CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The low enrollment of students in Further Mathematics in Nigeria has emerged as a significant educational concern. This phenomenon is particularly troubling given the critical role that mathematics plays in the scientific and technological advancement of any nation (Amoo & Disu, 2012). Further Mathematics, often perceived as a challenging and advanced subject, is essential for students aspiring to pursue careers in engineering, physical sciences, and other STEM fields. Despite its importance, the subject has consistently witnessed low enrollment rates, which can be attributed to a multitude of factors.
One of the primary issues is the pervasive negative attitude towards mathematics in general, which is often rooted in the foundational levels of education (Adesina & Awofala, 2014). Many students develop a fear or dislike for mathematics early on, influenced by inadequate teaching methods and a lack of engaging instructional materials (Agwagah, 2008). This aversion to mathematics naturally extends to Further Mathematics, which is viewed as even more difficult and abstract.
Additionally, there is a shortage of qualified teachers capable of effectively teaching Further Mathematics. Many schools, particularly in rural areas, struggle to attract and retain teachers with the necessary expertise and enthusiasm for the subject (Okereke, 2006). This lack of competent instructors results in subpar teaching and poor student performance, further deterring students from enrolling in the subject.
The curriculum and educational policies also play a significant role. The current educational framework may not emphasize the importance of Further Mathematics or provide adequate support for its instruction (Uwadiae, 2012). Furthermore, there is often a lack of awareness among students and parents about the benefits and career opportunities associated with studying Further Mathematics. This lack of information can lead to a diminished interest and lower enrollment rates (Odili, 2006).
Socioeconomic factors cannot be overlooked either. Many students in Nigeria face financial challenges that limit their access to quality education. Schools in economically disadvantaged areas may lack the resources to offer Further Mathematics, or students may need to prioritize subjects perceived as more immediately practical or necessary for basic education (Eze, 2011).
Lastly, cultural perceptions and societal expectations can influence student choices. In some communities, there is a tendency to steer students, especially females, away from challenging subjects like Further Mathematics, which are
