadequate power supply in
senior secondary schools located in some Lagos suburbs. Furthermore,
some of the reasons attributed to the poor quality performance of
students in mathematics also include:
1.3
PURPOSE OF STUDY:
The purpose of this study is therefore to:
a. Explain the concept of conic sections.
b. List types of conic sections.
c. State the relationship between parabola, ellipses and
hyperbolas.
d. Identify the area of difficulties SSS2 students face while solving
conic sections.
e. Suggest possible solutions that can help to improve the
performance of the students in conic sections.
1.4
SIGNIFICANCE OF STUDY:
This study will help channel more effort to rescue the students from
their poor performance in the field of conics in mathematical science as a
result of their difficulties in studying, interpreting, understanding solving
and manipulating their ways around some basic mathematical concepts.
1.5
RESEARCH QUESTIONS.
RESEARCH HYPOTHESIS.
1.7
SCOPE OF STUDY.
This study researches into the problems students encounter while
solving conic and its relevance in five (5) selected schools which are:
This text used covers all key features in conic sections and stating of
the formulae for solving few conic section types.
1.8
DEFINITION OF TERMS:
Conic Section: Conic section is the intersection of a
The distance from the fixed point (called focus) is equal to the
distance from a fixed point.
Ellipse: The ellipses is a curve such that the sum of the
distances from any point on the curve to two fixed points
(called foci) is constant.
Hyperbola: An hyperbola is the graph of all points such
that the magnitude of the differences of the distances from
two fixed points is a positive constant
Lactum rectum: This is a line that share the same
distance as the distance of the directrix to the midpoint.
Foci: . This is a point at which the line makes a tangent
with another point on the arc of the locus.
Eccentricity: This is the ratio, constant of any particular
conic section, of the distance of a point from the focus to its
distance from the directrix.
Directrix: This is a line used to define a curve or surface,
especially a line, the distance from which a point on a conic
has a constant ratio to that from the focus.
Origin: The point at which the axis of a co-ordinate
system intersects.
Vertices: A line used to define a curve or surface;
especially a line, the distance from which a point on a conic
has a constant ratio to that from the focus.
Axes: An axis is a fixed one dimensional figure, such as a
line or arc, with an origin or orientation and such that its
points are in one to one correspondence with a set of
numbers; an axis forms part of the basis of a space or it is
used to position and locate data in a graph.
CHAPTER TWO
2.0
2.2
2.3
2.4
2.1
THE IMPORTANCE OF
MATHEMATICS AS A SUBJECT.
It is said that Mathematics is the gate and key of the Science.
According to the famous Philosopher Kant, "A Science is exact only in so
far as it employs Mathematics". So, all scientific education which does not
commence with Mathematics is said to be defective at its foundation.
Neglect of mathematics works injury to all knowledge.
One who is ignorant of mathematics cannot know other things of
the World. Again, what is worse, who are thus ignorant are unable to
perceive their own ignorance and do not seek any remedy. So Kant says,
"A natural Science is a Science in so far as it is mathematical". And
Mathematics has played a very important role in building up modern
Civilization by perfecting all Science.
In this modern age of Science and Technology, emphasis is given on
Science such as Physics, Chemistry, Biology, Medicine and Engineering.
Mathematics, which is a Science by any criterion, also is an efficient and
necessary tool being employed by all these Sciences. As a matter of fact,
all these Sciences progress only with the aid of Mathematics. So it is aptly
remarked, "Mathematics is a Science of all Sciences and art of all arts."
Mathematics is a creation of human mind concerned chiefly with
ideas, processes and reasoning. It is much more than Arithmetic, more
than Algebra more than Geometry. Also it is much more than
Trigonometry, Statistics, and Calculus.
Mathematics includes all of them. Primarily mathematics is a way of
thinking, a way of organizing a logical proof. As a way reasoning, it gives
an insight into the power of human mind, so this forms a very valuable
discipline of teaching-learning programmes of school subjects everywhere
in the world of curious children. So the pedagogy of Mathematics should
very carefully be built in different levels of school education.
In the pedagogical study of mathematics we mainly concern
ourselves with two things; the manner in which the subject matter is
arranged or the method the way in which it is presented to the pupils or
the mode of presentation. Mathematics is intimately connected with
everyday life and necessary to successful conduct of affairs. It is an
instrument of education found to be in conformity with the needs of
human mind.
Teaching of mathematics has its aims and objectives to be
incorporated in the school curricula. If and when Mathematics is removed,
the back-bone of our material civilization would collapse. So is the
importance of Mathematics and its pedagogic.
Apollonius was the first to base the theory of all three conics on
sections of one circular cone, right or oblique. He is also the one to give
the name ellipse, parabola, and hyperbola.
o
PARABOLA:
A parabola is a curve that at any point on it. The distance from the
fixed point (called focus) is equal to the distance from a fixed point.
o ELLIPSES:
The ellipses is a curve such that the sum of the distances from any
point
Points F1 and F2 are The foci. The point O is the centre. The line from
A1 to A2 is called The major axis and that from point B1 and B2 is called
The minor axis. The points A1 and A2 are The vertices.
HYPERBOLA
A hyperbola is the graph of all points such that the magnitude of the
differences of the distances from two fixed points is a positive constant.
The two fixed points are called Foci.
The formula
The origin
The directrix
The focus
The Vertices.
Their axes.
The Eccentricity.
The Formula:
These conics sections have a similar formula which differ a little
from each other. For example:
Parabola:
Y2 = 4ax.
Ellipses:
2
x y
+ 2 =1
2
a b
Hyperbola:
y2 x2
2 =1
2
a b
The foci, origin axes eccentricity
which is e=
c
a where e > 1 are
the same, are the same while the directrix in ellipsis are two while
hyperbola has no directrix. The vertices in hyperbola and ellipses
are two while parabola has only one ellipse.
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 INTRODUCTION:
This chapter deals with the research methodology adopted to investigate
the difficulty encountered by the student in solving problems in Conic sections in
S.S.S 2 in Yaba local government area of Lagos state and the following describes
the research design and procedures adopted during the conduct of this study,
and these are:
3.2 Population
3.3 Sample
3.4 Sampling techniques.
3.5 Research Instrument.
3.6 Procedures for data analysis.
3.2 POPULATION:
The population consist of senior secondary schools in Yaba Local
Government Area.
3.1 SAMPLE:
By target population, the sample consists of twenty(20) Senior Secondary
School Class two(2) selected at random in five senior secondary schools each,
irrespective of variables such as their age, gender, family background, colour,
height, or intelligence quotient. This schools are:
BIBLOGRAPHY
Butler H.C and Wren L.F (1960), The teaching of Secondary School Mathematics,
McGraw-Hill Book Company.
Osifodunrin A.S.A and Yamoah Olusegun (1996), An Introduction to Co-Ordinate
Geometry, JAS Publishers Akoka.
Donald F.D and Jerome E.K (1977), Elementary Mathematics, Published by John
Wiley and Sons Inc.
Wojciech Wisniowski (2009) Article on the low achievement in mathematics, the
teachers perspective.
Jolanta Galecka, (2011) Trends that changing Education.