Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach
Education Journal
Volume 6, Issue 6, November 2017, Pages: 177-187
Received: Oct. 7, 2017; Accepted: Oct. 27, 2017; Published: Nov. 24, 2017
Views 324      Downloads 27
Joshua Abah Abah, Department of Science Education, University of Agriculture, Makurdi, Nigeria
Article Tools
Follow on us
In the face of bizarre challenges, many Nigerian higher education students are surviving out of sure doggedness and determination to succeed. Out of improvisation, deprivation and sheer hard work, many students have attained graduation with outstanding qualities. This study employs autoethnography to report the author’s personal narrative of graduating in mathematics education in a public university in Nigeria. Reflective writings from three graduating students of mathematics education added voices to the autoethnography. Emerging themes deduced from the reports indicate a general mixed expectation for higher education, Students’ tenacity in the face of a tense school climate, and a productive social interaction as constituting broad experience of graduating students of mathematics education in Nigeria.
Mathematics Education, Nigerian Higher Education, Autoethnography, School Experience
To cite this article
Joshua Abah Abah, Original Higher Education Experience of Graduating Students of Mathematics Education in Nigeria: An Autoethnographic Approach, Education Journal. Vol. 6, No. 6, 2017, pp. 177-187. doi: 10.11648/j.edu.20170606.13
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Iji, C. O., Abah, J. A. and Uka, N. K. (2013). Attaining the Millennium Development Goals (MDGs) through effective mathematics education. in O. Abonyi (Ed.), Attaining the MDGs through STEM Education, Proceedings of the 54th Annual Conference of the Science Teachers Association of Nigeria (STAN), pp 99-107.
Ifenkwe, G. E. (2013). Educational development in Nigeria: Challenges and prospects in the 21st century. Universal Journal of Education and General Studies, 2(1), 7-14.
Singh, R. R. (1991). Education for the twenty-first century: Asia-Pacific perspectives. Bangkok: UNESCO Principal Office for Asia and the Pacific. Pp 1-89.
Edukugho, E. (2012). Challenge of Producing Unemployable Graduates. Retrieved on 23rd July, 2012 from http://www.vanguard/ngr.com/2012/07/challenge - of - producing – unemployable – graduates/
Moja, T. (2010). Nigeria education sector analysis: An analytical synthesis of performance and main issues. A document produced for the World Bank in January, 2000, pp 1-45.
Okonjo-Iweala, N. (2012). Reforming Nigeria’s education system: Paradigm shift. A keynote speech at the 2012 Isaac Moghalu Foundation Lecture at Civic Centre, Victoria Island, Lagos, on Thursday, July 12, 2012. Pp 1-17.
Partnership for 21st Century Skills (2002). Learning for the 21st century: A report and mile guide for 21st century skills. Washington: Partnership for 21st Century Skills, 1-5.
Odili, G. O. (2012). Towards a new paradigm of teaching mathematics in Nigerian universities: The role of mathematics educators. Online Journal of Science Teachers Association of Nigerian (STAN), 47(1).
Kilpatrick, J. (2008). The development of mathematics education as an academic field. A paper prepared for Plenary Lecture 1 at the Symposium on the occasion of the 100th Anniversary of ICMI held in Rome, 5th-8th March, 2008. pp 1-18.
Tall, D. (2014). Information technology and mathematics education: Enthusiasm, possibilities and realities. Coventry: University of Warwick. Pp 1 – 16.
National Universities Commission (2007). Benchmark minimum academic standards for undergraduate programmes: Education. Abuja: National Universities Commission.
Brock, C. H., Borti, A., Frahm, T., Howe, L., Khasilova, D. & Ventura-Kalen, K. (2017). Employing autoethnography to examine our diverse identities: Striving towards equitable and socially just stances in literacy teaching and research. International Journal of Multicultural Education, 19(1), 105-123.
Williams, J. M. (2011). Home, school, and community factors that contribute to the educational resilience of urban African American high school graduates from low-income, single-parent families. PhD (Doctor of Philosophy) Thesis. Retrieved on 20th February, 2017 from http://ir.uiowa.edu/etd/1191
Cybinski, P. J. & Forster, J. (2009). Student preparedness, effort and academic performance in quantitative business course. In D. T. Nguyen (Ed.), Discussion, Papers and Economics. Brisbane: Griffith Business School. Pp 1-35.
Sanchez, F. J. P. & Roda, M. D. S. (2005). Relationships between self-concept and academic achievement in primary students. Electronic Journal of Research in Educational Psychology and Psychopedagogy, 1(1), 95-120.
Carter, B. (2014). Can 10,000 hours of practice make you an expert? Retrieved on 1st March, 2017 from http://www.bbc.com/news/magazine-26384712
Shen, J. (2013). The science of practice: What happens when you learn a new skill? Retrieved on 1st March, 2017 from http://lifehacker.com/the-science-of-practice-what-happens-when-you-learn-a-510255025
Haahr, J. H., Nielsen, T. K., Hansen, M. E. & Jakobsen, S. T. (2005). Explaining student performance: Evidence from the international PISA, TIMSS and PIRLS surveys. Retrieved on 4th March, 2017 from http://www.danishtechnology.dk
Learning Theories. Com (2014). Self-theories (Dweck). Retrieved on 4th March, 2017 from http://www.learning-theories.com/self-theories-dweck.html
Wilson, T. D., Damian, M., & Shelton, N. (2002). Improving the academic performance of college students with brief attributional intervention, In J. Aronsn (Ed.), Improving Academic Achievement: Impact of Psychological Factors on Education (pp. 89-108). New York, NY: Academic.
Dweck, C. S., Walton, G. M. & Cohen, G. L. (2014). Academic tenacity: Mindsets and skills that promote long-term learning. Seattle, Washington, DC: Bill & Mellinda Gates Foundation. pp 1-40.
Snyder, C. R., Lopez, S. J., Shorey, H. S., Rand, K. L. & Feldman, D. B. (2003). Hope theory, measurements, and applications to school psychology. School Psychology Quarterly, 18(2), 122-139.
Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams III, V. H. & Wiklund, C. (2002). Hope and academic success in college. Journal of Educational Psychology, 94(4), 820-826.
Leondari, A. & Gialamas, V. (2002). Implicit theories, goal orientations, and perceived competence: Impact on students’ achievement behaviours. Psychology in the Schools, 39(3), 279-291.
McCowan, T. (2015). Students in the driving seat: Young people’s voices on higher education in Africa. A report commissioned by the British Council as part of the Universities, Employability and Inclusive Development project. Pp 1-27. Retrieved on 12th February, 2017 from http://www.britishcouncil.org/education/ihe
Ugwu, F. O., Onyishi, I. F. & Tyoyima, W. A. (2013). Exploring the relationships between academic burnout, self-efficiency and academic engagement among Nigerian college students. The African Symposium, 13(2), 37-45.
Arowolo, D. O. & Alade, F. A. (2014). Cognitive stress experienced by university undergraduates in South West Nigeria. Research on Humanities and Social Science, 4(28), 15-19.
Peltzer, K., Pengpid, S., Olowu, S. & Olasupo, M. (2013). Depression and associated factors among university students in Western Nigeria. Journal of Psychology in Africa, 23(3), 459-466.
Melody, N. M. & Agommuoh, P. C. (2014). Environmental hazards and hostel accommodation problems: Challenges for university education in Nigeria. US-China Education Review, 4(6), 407-413.
Perotomode, V. F. & Ugbomeh, A. N. (2013). Problems faced by undergraduate and diploma students and their survival strategies in Nigeria: An institutional analysis. International Journal of Educational Planning & Administration, 3(1), 25-33.
Okoli, N. J. (2015). Impact of fees increase on university students’ education in Nigeria. Merit Research Journal of Education and Review, 3(2), 115-118.
Ellis, C., Adams, T. E. & Bochner, A. P. (2011). Autoethnography: An overview. Qualitative Social Research, 12(1), Art. 10. Retrieved on 5th march, 2017 from http://www.qualitative-research.net/index/php/fqs/article/view/1589/3095
Adams, T. E. (2017). Critical autoethnography, education, and a call for forgiveness. International Journal of Multicultural Education, 19(1), 79-89.
Ngujiri, F. W., Hernandez, K-A. C. & Chang, H. (2010). Living autoethnography: Connecting life and research. Journal of Research Practice, 6(1), Article E1. Retrieved on 5th March, 2017 from http://jrp.icaap.org/index.php/jrp/article/view/241/186
Sorrentino, E. (2012). Top 10 reasons earning a college degree is an awesome idea. Retrieved on 27th April, 2017 from http://blog.grantham.edu/blog/bid/131896/Top-10-Reasons-Earning-a-College-Degree-Is-an-Awesome-Idea
Yusuf, O. S. (2011). Students access to housing: A case of Lagos State university students – Nigeria. Journal of Sustainable Development, 4(2), 107-122.
Abah, J. A. (2016) Repositioning the pedagogy of the teaching practice course in mathematics education: Implications for stakeholders in a globally depressed economy. Retrieved on 1st March, 2017 from https://osf.io/8gp3t/download
World Atlas (2017). Largest ethnic groups in Nigeria. Retrieved on 19th July, 2017 from http://www.worldatlas.com/articles/largest-ethnic-groups-in-nigeria.html
Adams, S. K. & Baronberg, J. (2011). Importance of family involvement. Retrieved on 19th August, 2017 from http://www.education.com/reference/article/importance-family-involvement/
Science Publishing Group
NEW YORK, NY 10018
Tel: (001)347-688-8931