Supervision of Mathematics Programme in Nigerian Schools and Educational Institutions

International Journal on Integrated Education e-ISSN : 26203502
p-ISSN : 26153785
https://journals.researchparks.org/index.php/IJIE
Supervision of Mathematics Programme in Nigerian Schools and Educational

Institutions
Dr. Onoge Honmane

Department of Science Education, Federal University Wukari, Taraba State, Nigeria
onoge666@gmail.com
Sunday A. O.
Department of Science and Environmental Education, Faculty of Education, University of Abuja
sunday.olanrewaju@uniabuja.edu.ng
Abstract: This paper discussed the concept of mathematics programme and the concept of
supervision. Specifically, the paper looked at barriers to effective supervision of mathematics
programme in Nigerian educational institutions. The paper adopted the used of secondary data.
The secondary data were obtained from online literatures and print publications. The paper
concluded Shortage of mathematics Supervisors, inadequate supervision materials, lack of
transportation resources, poor funding of supervision, insecurity problems, poor motivation of
mathematics Supervisors and poor training of supervisor are the barriers to effective supervision
of mathematics programme in educational institutions in Nigeria. Based on tis problems
identified, the paper recommended the following: government should increase the funding of
instructional supervision in educational institutions across the country especially that of
mathematics programme. The government should employ more professional mathematics
supervisors in the ministries and agencies to improve quality of mathematics supervision. More
supervisory materials should be provided for all mathematics supervisors working in the federal
and state ministries and department for effective supervision of mathematics programme and the
government should provide adequate transportation facilities for all the departments and agencies
in charge of school supervision in the various locations across the federation.
Keywords: Mathematics Programme, Supervisor, Supervision.
---------------------------------------------------------------------------------------------------------------------
Mathematics programme is a special programme. Mathematics programme is a programme that
involved calculation. Mathematics is a programme that deal with humanity. Ogunode &
Honmane (2021) and Kyari, Obed & Yalwa (2018) agrees that Mathematics holds the mirror up
to civilization. It is no exaggeration to say that the history of mathematics is the history of
civilization. Mathematicians can take pride in the fact that their science, more than any other’s is
an exact science, and that hardly anything ever done in mathematics has proved to be useless.
Mathematics is the science of measurement, quantity and magnitude. It is also refers to as the
abstract science which investigates deductively the conclusions implicit in the elementary
conceptions of spatial and numerical relations. It is also defined as the science of number and
space. Mathematics is also called science of logical reasoning. Locke had said “mathematics is a
way to settle in the mind a habit of reasoning”. Here the results are developed through a process
of reasoning. The reasoning in mathematics is of peculiar kind and possesses a number of
characteristics such as simplify, accuracy, certainty of result, originality and verification
(Ogunode & Honmane, 2021; Kyari Obed & Yalwa, 2018).
Emmanuel, & Daniel, (2017) and Ogunode & Honmane, (2021), submitted that there is no doubt
Copyright (c) 20223Author (s). This is an open-access article distributed under the
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that mathematics has extensive application in life and related fields. According to observation
“mathematics is a gate-way to science”. Mathematics is a language. It is the language without
which science, commerce, industry the internet and the entire global economic infrastructure is
struck dump. It is the only “truly” universal language, and it is an essential part of our personal
and working life. Mathematics is not only a language and a subject, it is also critical in fostering
logical, rigorous thinking, as such, its influence is immense. Everyone recognizes that it is vital
to be able to read and write basic language (English). In mathematics, the equivalence of basic
reading and writing is numeracy; numbers are the sound, syllables and word of the language of
mathematics.
The Nigerian senior secondary schools have a diversified curriculum, with subjects program to
wider the students’ knowledge and outlook in real life. The official language for instruction in all
the Nigerian senior secondary schools is English language except for special programme like
local language and international language programme. The core subjects are English;
Mathematics; one major Nigerian language; one elective out of Biology, Chemistry, Physics or
Integrated Science; one elective out of English Literature, History, Geography or Social Studies;
and Agricultural science or a vocational subject. One of the three elective subjects may be
dropped in the last year of the senior secondary course (Timothy, Sunday & Ogunode 2021). The
promotion of students from one class to another is determined by a combination of continuous
assessment scores and end-of-term examinations. The Senior School Certificate Examination
(SSCE) is taken in the last year of senior secondary education and a certificate is awarded on
successful completion and passing of an international examination, which is conducted by the
West African Examinations Council (WAEC) or the National Examinations Council (NECO) as
accredited examining bodies (Ogunode, 2020b, NEEDS, 2014; Timothy, et al 2021).
Mathematics programme in Nigeria is a programme that is very important to the student
academic progress. The students need mathematics programme for lifelong experience. Despite
the relative importance of mathematics, it is very disappointing to note that the students’
performance in the subject in both internal and external examinations has remained consistently
poor according to Salau (1995), Amzigo (2000) and recently attested by Sunday, Olaoye and
Audu (2021) and Timothy, et al (2021).
The performance of public secondary school students in Mathematics of West Africa Senior
School Certificate Examination (WASSCE) and National Examination Council (NECO) among
public senior secondary school students has left parents confused, examiners worried,
government embarrassed and students dazed because it is quite below their expectation (Akwara,
2017). For instance, the table below disclosed ten years of students’ performance in Mathematics
of West Africa Senior School Certificate Examination (WASSCE).
Table 1: Performance of students in Mathematics for Ten Years
Year Total No of Candidates No with Credit (A1-C6) % (A1- C6)

-----------------------------------------------------------------------------------------------
2010 1,351,557 337,071 23.36
2011 1,540,250 471,474 30.90
2012 1,672,224 649,156 38.81
2013 1,689,188 1,085,472 64.26
2014 1,692,435 529,425 31.28
2015 1,605,248 616,370 38.68
Copyright (c) 2023 Author (s). This is an open-access article distributed under the
2016 1,552,758 878,040 52.97

2017 1,682,836 729,489 43.35
2018 1,634,280 666,578 40.79
2019 1,662,785 695,071 41.80
-----------------------------------------------------------------------------------------------
Source:(WAEC, Chief Examiner’s Annual Report, 2010-2019) and Timothy,
Sunday & Ogunode 2021).
From the above, in 2010 only 337,071 (23.36%) out of total number 1,351,557 had (A1- C6), in
2011 out 1,540,250 only 471,474 (30.90%), had (A1- C6), in 2012, out of 1,672,224 only
649,156 (38.81%) had (A1- C6), in 2013, out of 1,689,188 only 1,085,472 (64.26%) had (A1-
C6), in 2014, out of 1,692,435 only 529,425 (31.28%) had (A1- C6), in 2015, out 1,605,248
only 616,370 (38.68%) had (A1- C6), in 2016, out of 1,552,758 only 878,040 (52.97%) had
(A1- C6), in 2016, out of 1,552,758 only 878,040 (52.97%) had (A1- C6), in 2017, out of
1,682,836 only 729,489 (43.35%) had (A1- C6), in 2018, out of 1,634,280 only 666,578
(40.79%) had (A1- C6) and in 2019 out of 1,662,785 only 695,071 (41.80%) had (A1- C6). A
look at the above West Africa Senior Secondary School Certificate Examination results showed
an unpleasant picture of poor academic performance. Thus, in Nigeria, there has been
increasingly public discontent with the level of student’s performance in mathematics and other
subjects in the public secondary schools (Dikeh, 2014).
This is a pointer to the observation that public senior secondary education in Nigeria needs
special attention (Dikeh, 2014). Students’ discontented performance in WASSCE has reached an
alarming rate such that in recent times, it has also aroused international interest (Orimoloye,
2015). The question here now is that “what are the factors responsible for this poor performance
in mathematics in the Nigerian public secondary school?” Reasons advanced for this, include
lackadaisical attitude of teachers to the profession, lack of adequate, student unpreparedness for
the examinations, lack of dedication to duty by the teachers and some principals and lack of
effective supervision (Fadare & Odebiyi, 2014). Supervisors of mathematics teachers in public
secondary schools have come under greater pressure today to be more productive than ever
before while they perform the duties officially assigned to them as supervisors. It is based on this
that this paper aimed to examine barriers to effective supervision of mathematics programme in
the Nigerian schools.
Concept of Supervision
Supervision according to Ogunode & Ibrahim, (2023), is a programme of instruction designed to
improve teachers' job performance and students' academic performance in schools. Instructional
supervision is a combination of activities meant to advance the work effectiveness of teachers
and other personnel in the school business. Supervision is the process of improving teaching and
learning in educational institutions because of realizing the goals of education. Instructional
supervision is critical to the development of education. Nwaogu in Ogunode, & Fabiyi, (2023),
viewed supervision as the process of bringing about improvement in structure by working with
people who are working with pupils. Supervision is a process of stimulating growth and a means
of helping teachers to help themselves. Supervision is used to describe those activities which are
primarily and directly concerned with studying and improving the conditions which surround the
learning and growth of pupils and teachers. The word, supervision was derived from a Latin
word, "Supervideo" meaning to "oversee". In education, supervision is that phase of school
administration which sees the improvement of instruction. Dodd in Ogunode, & Fabiyi, (2023),
defined supervision as a constant and continuous process of more personal guidance based on
frequent visits when attention is directed to one or more aspects of the school and its
organization.
Importance of Supervision of Mathematics Programme
Supervision of mathematics programme will lead to improvement in job performance of
mathematics teachers; it will lead to improvement in students’ academic performance in schools;
supervision of mathematics programme will help to improve teacher’s skills in teaching
methods.
Ekundayo, Oyerinde, and Kolawole (2013) and Ogunode and Ajape (2021), submitted that the
essence of instructional supervision in schools is to ensure things are done the way they should
be to achieve the stated objectives. Hence, the purpose of supervision of instruction includes:
directly influencing the behaviour of teachers and the teaching process employed to promote
students' learning; and to ensure that each teacher within the school system has been performing
the duties to which he was scheduled, and cooperatively develop a favourable climate for
effective teaching and learning.
Purposes of supervision of instruction according to Ogunsaju (1983), Olatoye (2006) and Chike-
Okoli (2006) and Ogunode, and Ibrahim (2023) are: to know the performance of the teachers
recruited to teach in the school system. b) to determine whether a teacher should be transferred,
promoted, retrained or dismissed. c) to provide professional information to teachers. d) to
improve the incompetent teachers. e) to discover special abilities or qualities possessed by
teachers in the schools. f) to guide teachers to the sources of instructional materials. g) to provide
a guide to staff development. h) to know the effectiveness of classroom management by the
teachers.
Problems Facing Supervision of Mathematics Programme
There are many barriers to mathematics programme supervision in schools. Some of the barriers
includes; Shortage of Mathematics Supervisors, inadequate supervision materials, lack of
transportation resources, poor funding of supervision, insecurity problems, motivation of
Mathematics Supervisors and poor training of supervisor.
Shortage of Mathematics Supervisors
There are shortage of Mathematics Supervisors in agencies, quality assurance units and
ministries saddled with responsibilities of supervising educational institutions. This shortage of
Mathematics Supervisors affects supervision of Mathematics programme. Many shortage of
Mathematics teachers are not covered during supervision because Mathematics Supervisors are
few in number compare to large number of teacher. The shortage of Mathematics Supervisors
makes it difficult to carry out effective mathematic supervision which is critical to attainment of
mathematic programme objectives in schools. Abdull, (2018) observed that one of the reasons
for shortage of mathematics supervisor is poor investment in science related programme. Most
tertiary institutions in Nigeria graduate more of art programme and social science programme
than science programme. Obi (2015) remarked that another reason is that the few science
professional trained in supervision have left the education sector because of unconducive
working environment. Olabi (2017) concluded that the lack of science supervisors have affected
development of science programme in Nigeria. Shortage of Mathematics Supervisors as led to
the used of other professional to supervise mathematics programme in schools. NOUN (2007)
noted that most of the personnel used as supervisors of instruction in most states in Nigeria do
not have the pre-requisite teachers’ qualifications and experience. Abubakar, et al (2017) and
Anuna (2004) conclude that out that many of the personnel utilized for the supervision of
instruction did not have the prerequisite qualification and experience. Some states in Nigeria still
employ and utilize graduate teachers without professional teacher qualifications as supervisors of
the schools. Also most of the time the supervisors and inspectors supervised subjects in which
they do not have academic competence. Furthermore, personnel without teaching experience in
schools were deployed to supervise teachers. This practice hinders quality control, consequently,
resulting in poor quality output while the academic standards of the students are affected
(Ogunu, 2001; Abubakar, et al 2017). Alabi, (2016) submitted that there are shortage of
mathematics supervisors and this as affected teachers job performance and student’s
performance in schools.
Inadequate Supervision Materials
Inadequate supervision materials is another problem that as hindered effective supervision of
mathematics programme in Nigerian educational institutions. Supervision resources or materials
are special resources designed for carrying out supervision in schools. Poor transportation and
communication network have affected instructional supervision in schools in Nigeria. This
submission is attested to by Ogunode & Ibrahim, (2023) and Mark (2017) who claimed that
inadequate transport facilities is another challenge that has prevented effective supervision of
schools in Nigeria. Many state ministries and quality assurance units in majorities of states in
Nigeria do not have adequate transport facilities to support the supervision programme of
secondary school education in the various states of Nigeria. Mark (2017) revealed that many
schools were inaccessible to supervisors due to poor roads, bad bridges and poor telephone
network coverage. Also, Supervisors were not provided with official vehicles and cellular
phones to aid their movement and communication. This has greatly hampered the effectiveness
of supervisors in their supervisory roles.
Lack of Transportation Resources
Majorities of Mathematics Supervisor are not carrying out their supervisory functions because of
lack adequate transportation resources. Due to poor funding of supervision programme, many
materials and human resources needed to carry out effective supervision are not available. Mark
(2017) and Ogunode & Ajape (2021) who claimed that inadequate transport facilities is another
challenge that has prevented effective supervision of schools in Nigeria. Many state ministries
and quality assurance units in majorities of states in Nigeria do not have adequate transport
facilities to support the supervision programme of secondary school education in the various
states of Nigeria. Mark (2017) and Ogunode, & Richard, (2021) maintained that many schools
were inaccessible to supervisors due to poor roads, bad bridges and poor telephone network
coverage. Also, supervisors were not provided with official vehicles and cellular phones to aid
their movement and communication. This has greatly hampered the effectiveness of supervisors
in their supervisory roles. Adeoye (1999) pointed out that the inaccessibility of most schools
contributes to supervisors' failure in the supervision of instruction in Nigerian schools.
Poor Funding of Supervision
Shortage funds for supervision of educational institutions in Nigeria has affected supervision of
supervision of the Mathematics programme. The budgetary allocation for the supervision of
education is inadequate and this has affected the various sub-programme of instructional
supervision in schools across the country. Ogunode, Olatunde-Aiyedun, & Akin-Ibidiran, (2021)
and Onele & Aja, (2016) submitted the major issue in instructional supervision is shortage of
funds. One of the most serious problems threatening the development of instructional
supervision in Nigerian schools is that of unstable funding from government. This shortage of
funds has affected implementation of instructional supervision. The inability of the Nigerian
government to objectively accept and implement the 15% to 20% funding formula for education
recommended by the UNESCO impact negatively on the performance and sustainability of

instructional supervision in educational institutions. Paul (2015) did a study and discovered that
90% of the respondents confirmed that inadequate funds for school inspection are a serious
problem militating against effective school inspection in Nigeria. There has been gross
underfunding of education generally in Nigeria. The inadequacy of funds to run supervision
Services has almost completely paralyzed school supervision in Nigeria. Due to financial
problems suffered in varying degrees by all Ministries of Education, touring advances are not
always available to inspectors who therefore cannot travel as often as required for inspection,
while the few available vehicles are not always in good condition due to acute shortage of funds
(Ogunode & Olaoye 2020; NOUN, 2007).
Insecurity Problems
The supervision of programme in Nigeria has been disrupted by insecurity in some parts of the
country. Insecurity in Nigeria especially in Northern Nigeria is also affecting the supervision of
secondary school education. Many schools have been attacked across the country which had led
to the closure of schools. Ogunode (2021) and Ogunode, & Fabiyi, (2023) concluded that
insecurity in Nigeria is preventing effective supervision of educational institutions, especially
secondary school education across the federation. The high rate of insecurity in Northern Nigeria
is affecting the supervision of secondary schools across the various states in Northern Nigeria.
Boko Haram group had killed many students, teachers and school administrators because they
are against western education in Nigeria, especially in the Northern part of Nigeria.
Poor Motivation of Mathematics Supervisors
Poor motivation of Mathematics Supervisors have affected effective supervision of mathematics
programme in schools in Nigeria. Motivation according to Ogunode, Salman, & Ayoko, (2023)
the force driving an individual towards the attainment of certain goals or achievements.
Motivation is an invisible drive that influences. Ogunode, Kasimu, & Ibrahim, (2023) viewed
motivation as perceived as an invisible force that compel and inspire individuals towards one
direction or action for a greater productivity. Motivation is the force that propelled an individual
to carry out specific functions without complain. Also, Josiah, Audu, and Ogunode, (2023)
defined motivation as that forces that influence an individual to give his or her best in an
institutions and in realization of goals. Motivation is the drive that influences an individual to
achieve the maximum output for himself or an institutions. For example a person feels hungry,
and as a response that particular person eats so the feelings of hunger get diminished. Adeyemi
(2005) found in Nigeria that supervisor’s motivation is very poor and supervisors are also
dissatisfied with their working environment and salary conditions. There many factors
responsible for poor motivation of instructional supervisors in Nigeria. Low salaries, poor work
environment, poor capacity building and unconducive working environment. The poor
motivation of mathematics supervisors have impact on job performance of the supervisors which
as direct and indirect impact on mathematics teachers job performance and students’ academic
performance.
Training
Training is very importance for mathematics supervisors. Mathematics Supervisors needs
training and retraining programme. Ogunode, & Fabiyi, (2023) noted that training and retraining
programmes are very important for the development of supervisors. Training programmes are
meant to improve the skills, abilities, knowledge and methods of improving instructional
supervision. Most supervisors lack professional supervisory skills. NOUN (2007) and Ogunode,
& Fabiyi, (2023) observed that some supervisors still adopt autocratic, fault-finding styles of
inspection and lacks modern supervisory skills. This makes the school heads and teachers
apprehensive. This set of supervisors always assumes mastery of the subjects and expects the
teachers to be subservient to them. They assume that supervisors have the knowledge and regard
the teachers as inferior workers who should take instruction from them without questioning; this
will always breed disdain and contempt instead of cooperation.
Conclusion and Recommendations
This paper examined the barriers to effective supervision of mathematics programme in Nigerian
educational institutions. The paper concluded Shortage of mathematics Supervisors, inadequate
supervision materials, lack of transportation resources, poor funding of supervision, insecurity
problems, poor motivation of mathematics Supervisors and poor training of supervisor are the
barriers to effective supervision of mathematics programme in educational institutions in
Nigeria. Based on tis problems identified, the paper recommended the following:
a) The government should increase the funding of instructional supervision in educational
institutions across the country especially that of mathematics programme;
b) The government should employ more professional mathematics supervisors in the ministries
and agencies to improve quality of mathematics supervision;
c) More supervisory materials should be provided for all mathematics supervisors working in the
federal and state ministries and department for effective supervision of mathematics programme;
d) The government should provide adequate transportation facilities for all the departments and
agencies in charge of school supervision in the various locations across the federation;
e) The government should ensure that training and retraining programmes are organized for
mathematics supervisors across the federation in the areas of communication and human
relations skills;
f) The government should address all issues and responsibilities for insecurity across the country
and make provision for special security for school supervision across the country.
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International Journal on Integrated Education e-ISSN : 26203502

Supervision of Mathematics Programme in Nigerian Schools and Educational

Dr. Onoge Honmane

Table 1: Performance of students in Mathematics for Ten Years

Year Total No of Candidates No with Credit (A1-C6) % (A1- C6)

2016 1,552,758 878,040 52.97

recommended by the UNESCO impact negatively on the performance and sustainability of

1. Abdull, S, Y. (2018) Supervision and Mathematics Programme in Nigeria. Abuja, Nigeria

9. Kyari S, S, Obed T. A & Yalwa M(2018) Issues in Mathematics Education in Nigeria.

development approach. Ibadan: Gobek Publishers.

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