COMPARISON OF MATHEMATICS COMPETENCIES AMONG EARLY CHILDHOOD CARE, PRIMARY ADULT, AND NON-FORMAL EDUCATION STUDENTS IN FCE (TECH) BICHI
Sunusi Ahmed, Hamza Garba Leko, Jamila Saleh Hassan
Abstract
This study investigated Mathematics competencies among NCE II SECPADE students at FCE (Tech) Bichi, comparing performance across the Early Childhood Care and Education (ECCE), Adult and Non-Formal Education (ANF), and Primary Education Studies (PES) departments. Three objectives were stated, three research questions were raised, and three research hypotheses were formulated to guide the study. A descriptive survey design was adopted. The population consisted of 307 students, from which a sample of 30 (15 males and 15 females) was selected using systematic random sampling. Semester results from PES 213, ANF 223, and ECCE 223 were used as instruments, with reshuffled versions administered after two weeks to assess retention of Mathematical concepts. Data were analyzed using descriptive statistics, one-way ANOVA, and independent t-tests. Findings showed that ECCE students performed highest, followed by ANF and PES students, with no significant gender differences. ANOVA revealed significant departmental differences in both Mathematics competency f(2,307) = 18.76, p < 0.05 and retention f(2,27) = 16.32, p = 0.002, with ECCE students demonstrating superior retention. The study concluded that departmental teaching strategies and curriculum emphasis strongly influence Mathematics competency and retention. Recommendations included adopting ECCE-based instructional methods in PES and ANF, providing remedial support for low-performing students, reviewing curriculum standards, and conducting further research into factors enhancing ECCE mathematics performance.