THE RELEVANCE OF MATHEMATICS EDUCATION IN THE

DEVELOPMENT OF ENTREPRENEUER SKILLS IN SENIOR

SECONDARY SCHOOL IN IJEBU ODE LOCAL GOVERNMENT

ABSTRACT

The study the relevance of mathematics education in the development

of entrepreneur skills in senior secondary school in Jos south local

government aimed at evaluating the relationship between

mathematics education and the development of entrepreneur skills in

senior secondary school, to examine the effect of mathematics

education on the development of entrepreneur skills in senior

secondary school and to examine factors that pose challenges for the

acquisition of entrepreneurial skills in senior secondary school. The

study made use of primary data which are gotten from the

distribution of the research questionnaires; the sample size for the

study is 100. The study made use of the Pearson correlation method

for the analysis. The study therefore concluded that there is a

statistically significantly (0.00) strong relationship (0.819) between

the responses of the respondents that said that mathematics

education has significant effect in the development of entrepreneur

skills in senior secondary school in Jos south local government and

those that said that there is a significant relationship between

mathematics education and the development of entrepreneur skills in

senior secondary school in Jos south local government. The study

also made useful recommendation to assist the federal government in

decision making.
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

Mathematics Education in Nigeria has come a long way. In the

traditional society, before the introduction of formal education,

mathematics was used mainly in taking stock of daily farming and

trading activities. Most traditional societies has their number

systems which were either base five or twenty. These could be seen

in their market days and counting systems. However, the coming of

the missionaries introduced formal (or Western type) education to

Nigeria. In this system of education, mathematics occupied a

central position in the school curriculum. This has remained the

position in the Nigerian education system today, even with the

introduction of the 6-3-3-4 system of education. In this system,

mathematics is a core subject from the primary through the junior

secondary to the senior secondary school levels of the educational

system. This important position occupied by the subject in the

school curricula is borne out of the role of mathematics in scientific

and technological development, a sine-quanor in national building.

As Baiyelo (1987) observes, mathematics is widely regarded as the

language of science and technology. This observation was also made

by Abiodun (1997) when he stated that while science is the bedrock

that provides the spring board for the growth of technology,

mathematics in the gate and key to the sciences. Ukeje (1997) in

acknowledging the importance and contribution of mathematics to

the modern culture of science and technology stated that “without

mathematics there is no science, without science there is no

modern technology and without modern technology there is no

modern society. In other words, mathematics is the precursor and

the queen, of science and technology and the indispensable single

element in modern societal development”. Mathematics, education

is therefore indispensable in nation building.

An entrepreneurial skill is defined as the totality of an individual's

personal abilities, qualities and skills that ensures a successful

entrepreneurship. It includes: the capability of introducing

creativity and innovation, the competences of communication,

organisation, project management, action planning and risk-taking

skills, susceptibility as well as knowledge and skills needed for

establishing a new enterprise and incarnate practical ideas in its

successful development (Bikse, 2011).

Entrepreneurial skills are developed in the process of gaining

knowledge, skills and experience, i.e., during the entrepreneurship

education process. Very often, the term entrepreneurship education

is understood within too narrow a context as business activities and

learning in economics studies courses only. In this context one

should take into account that entrepreneurial competences have to

be developed not only by those who have decided to associate their

future professional life with the economy and/or management

sciences, but also by all specialists.

Since the introduction of formal education in Nigeria, mathematics

education has gone through several developments. From the era of

formal Arithmetic, Algebra, Geometry and the likes through the

period of traditional mathematics and the modern mathematics

controversy to the present everyday general mathematics. These

changes have always been necessitated by the realization of the role

mathematics should play in the nation’s scientific and technological

development as well as responses to societal needs and demands

(Aguele, 2004). The World today is aptly regarded as a global village,

characterized by computer and information technology. This age

has brought with it lots of sophistication in mathematics to be able

to sustain these developments.

The relevance of mathematics education in the development of

entrepreneur skills cannot be overemphasized in view of its

application to human everyday life activities (Sunday, Akamu &

Fajemidagba2014). Mathematics is an essential discipline that is

recognized as tool for solving everyday problem faced by

individuals. Mathematics is an important subject as knowledge of it

enhances a person’s reasoning, problem-solving skills, and in

general, critical thinking. Oviawe (2010) observes that Nigeria like

most developing nations of the world is faced with myriad

of problems and hearse realities which include unemployment,

poverty, conflicts and diseases. These situations pose great

challenges to the very existence of individuals in most developing

nations thereby, calling for the training of educated men and

women who can function effectively in the society in which they live
in. The massive unemployment of Nigerian graduates from various

institutions of higher learning is traceable to the disequilibrium

between labour market requirement and lack of essential

employable skills by the graduates (Diejomal and Orimolade 1991,

Dabelen, Oni and Adekola, 2000. The existing gaps in skills hamper

youth development and in turn national development.

Arogundade (2011) opines that the need for entrepreneurship skills

started emerging in the mid 1980s. This

is because, before this period, unemployment and poverty were not 

a national concern as it is currently. However, he added that

political instabilities and inconsistencies in the socio-economic

policies of successive government lead to emergence of high level of

unemployment in Nigeria. In the mid 80s, the Nigerian economy

collapses while youth and graduate unemployment escalated

(Arogundade, 2011). There was large-scale lay off of workers and

early retirement as a result of structural adjustment policies and

bad economy in the country (Arogundade, 2011). In the face of this

situation, entrepreneurship which should have salvaged the

situation was not encouraged. It has been observed that senior

secondary school education has not adequately included the

philosophy of self reliance such as creating a new cultural and

productive environment which will promote self discipline and

productivity for the general welfare of individuals and society at

large. Hence the relevance of mathematics in the development of

entrepreneurship skills in senior secondary holds the potency to

everyday problems being encountered by individuals in the nation.

1.2 STATEMENT OF THE PROBLEM

Despite the clamor for self-reliance and job creation in Nigeria, the

relevance of mathematics education in the development of

entrepreneur skills in senior secondary schools has not given

enough attention to quality, relevance, and functionality of

education. This is evident in senior secondary school students that

have graduated from the junior secondary schools that are not yet

self-reliant and cannot even do anything for themselves (Double

Gist, 2017). Secondly, although it is basic science education that

prepares the students for post-basic and tertiary education, the

planning of education for job creation has been shifted to the last

two levels of education (the post-basic and tertiary levels).

Consequently, the need to investigate the innovative and

entrepreneurial skills integrated into basic science education and

see how the skills are being imparted to the students for job

creation.

In the last two decades, one of the problems facing Nigeria and

many other developing nations has been that of unemployment.

Majority of College leavers and university graduates are jobless.

This perhaps may be because of over dependence on government

jobs or white collar jobs. In the country today, graduates cannot

create jobs; they strive to be employees of labour rather than being

employers in their various fields. The problem keeps crying for

solutions and government feels that something must be done to get

out of the waterloo. Students in senior secondary schools have no

substantial conviction of the relevance of mathematics education in

the development of entrepreneur skills as many researchers only

researched on entrepreneur skills without inculcating the relevance

of mathematics to it which of course will serve as a great foundation

to self reliance of the youths in the society.

1.3 AIMS AND OBJECTIVES

The main of the study is the relevance of mathematics education in

the development of entrepreneur skills in senior secondary school

in Jos south local government. Other specific objectives include:

1. to determine the relationship between mathematics education

and the development of entrepreneur skills in senior secondary

school.

2. to examine the effect of mathematics education on the

development of entrepreneur skills in senior secondary school.

3. to examine factors that pose challenges for the acquisition of

entrepreneurial skills in senior secondary school.

4. to proffer solution to the challenges of acquisition of

entrepreneurial skills in senior secondary school.

1.4 RESEARCH QUESTION

1. what is the relationship between mathematics education and the

development of entrepreneur skills in senior secondary school?

2. what is the effect of mathematics education on the development

of entrepreneur skills in senior secondary school?

3. what are the factors that pose challenges for the acquisition of

entrepreneurial skills in senior secondary school?

4. what are the solutions to the challenges of acquisition of

entrepreneurial skills in senior secondary school?

1.5 STATEMENT OF RESEARCH HYPOTHESIS

1. H0: mathematics education has no significant effect in the

development of entrepreneur skills in senior secondary school in

Jos south local government.

2. H1: mathematics education has significant effect in the

development of entrepreneur skills in senior secondary school in

Jos south local government.

1.6 SIGNIFICANCE OF STUDY

Mathematics is more than just the science of numbers taught by

teachers in schools and either enjoyed or feared by many students.

It plays a significant role in the lives of individuals towards the

development of any society. This study is necessary because we rely

on mathematics to solve our daily problems. Also mathematics is

crucial for many careers and job opportunities in today’s increasing

technological society.

The importance of this study will give a clear insight into the

relevance of mathematics education to individuals, artisans,

traders, school subjects; economic activities, politics development,

business advancement, technological knowhow, etc cannot be over-

emphasized. Nigeria, like every other nation in the world, depends

upon mathematics as one of the most important subjects that could

help the nation meet her objectives for science and technological

development.

This study will be relevant to senior secondary school students in

understanding the relevance of mathematics education in the

development of entrepreneur skills as it has the power to develop

individuals reasoning power which are crucial for entrepreneurial

development. Also school managements will use the findings of this

study to improve on the teaching of mathematics by employing good

and qualified teachers as well as hire successful entrepreneurs who

can coach and mentor their students in acquiring entrepreneur

skills which is very relevant in today’s Nigeria and the world at large

as there is an over dependency on white collar jobs.

The study will expose individuals and the society at large that

Mathematics learning provides opportunity to accept what can

stand the test of reasoning and what is true and acceptable in real

life situation which could make an entrepreneur to succeed in life.

This is so because, teaching of mathematics entails accuracy and

systematic arrangements of results which are tools necessary to

excel in entrepreneurship activities.

More so, the findings of this study will help in shaping the mentality

of Nigerian youths who have their eyes on white collar jobs and

expecting government to provide job opportunities for them, this

study will inculcate the spirit of self reliance and self independence

in them.

Finally, the study will be in the archive of knowledge and also serve

as research tool to researchers who seek for further study on the

topic.

1.7 SCOPE OF STUDY

The study will cover the relevance of mathematics education in the

development of entrepreneur skills in senior secondary school in

Jos south local government.

1.8 LIMITATION OF STUDY

1. Financial constraint- Insufficient fund tends to impede the

efficiency of the researcher in sourcing for the relevant materials,

literature or information and in the process of data collection

(internet, questionnaire and interview).

2. Time constraint- The researcher will simultaneously engage in

this study with other academic work. This consequently will cut

down on the time devoted for the research work.

1.9 DEFINITION OF TERMS

Relevance: Relevance is simply the noun form of the adjective

"relevant," which means "important to the matter at hand." 

Mathematics education: mathematics education is the practice of

teaching and learning mathematics, along with the associated

scholarly research.
Development: an event constituting a new stage in a changing

situation. The process of developing or being developed.

Entrepreneur skills:  Entrepreneurial skills can encompass a broad

range of various skill sets like technical skills, leadership and business

management skills and creative thinking.

Entrepreneurship is 'an individual's ability to turn ideas into action.

It includes creativity, innovation and risk-taking, as well as the

ability to plan and manage projects in order to achieve objectives

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

This chapter gives an insight into various studies conducted by

outstanding researchers, as well as explained terminologies with

regards to the relevance of mathematics education in the

development of entrepreneur skills in senior secondary school in

Jos south local government

2.1CONCEPTUAL FRAMEWORK

2.1.1 ENTREPRENEURSHIP EDUACTION AS A CONCEPT

According to Abubakar (2010), entrepreneurship has been identified

as ameansof providing employment and income generation in the c

ountry and a panacea to poverty reduction and pathetic unemploy

ment situation. The concept of entrepreneurship is nebulous and

many academic disciplines have contributed their perspective on

the concept including psychologist and economist. 

An economist views entrepreneurship in the context of the

combination of resources, such as labour, materials and other

assets such that their value is greater as a group than individually.

Omolayo (2006) defines entrepreneurship as the act of starting a

company, arranging business deals and taking risk in order to

make profit through the education skills acquired.

The operational definition of an en entrepreneurship is the

willingness and ability of the operational operation

a person or persons to acquire educational skills to explore and exp

loit investmentopportunities, establish and manage a successful

business enterprise. The concept of entrepreneurship education to

Anho (2011) is associated with various activities here instated but

not limited to the following Innovation, creativity, risk taking,

initiative, visionary, focus, determination, team spirit,

resourcefulness, financial control, self confidence, versatility,

knowledgeable, dynamic thinking, optimum disposition, originality,

people oriented, flexible indecision, responses to suggestions and

criticism, need achievement driven, profit oriented, persistent and

preserving, energy for hard work, adjustment to challenges

and future looking.
Entrepreneurship education becomes necessary in view of the

preset realities and the need to develop and empower particularly

the youth in the society. There is seeming consensus on the

importance of entrepreneurship in ameliorating some socio

economic problems especially unemployment, poverty and all sort of

social vices in the society (Oviawe, 2010).One of the trusted

instruments for solving problems is mathematics widely regarded as

the science of all sciences and art of all arts. In developed societies,

mathematics is the bedrock of transformation. Rapid national

development can be achieved through application of mathematics

on the national economy.

Mathematics can be used in finding solutions to everyday life

problem such as power supply (Electricity). 

It stands to reason therefore that mathematics can be applied to

every aspect of human existence including the economic

development of any country like Nigeria. What then is the role of

mathematics in this idea? Important and standard reasons include

the need to produce another generation of scholars to continue

developing the discipline of mathematics, the supply of acadre of

scientist and other such engineers who need strong mathematics

competence, (Greer, 2008).

Mathematics education must therefore, give mental pleasure

and develop creativity (Greer, 2008). Creativity leads to scientific

innovation, entrepreneurial development, industrial and economic

transformation. This paper therefore is designed to illustrate the

fact that mathematics is a potent tool for developing

entrepreneurship skills needed to tackle unemployment.

Entrepreneurship education should be seen in the context of the

development of entrepreneurial competences, and in accord with

the role and function change of the entrepreneur from a historical

perspective to the present day. Originally, the end of 18th century

19th Hermann, Clark) considered that an entrepreneur is the

person who takes the risk, is the innovator, is the decision maker,

the manager, the organiser and the co-ordinator of economic

resources, as well as the owner of the enterprise (Veciana, 2007).

The end of 19th century was marked by a new trend in the economy

by the rapid concentration of capital and production that

contributed to the development of large-scale production, to the

formation of large companies and stock corporations. In

increasingly modern circumstances, the role of the production

organisation and its leader increased. This instigated A. Marshall to

undertake some research and to describe, in detail, the role of the

entrepreneur within the economy and the totality of characteristics

and abilities required for such an entrepreneur. (Marshall, 1953).

Josef Schumpeter emphasised that the important role of the

entrepreneur is to express the creativity of the individual

(Schumpeter, 1950). He also pointed out that the entrepreneur

could be both an independent and/or a salaried employee of the

enterprise, for example, a director (Veciana, 2007). The

entrepreneur takes upon himself the initiative and risk to unite

productions, to produce goods or to provide services. He is the

manufacturing driving force and at the same time the intermediary

that unites other resources. Leibenstein emphasised that it is the

role of the manager to monitor the process of resource allocation

and to manage the business portfolio efficiently, to build a good

reputation and to develop a trust that promotes cooperation

(Cuervo, Ribeiro, & Roig, 2007). In the command-style economy,

any manager has a dual role and must at the same time fulfil two
functions he is a manager of the company, but, in relationships

with superior organisations has to comply with their

instructions/requirements, and, so he is exposed to/or also in the

status of a contractor. (Bikse, 2011).

2.1.2 ENTREPRENEUR

An entrepreneur is a person who, after changing a dream into a

vision plunges headlong in an attempt to exploit a socio-political

and economic landscape of opportunities with unknown amount of

risks. An entrepreneur is someone who organises, manages and

assumes the risks of a business or an enterprise. They come in all

ages, gender, shapes and sizes. They also have many things in

common. They often take risks and they are self-starters who think

creatively (World Bank, 2012).The most important subject for

creative thinking is mathematics. Often the entrepreneur is not a

person who actually creates the new good or service. Rather, he or

she is the one who has the vision of how that idea and result can be

turned into reality for the benefit of every one (Omogiate-Iwelu,

2016). Mathematics helps an entrepreneur to understand his or her

strategies in marketing and how to improve better.Entrepreneurs

with sound knowledge of mathematics often perform better than

their counterparts who are not proficient in the subject. Knowledge

of mathematics helps the entrepreneurs to analyse data, compute

probabilities and statistics, understand investment systems,

evaluate target consumers and understand taxes (Omogiate-Iwelu,

2016). The critical ingredient is getting off the butt and doing

something. A lot of people have ideas, but there are few who decide

to do them now, not tomorrow, not next week, but today. The true

entrepreneur is a doer, not a dreamer (Bushnell, 2012). Among the

credits for entrepreneurs are the abilities to be self-employed, create

jobs for others, innovate or create new ideas, and add values to the

existing goods and services and ultimately lift the economy to

higher levels. They are positively innovative and bear enormous

risks. An entrepreneur according to His rich, Peters and Shepherd

(2008) is one who brings resources, labour, materials and other

assets into combinations that make their values greater than

before. Entrepreneurs and entrepreneurial organisations always

operate at the edge of their competence, focusing more of their

resources and attention on what they do not yet know than

controlling what they already know. They measure themselves not

by the standards of the past but by visions of the future (Hisrich,

Peters, Shepherd, 2008).

2.1.3 MATHEMATICS EDUCATION AND ENTREPRENUERSHIP

DEVELOPMENT IN NIGERIA

Education will not be complete without mathematics. According to

Ezeh andUgwuanyi (2013), mathematics is a subject that develops

criticalcreativeand problem solving mind and skill in thelearnerwhic

h is also essential for the development of entrepreneurship skills

needed to tackle unemployment. Since the basis for all critical

activities is a deep conceptual and principled understanding of

mathematics (Batista, 2011), then youths who are adapt at

reasoning, problem solving and learning will find it much easier in

their entrepreneurship pursuit.

Ejeviome (2011) stated further that a sound mathematics education

which teaches explicitly the deep affective qualities will harness the

values in mathematics education which if utilized will help in

attaining self-reliance among youths; a sole benefit of

entrepreneurship skills. It is high time for federal and state

governments to start universally developing student’s mathematical

capabilities. Such capability functions in creating literate and

informed citizens, helps each individual reach his or her

full potential, both in work and personal life, and also helps in the

attainment of mathematical ideas needed to develop in the youths

the entrepreneurial skills to be self-reliant.

Entrepreneurs have long been seen as self-taught, self-made

individualists. The perception dates back to the days of men like

Carnegie, Edison and others who had little formal schooling (Cone,

2009). However, the great entrepreneurs of the past did not really

learn or do it all themselves. In the early industrial cities-which

were adventurous places, teeming with entrepreneurial activities in

the then-new fields like telegraphy and railroading, entrepreneurs

had access to informal communities of teachers and learners. There

they were able to tap into rich networks of contacts for the

additional skills and resources their own new ventures needed

(Cone, 2009).

Today, the learning communities and networks are mostly found in

and around college campuses. The campus is where all fields can
intersect and cross- pollinate mathematics, medicine, computer,

physics, chemistry and biology, philosophy and public policy,

engineering and arts and where all sectors of the real world

economy are represented. Private firms and investors, government

agencies, and nonprofit organizations, all come to campuses to

sponsor research, to bread and recruit talents, to search for new

ideas. That is where the high-impact entrepreneurs of tomorrow

are. As firms grow too large, and complex for seat-of-the-pant

management, there is the need to make the practice more scientific

and more learnable (Cone, 2009).

According to Bushell (2012) entrepreneurship is risky mainly

because so few of the so-called entrepreneurs know what they are

doing. They lack the methodology (especially the scientific and

mathematical processes). To fill a key gap in science and

mathematics education curricula teachers should be looking at

refining, redefining and disseminating a very promising new

approach to teaching opportunity recognition. The world in our time

–the world these young people will go into is never static; it is

always being reinvented. That is precisely what entrepreneurship is

about. It is a means of re-inventing the world through science and

mathematics education.

Innovation, vision, creativity, recognition of opportunity and risks

are characteristics of entrepreneurs that the science and

mathematics teachers can impart to learners right from primary

schools to the universities. Functions of entrepreneurship include

self-employment, job creation, income generation and

empowerment, and poverty alleviation. Mathematics teaching for

entrepreneurship must be multifaceted focusing on developing

innovation, risk taking, imagination, problem solving and decision

making skills (Omogiate-Iwelu, 2016). In all the mathematics

teacher emphasizes practical skills, foresight and vision. It is a

general consensus that a well organized practical science classes in

entrepreneurial ventures enhances the chances of start-ups and

self-employment.

Envisioning entrepreneurial idea is the first true task of an

entrepreneur. As an entrepreneur, you must see what others

cannot see, while others see problems, you must see opportunities

(Ajaero, 2010).As a mathematics teacher your vision must be ahead

of all their visions. Remember that “sight is what you see with your

eyes, vision is what you see with your mind”. This is the

entrepreneurial process of creating value out of nothing:Identifying

a problem → seeing an opportunity in the problem → coming up

with a solution → forging the opportunity into a business idea →

integrating your solution into a business plan (Ajaero,

2010).Mathematics must compare the scientific processes and the

entrepreneurial processes with a view to integrating them for

maximum benefits. The scientific method invariably starts with

identification of problem. Mathematics tends to build a wide range

of interdisciplinary skills that can prepare students-entrepreneurs

adequately for the future. Theoretical approaches to mathematics

teaching must be jettisoned and replaced with practical activities.

Knowledge entrepreneurship with mathematics bias is

recommended for teaching as a good background for young and

upcoming entrepreneurs. Knowledge entrepreneurship in

mathematics stresses the abilities of both the mathematics teacher

and the students to recognize or exploit an opportunity in the

society through innovative activities.

2.1.4 THE ROLE OF MATHEMATICS IN ENTREPRENEURSHIP

DEVELOPMENT

A core school subject that can enable the attainment of

entrepreneurship development is mathematics. And the key to other

science subjects if Nigeria is to tackle unemployment among youths

thereafter becoming self-reliant. Adetunde(2009) further stressed

that the overall national development of any nation and

the building of a healthy, happy and prosperous society or nation c

annot besuccessfully achieved without mathematics. This fact

implies that the pursuit of mathematics is vital and imperative for

any society, community or nation in order to develop economically,

ensure increased prosperity by tackling unemployment among

youths and achieving sustainable national productivity and

development. Since entrepreneurship is about creativity and

innovation, mathematics plays a significant role in its development.

Venturing into a new business requires a careful appraisal to

measure the viability of such venture. Such appraisal requires

mathematical techniques to make it a reality. While undergoing

feasibility and viability appraisal, mathematics skills are required

to put in place the projected statement of income and expenditure

and so on. The planning process which involves deciding today

what will be done in future requires a good deal of mathematics

because, for instance, if it is production venture, knowledge of the

required quantity of production to be produce, selling price that will

brings about profit etc involves mathematics. To buttress this,

Ogundimu (2014) opines that for an entrepreneur who specializes

in making profitable investments, his success heavily depends on

commercial mathematics that contain topics such as simple and

compound Interest, amortization, annuity, inflation, markov chains,

graph theory and host of others.

Hence, the place of mathematics in shaping entrepreneurship for

tackling unemployment problems should not be handled with levity.

2.1.5 NATURE AND CHALLENGES OF MATHEMATICS IN THE

21ST CENTURY

In view of the fast growing technological and scientifically

engineered society of today, one may want to ask what should be

the challenges to mathematics education in Nigeria. In addition,

what should be the nature of mathematical instruction that is

capable of propelling a veritable and dynamic society? To learn the

essential mathematics needed for the 21st century, students need a

non-threatening environment in which they are encouraged to ask

questions and take risks. The learning climate should incorporate

high expectations for all students, regardless of sex, race,

handicapping condition, or socioeconomic status. Students need to

explore mathematics using manipulative, measuring devices,

models calculators and computers. They need to have opportunities

to talk to each other about Mathematics. Students need modes of

instruction that are suitable for the increased emphasis on problem

solving, applications and higher order thinking skills. For example,

cooperative learning allows students to work together in problem-

solving situations to pose questions, analyse situations, try

alternative strategies and check for reasonableness of results.

In this circumstance therefore the following propositions regarding

the nature of mathematics instruction to boost the status of

mathematics becomes relevant. These include:

(a) Students should experience mathematics as active, engaging

and dynamic.

(b) Students should, learn to view mathematics as a human

discipline to which people of many background have contributed.

(c) Classroom activities should be organized to build on students’

previous experience. Students tend to remember more ideas and

information acquired through experience.

(d) Mathematics instruction should at all times make appropriate

use of technology, especially calculators and computers.

(e) Applications that motivate theory enable students to recognize

that theory contributes to their understanding mathematics.

(f) Mathematics instruction should make extensive use of writing

assignments, open-ended projects, and cooperative learning groups.

(g) Mathematics instruction should acquaint students with the

history of mathematics and its numerous connections to other

disciplines.
(h) Teachers should use a variety of teaching strategies and should

employ a broad range of examples.

(i) Students should be given the opportunity to participate in

mathematical discourse to build their confidence about knowing

and using mathematics. This can be achieved through active

participation in students’ mathematical clubs and societies.

(j) Students should be encouraged to pursue independent

explorations in mathematics. Some of these propositions are

synonymous with those put forward by the National Council of

Teachers of Mathematics (NCTM, 1995)

Arising from the above, particularly as it affects the nature of

mathematical instruction for the 21st century in Nigeria, there are

some challenges. Some of these challenges include:

1. There is no gainsaying that the full impact of technology on the

teaching and learning of mathematics and on issues of equity is

only beginning to be explored. These need to be consolidated.

2. In order to thoroughly incorporate new developments in

mathematics into classroom instruction, serious re-examination of

the entire mathematics curriculum will be required. This is usually

not an easy process.

3. The changing processes in mathematics education make it

critically important to accelerate programs for the continued

professional development of teachers. That is, in order to implement

the new vision of mathematics education, colleges and universities

will need to reflect the same principles in their programs for the

preparation of teachers.

4. As calls for accountability of educational institutions echo in

society, mathematics educators and mathematicians need to find

new assessment instruments that reflect the new expectation of

mathematics education.

It may be emphasized further that these challenges call for multiple

yet consistent responses from teachers, administrators, parents,

government policy makers and others concerned with education in

Nigeria. This is an effort to put mathematics education on a sound

footing to facilitate the realization of a great and dynamic economy

in Nigeria.
2.1.6 MATHEMATICS EDUCATION THE HEART OF

ENTREPRENEURSHIP

Mathematics education is inherently a subject of a great utility

value. It is so basic to many things that it forms part of the very

language we speak today. Mathematics education activities

according to (Idu, 2013) are part of the heritage of the human race.

By its aid, man has measured the distance to the stars, forecasted

eclipse, navigated the seas and the space, made maps of the earth,

built cathedrals and brides, split atoms and designed machines

from the simple lever to the most complicated space satellites and

electronic computers. All the elaborate business transactions

between men and women in the market and between nations are

founded on knowledge of mathematics education. The subject is

growing and will not relent until the full knowledge of

entrepreneurship is accomplished.

Mathematics education as a subject has contributed to the growth

of modern civilization more than any other known subject. The

uniqueness of mathematics education emanates from the fact that

it assumes the culture of all people and tribes. Mathematics

education has indeed been a beacon of light to all the sciences and

entrepreneurship skills acquisition. It will continue to helped

sciences, technology and entrepreneurship in reaching the position

they must occupy in our present civilization. Mathematics

education is indispensible to all knowledge, and all

entrepreneurship education, which does not include mathematics

education, may be defective in its foundation.

Idu (2013) summarized the objectives of teaching mathematics

education at all levels of education as follows: Developing

originality, creativity and curiosity in the learners, acquiring

relevant manipulative skills, emphasizing the wide applicability of

mathematics education in various fields, leading the learners to

discover and appreciate the beauty and elegance of mathematics

education and bringing out positive mental attitudes to

mathematics education in the learners. These are basically the

skills required by the entrepreneur in order to succeed.

2.2 THEORETICAL FRAMEWORK

A theory of the function of the entrepreneur will have an important

role in a theory of economic dynamics, the competitive process, and

trade cycles. There are 3 main schema’s of learning theories;

behaviourism, cognitivism and constructivism. 

Behaviorism Advocates John B. Watson (1878-1958) and B. F.

Skinner (1904-1990) are the two principal originators of behaviorist

approaches to learning. Watson believed that human behavior

resulted from specific stimuli that elicited certain responses.

Watson's basic premise was that conclusions about human

development should be based on observation of overt behavior

rather than speculation about subconscious motives or latent

cognitive processes (Shaffer, 2000). Watson's view of learning was

based in part on the studies of Ivan Pavlov (1849-1936). Pavlov was

studying the digestive process and the interaction of salivation and

stomach function when he realized that reflexes in the autonomic

nervous system closely linked these phenomena. Behaviourism is

based on the idea that knowledge is independent and on the

exterior of the learner. In a behaviorists’ mind, the learner is a

blank slate that should be provided with the information to be

learnt.

Through this interaction, new associations are made and thus

learning occurs. Learning is achieved when the provided stimulus

changes behaviour. A non-educational example of this is the work

done by Pavlov.

Cognitivism

In contrast to behaviourism, cognitivism focuses on the idea that

students process information they receive rather than just

responding to a stimulus, as with behaviourism. There is still a

behaviour change evident, but this is in response to thinking and

processing information. Cognitive theories were developed in the

early 1900s in Germany from Gestalt psychology by Wolfgang

Kohler. In English, Gestalt roughly translates to the organisation of

something as a whole, that is viewed as more than the sum of its

individual parts. In cognitivism theory, learning occurs when the

student reorganises information, either by finding new explanations

or adapting old ones.

This is viewed as a change in knowledge and is stored in the

memory rather than just being viewed as a change in behaviour.

Cognitive learning theories are mainly attributed to Jean Piaget.

Examples of how teachers can include cognitivism in their

classroom include linking concepts together, linking concepts to

real-world examples, discussions and problem-solving.

Constructivism

Constructivism is based on the premise that we construct learning

new ideas based on our own prior knowledge and experiences.

Learning, therefore, is unique to the individual learner. Students

adapt their models of understanding either by reflecting on prior

theories or resolving misconceptions.

Students need to have a prior base of knowledge for constructivist

approaches to be effective. Bruner’s spiral curriculum (see below) is

a great example of constructivism in action.

As students are constructing their own knowledge base, outcomes

cannot always be anticipated, therefore, the teacher should check

and challenge misconceptions that may have arisen. When

consistent outcomes are required, a constructivist approach may

not be the ideal theory to use.

 Piaget’s Theory of Cognitive Development

Piaget is an interesting character in Psychology. His theory of

learning differs from many others in some important ways:

First, he focuses exclusively on children; second, he talks

about development (not learning per se) and Third, it’s a stage

theory, not a linear progression theory. OK, so what’s he on about?

Well, there are some basic ideas to get your head around and some

stages to understand too. The basic ideas are:

 Schemas: The building blocks of knowledge.

 Adaptation processes: These allow the transition from one stage

to another. He called these: Equilibrium, Assimilation and

Accommodation.

 Stages of Cognitive development: Sensorimotor;

Preoperational; Concrete Operational; Formal Operational.

So here’s how it goes. Children develop Schemas of knowledge

about the world. These are clusters of connected ideas about things

in the real world that allow the child to respond accordingly.

When the child has developed a working Schema that can explain

what they perceive in the world, that Schema is in a state

of Equilibrium. When the child uses the schema to deal with a new

thing or situation, that Schema is

in Assimilation and Accommodation happens when the existing

Schema isn’t up to the job of explaining what’s going on and needs

to be changed.

Once it’s changed, it returns to Equilibrium and life goes on.

Learning is, therefore, a constant cycle of Assimilation;

Accommodation; Equilibrium; Assimilation and so on…

All that goes through the 4 Stages of Cognitive Development, which

are defined by age:

Piaget’s Stages of Cognitive Development.

The Sensor motor Stage runs from birth to 2 years and the child

spends their time learning basic Schemas and Object Permanence

(the idea that something still exists when you can’t see it).

The Preoperational Stage runs from 2 years to 7 years and the child

develops more Schemas and the ability to think Symbolically (the

idea that one thing can stand for another; words for example, or

objects). At this point, children still struggle with Theory of Mind

(Empathy) and can’t really get their head around the viewpoints of

others.

The Concrete Operational Stage runs from 7 years to 11 years and

this is the Stage when children start to work things out in their

head rather than physically in the real world. They also develop the

ability to Conserve (understand that something stays the same

quantity even if it looks different).  

The Formal Operational Stage runs from 11 years into adulthood

and this is where abstract thought develops, as does logic and cool

stuff like hypothesis testing.

According to Piaget, the whole process is active and requires the

rediscovery and reconstructing of knowledge across the entire

process of Stages.

Understanding the Stage a child is in informs what they should be

presented with based on what they can and cannot do at the Stage

they’re in.

Vygotsky’s Theory Of Learning

This theory takes a different approach to Piaget’s idea that

development precedes learning.

Instead, he reckons that social learning is an integral part of

cognitive development and it is culture, not developmental Stage

that underlies cognitive development. Because of that, he argues

that learning varies across cultures rather than being a universal

process driven by the kind of structures and processes put forward

by Piaget.

He makes a big deal of the idea of the Zone of Proximal

Development in which children and those they are learning from co-

construct knowledge. Therefore, the social environment in which

children learn has a massive impact on how they think and what

they think about.

Vygotsky talks about Elementary Mental Functions, by which he

means the basic cognitive processes of Attention, Sensation,

Perception and Memory.

By using those basic tools in interactions with their socio cultural

environment, children sort of improve them using whatever their

culture provides to do so. In the case of Memory, for example,

Western cultures tend towards note-taking, mind-maps or

mnemonics whereas other cultures may use different Memory tools

like storytelling.

2.3 EMPERIACL REVIEW

This article reports on an educational design research study

exploring the potential of combining the teaching of entrepreneurial

and mathematical competencies in Swedish primary schools.

Entrepreneurial and mathematical competencies are two of the key

competencies the European Community stresses as important in a

society of lifelong learning (EU, 2007). Mathematics is well

established in educational settings, and interest in entrepreneurial

competencies has increased around the world since the European

Community began to emphasise them. The interest in

entrepreneurial competencies in an educational context is not so

much about starting companies as it is about giving all students

opportunities to develop abilities that characterise entrepreneurs.

According to Holmgren and From (2005), this emphasis on

entrepreneurial competencies is part of an ongoing “neo-liberal

orientated” (p. 387) education process sweeping through Europe.

This process is visible in all levels across European educational

systems, and similar processes can be seen in the United States.

The joint belief is that entrepreneurial competencies, like

mathematical competencies, will contribute to individuals’ future

success in society, no matter what kind of work they do (EU, 2007;

Holmgren & From, 2005). Thus, it seems to be generally assumed

that entrepreneurship is something positive, and the increased

interest in entrepreneurial competencies in educational settings is

seldom problematised (Holmgren & From, 2005). However, based on

a research overview, Leffler and Svedberg (2010) state that there are

no longitudinal studies that show any effects, positive or negative,

of the increased interest in entrepreneurial competencies in

schools. Furthermore, there are very few studies on entrepreneurial

competencies taught in conjunction with core subjects in general

nor in primary school in particular. For example, there are no

previously published studies on teaching where entrepreneurial and

mathematical competencies are combined. The few studies focused

on the combination between entrepreneurial competencies and

other subjects seldom focus on the holistic nature of a given subject

but instead focuses on parts of a subject being integrated into

entrepreneurial projects. Such studies indicate problems when

entrepreneurship is combined with subjects instead of worked with

in isolation (Davidsen & Sørensen, 2015). Despite this, they (ibid)

claim that any given subject can be organised as entrepreneurial

learning. However, a fair question is what happens to the learning

competencies of the subject? According to Holmgren and From

(2005), subjects seem to become subordinated when teachers are

focusing on entrepreneurial competencies. Based on this, the

research question we ask in this article is: What happens to

mathematics education when entrepreneurship is integrated into

the mathematics lessons? Instead of taking an unconsidered

stance, we try to investigate both the positive and negative potential

of combining entrepreneurial and mathematical competencies in

Swedish primary-school education

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1-6.
 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter is designed to describe the procedures adopted in this

research. The procedures involve the following: research design,

population of the study, sample and sampling techniques,

instrumentation, validation of the instrument, administration of the

instrument and data analysis techniques.

3.1 Research Design

This study will be employ survey research design to evaluate the

relevance of mathematics education in the development of

entrepreneur skills in senior secondary school in Jos south local

government. According to Nworgu (2006), survey research design

insurance that a group of people or items is studied by collecting

analyzing data from only a few people or items considered to be

representative of the entire group. It uses a questionnaire to

determine the opinions, preferences, attitudes and perceptions of

people about issues that concern them. A survey design is suitable

for this research because it is going to make use of a questionnaire

to elicit information from the respondents.

3.2 Population of the Study

The population of the study consists of about 134 respondents

were selected based on their knowledge on the relevance of

mathematics education in the development of entrepreneur skills in

senior secondary school in Jos south local government.

3.3 Sample and Sampling Techniques

A sample of 100 was selected out of the population of 134 as stated

above for the purpose of the study.

3.4 Instrumentation

The instrument for this study is questionnaire constructed by the

researcher which was drawn from the research questions. The

questionnaire was coded.

3.6 Validation of the Instrument

The validation was determined by the expert judgment of the

supervisor. The judgment were sought to guarantee that each of the

items in the instrument measured what it was supposed to

measure. The final draft was adjudged valid by project supervisor.

3.7 Administration of the Instrument

A total of 134 copies of the questionnaire will be administered to the

respondents by hand and 134 were returned after the exercise.

3.8 Data Analysis Techniques

Data collected will be analyzed using frequency table, percentage

and mean score analysis while the Pearson correlation method was

used to test the formulated hypothesis using SPSS (statistical

package for social sciences)

CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATION

4.1. INTRODUCTION

This chapter deals with the presentation and analysis of the result

obtained from questionnaires. The data gathered were presented

according to the order in which they were arranged in the research

questions, sample percentage and pie charts were used to analyze

the demographic information of the respondents while the Pearson

correlation method was adopted to test the research hypothesis.

4.2. DATA ANALYSIS

Bio- data of respondents

Table 1 gender of respondents

Cumulative
Frequency Percent Valid Percent Percent

Valid male 65 65.0 65.0 65.0

female 35 35.0 35.0 100.0

Total 100 100.0 100.0

Source: field survey, May, 2020.

Table1 above shows the gender distribution of the respondents used for this
study.
Out of the total number of 100 respondents, 65respondents which represent
65.0percent of the population are male while the remaining 35 which represent
35.0 percent of the population are female.

Table 2 age range of respondents

Cumulative
Frequency Percent Valid Percent Percent

Valid 15-19 years 15 15.0 15.0 15.0

20-24years 10 10.0 10.0 25.0

25-29years 25 25.0 25.0 50.0

30-34 years 20 20.0 20.0 70.0

above 34 years 30 30.0 30.0 100.0

Total 100 100.0 100.0

Source: field survey, May, 2020.

Table 2 above shows the age grade of the respondents used for this study.

Out of the total number of 100 respondents, 15 respondents which represent

15.0percent of the population are between 15-19years.10 respondents which

represent 10.0percent of the population are between 20-24years. 25

respondents which represent 25.0percent of the population are between 25-

29years.20 respondents which represent 20.0percent of the population are

between 30-34years while the remaining 30 respondents which represent

30.0percent of the population are above 34years.

TABLES BASED ON RESEARCH QUESTIONS: THE RELEVANCE

OF MATHEMATICS EDUCATION IN THE DEVELOPMENT OF
ENTREPRENEUER SKILLS IN SENIOR SECONDARY SCHOOL IN
IJEBU ODE LOCAL GOVERNMENT
Table 6 Mathematics education has significant effect in the development of
entrepreneur skills in senior secondary school in Jos south local government

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 30 30.0 30.0 30.0

agree 42 42.0 42.0 72.0

undecided 10 10.0 10.0 82.0

disagree 10 10.0 10.0 92.0

strongly disagree 8 8.0 8.0 100.0

Total 100 100.0 100.0

Source: field survey, May, 2020.
Table 6 shows the responses of respondents that mathematics

education has significant effect in the development of entrepreneur

skills in senior secondary school in Jos south local government

30 respondents representing 30.0percent strongly agreed that

mathematics education has significant effect in the development of

entrepreneur skills in senior secondary school in Jos south local

government.

42 respondents representing 42.0percent agreed that mathematics

education has significant effect in the development of entrepreneur

skills in senior secondary school in Jos south local government.

10 respondents representing 10.0 percent were undecided.

10 respondents representing 10.0percent disagreed that

mathematics education has significant effect in the development of

entrepreneur skills in senior secondary school in Jos south local

government

While the remaining 8 respondents representing 8.0percent

strongly disagreed that mathematics education has significant effect

in the development of entrepreneur skills in senior secondary

school in Jos south local government

NOTE: from table 6 above, we found out that most of the

respondents were affirmative with the question being asked; we

therefore conclude that mathematics education has significant

effect in the development of entrepreneur skills in senior secondary

school in Jos south local government

Table 7 There is a significant relationship between mathematics education and the

development of entrepreneur skills in senior secondary school in Jos south local
government

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 10 10.0 10.0 10.0

agree 15 15.0 15.0 25.0

undecided 5 5.0 5.0 30.0

disagree 40 40.0 40.0 70.0

strongly disagree 30 30.0 30.0 100.0

Total 100 100.0 100.0

Source: field survey, May, 2020.

Table 7 show the responses of respondents that there is a

significant relationship between mathematics education and the

development of entrepreneur skills in senior secondary school in

Jos south local government.

10 of the respondents representing 10.0percent strongly agree that

there is a significant relationship between mathematics education

and the development of entrepreneur skills in senior secondary

school in Jos south local government.

15 of the respondents representing 15.0percent agree that there is a

significant relationship between mathematics education and the

development of entrepreneur skills in senior secondary school in

Jos south local government

5 of them representing 5.0percent were undecided.

40 of the respondents representing 40.0percent disagree that there

is a significant relationship between mathematics education and

the development of entrepreneur skills in senior secondary school

in Jos south local government

while the 30 of the respondents representing 30.0percent strongly

disagree that there is a significant relationship between

mathematics education and the development of entrepreneur skills

in senior secondary school in Jos south local government.

NOTE: from table 7 above, we found out that most of the

respondents were affirmative with the question being asked; we

therefore conclude that there is a significant relationship between

mathematics education and the development of entrepreneur skills

in senior secondary school in Jos south local government.

Table 8
Lack of instructional materials is one of the factors affecting the impact of
mathematics education on the development of entrepreneur skills in senior
secondary school in Jos south local government

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 60 60.0 60.0 60.0

agree 25 25.0 25.0 85.0

undecided 10 10.0 10.0 95.0

disagree 5 5.0 5.0 100.0

Total 100 100.0 100.0

Source: field survey, May, 2020.

Table 8 show the responses of respondents that lack of

instructional materials is one of the factors affecting the impact of

mathematics education on the development of entrepreneur skills

in senior secondary school in Jos south local government

60 of the respondents representing 60.0percent strongly agree that

lack of instructional materials is one of the factors affecting the

impact of mathematics education on the development of

entrepreneur skills in senior secondary school in Jos south local

government.

25 of the respondents representing 25.0percent agree that lack of

instructional materials is one of the factors affecting the impact of

mathematics education on the development of entrepreneur skills

in senior secondary school in Jos south local government.

10 of them representing 10.0percent were undecided

While the remaining 5 of the respondents representing 5.0percent

disagree that lack of instructional materials is one of the factors

affecting the impact of mathematics education on the development

of entrepreneur skills in senior secondary school in Jos south local

government.

NOTE: from table 8 above, we found out that most of the

respondents were affirmative with the question being asked; we

therefore conclude that lack of instructional materials is one of the

factors affecting the impact of mathematics education on the

development of entrepreneur skills in senior secondary school in

Jos south local government.

Table 9 The activities of mathematics education has increased overtime in
entrepreneurship in Nigeria

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 25 25.0 25.0 25.0

agree 32 32.0 32.0 57.0

undecided 13 13.0 13.0 70.0

disagree 15 15.0 15.0 85.0

strongly disagree 15 15.0 15.0 100.0

Total 100 100.0 100.0

Source: field survey, May, 2020.

Table 9 shows the responses of respondents if the activities of

mathematics education have increased overtime in

entrepreneurship in Nigeria

25 of the respondents representing 25.0percent strongly agree that

the activities of mathematics education has increased overtime in

entrepreneurship in Nigeria .

32 of the respondents representing 32.0percent agree that the

activities of mathematics education has increased overtime in

entrepreneurship in Nigeria

13 of the respondents representing 13.0percent were undecided.

15 of the respondents representing 15.0percent disagree that the

activities of mathematics education has increased overtime in

entrepreneurship in Nigeria

While the remaining 15 of the respondents representing

15.0percent strongly disagree that the activities of mathematics

education has increased overtime in entrepreneurship in Nigeria .

NOTE: from table 8 above, we found out that most of the

respondents were affirmative with the question being asked; we

therefore conclude that the activities of mathematics education has

increased overtime in entrepreneurship in Nigeria .

Table 10: The entrepreneurship skill of student in Jos south local government has
improve since the inception of mathematics education in secondary schools

Cumulative
Frequency Percent Valid Percent Percent

Valid strongly agree 65 65.0 65.0 65.0

agree 30 30.0 30.0 95.0

disagree 3 3.0 3.0 98.0

strongly disagree 2 2.0 2.0 100.0

Total 100 100.0 100.0

Source: field survey, May, 2020.

Table 10 show the responses of respondents if the entrepreneurship

skill of student in Jos south local government has improve since the

inception of mathematics education in secondary schools

65 of the respondents representing 65.0percent strongly agree that

the entrepreneurship skill of student in Jos south local government

has improve since the inception of mathematics education in

secondary schools.

30 of the respondents representing 30.0percent agree that the

entrepreneurship skill of student in Jos south local government has

improved since the inception of mathematics education in

secondary schools.

3 respondents representing 3.0percent were undecided.

3 of the respondents representing 3.0percent disagree that the

entrepreneurship skill of student in Jos south local government has

improve since the inception of mathematics education in secondary

schools.

2 of the respondents representing 2.0percent strongly disagree that

the entrepreneurship skill of student in Jos south local government

has improve since the inception of mathematics education in

secondary schools.
NOTE: from table 8 above, we found out that most of the

respondents were affirmative with the question being asked; we

therefore conclude that the entrepreneurship skill of student in Jos

south local government has improve since the inception of

mathematics education in secondary schools

RESEARCH HYPOTHESIS

HYPOTHESIS

HO1: Mathematics education has no significant effect in the

development of entrepreneur skills in senior secondary school in

Jos south local government.

Hi: Mathematics education has significant effect in the development

of entrepreneur skills in senior secondary school in Jos south local

government.

Level of significance (α=0.05)

Decision Rule

In taking decision for “r”, the following rules shall be

observed;
 i) If the value of “r” tabulated is greater than “r” calculated,
accept the alternative hypothesis (H1) and .reject the null
hypothesis (H0).
ii) If the “r” calculated is greater than the “r” tabulated, accept
the null hypothesis (H0) while the alternative hypothesis is
rejected

Table 14

Correlations
There is a
Mathematics
significant
education has
relationship
significant effect
between
in the
mathematics
development of
education and the
entrepreneur
development of
skills in senior
entrepreneur
secondary
skills in senior
school in Jos
secondary school
south local
in Jos south local
government
government

Mathematics education has

Pearson Correlation 1 .819**
significant effect in the
Sig. (2-tailed) .000
development of entrepreneur
skills in senior secondary
school in Jos south local N 100 100
government
There is a significant
Pearson Correlation .819** 1
relationship between
Sig. (2-tailed) .000
mathematics education and
the development of
entrepreneur skills in senior
secondary school in Jos south
N 100 100
local government

**. Correlation is significant at the 0.01 level (2-tailed).

CONCLUSION BASED ON DECISION RULE

From table 14 above, since the value of “r” tabulated is greater than

“r” calculated, accept the alternative hypothesis (H 1) and reject the

null hypothesis (H0) and conclude that mathematics education has

significant effect in the development of entrepreneur skills in senior

secondary school in Jos south local government

NOTE: There is a statistically significantly (0.00) strong relationship

(0.819) between the responses of the respondents that said that

mathematics education has significant effect in the development of

entrepreneur skills in senior secondary school in Jos south local

government and those that said that there is a significant

relationship between mathematics education and the development

of entrepreneur skills in senior secondary school in Jos south local

government
CHAPTER FIVE

5.0 SUMMARY CONCLUSION AND RECOMMENDATION

The main of the study is the relevance of mathematics education in

the development of entrepreneur skills in senior secondary school

in Jos south local government. The study found out that

mathematics education has significant effect in the development of

entrepreneur skills in senior secondary school in Jos south local

government, there is a significant relationship between

mathematics education and the development of entrepreneur skills

in senior secondary school in Jos south local government, lack of

instructional materials is one of the factors affecting the impact of

mathematics education on the development of entrepreneur skills

in senior secondary school in Jos south local government, the

activities of mathematics education has increased overtime in

entrepreneurship in Nigeria and the entrepreneurship skill of

student in Jos south local government has improve since the

inception of mathematics education in secondary schools.

CONCLUSION

In conclusion mathematics education has significant effect in the

development of entrepreneur skills in senior secondary school in

Jos south local government. The result of the data analysis shows

that there is a statistically significantly (0.00) strong relationship

(0.819) between the responses of the respondents that said that

mathematics education has significant effect in the development of

entrepreneur skills in senior secondary school in Jos south local

government and those that said that there is a significant

relationship between mathematics education and the development

of entrepreneur skills in senior secondary school in Jos south local

government.

RECOMMENDATION

The study recommends that:

1. there should be provision of instructional materials to all

secondary schools in Jos south local government.

 2. there should be a kind of seminars for all mathematics

education teachers on entrepreneurship development in Ijebu

ode L.G.A

QUESTIONNAIRE ADMINISTRATION

INSTRUCTION: Please endeavor to complete the questionnaire by

ticking the correct answer (s) from the options or supply the

information where necessary.

1. Gender

a. Male

b. Female

2. Age range

a. 20-30

b. 31-40

c. 41-50

d. 51-60

e. Above 60

3. Educational qualification

a. PSLC
 b. WASSCE/GCE/NECO

c. OND/HND/BSC

d. MSC/PGD/MBA/PHD

e. Others

4. Years of experience

a. 0-2ys

b. 3-5yrs

c. 6-8yrs

d. 9-11yrs

e. 11-13yrs

f. Above 13yrs

SECTION B: QUESTIONS ON THE RELEVANCE OF

MATHEMATICS EDUCATION IN THE DEVELOPMENT OF
ENTREPRENEUER SKILLS IN SENIOR SECONDARY SCHOOL IN
JOS SOUTH LOCAL GOVERNMENT

Mathematics education has significant effect in the development of

entrepreneur skills in senior secondary school in Jos south local

government

a. Strongly agreed

b. Agreed

c. Undecided
 d. Disagreed

e. Strongly disagreed

There is a significant relationship between mathematics education

and the development of entrepreneur skills in senior secondary
school in Jos south local government

a. Strongly agreed

b. Agreed

c. Undecided

d. Disagreed

e. Strongly disagreed

Lack of instructional materials is one of the factors affecting the

impact of mathematics education on the development of
entrepreneur skills in senior secondary school in Jos south local
government

a. Strongly agreed

b. Agreed

c. Undecided

d. Disagreed

e. Strongly disagreed
The activities of mathematics education have increased overtime in
entrepreneurship in Nigeria.

a. Strongly agreed

b. Agreed

c. Undecided

d. Disagreed

e. Strongly disagreed

The entrepreneurship skill of student in Jos south local government

has improve since the inception of mathematics education in
secondary schools

a. Strongly agreed

b. Agreed

c. Undecided

d. Disagreed

e. Strongly disagreed