PERCEPTION OF MATHEMATICS TEACHERS TOWARDS ACHIEVING SUSTAINABLE DEVELOPMENT GOALS IN KANO STATE

Abstract

One of the main cornerstones for achieving sustainable development is education. Particularly, the fourth and fifth goals of the Sustainable Development Goals (SDGs) stressed the importance of ensuring inclusive and quality education for all. This study investigated the perception of mathematics teachers on the role of quality education and gender-balanced mathematics education in achieving the SDGs. A descriptive survey design was used for the study. Out of the population of the study; one hundred and twenty (120) secondary school mathematics teachers within the metropolitan part of Kano State were randomly sampled. To guide the study, three research questions and one hypothesis were formulated. The instrument used for data collection was a researchers’ designed questionnaire. The reliability of the instrument was determined using Cronbach Alpha Coefficient. Frequency and percentage, mean, standard deviation and Pearson Product Moment Correlation coefficient (at the level of significance of 0.05) were adopted to provide answers to the research questions and hypothesis respectively. The analysis of data indicated that the level of teachers’ awareness on the SDGs is moderate. In addition, the perceived role of mathematics teachers in realizing the SDGs through quality education and gender equality is inevitable. In conclusion, the work recommended that mathematics teachers should be motivated and challenged to prepare and present mathematics lessons to promote the multidisciplinary nature of mathematics which is capable of combatting the challenges facing humanity to attaining the Sustainable Development Goals.