An industrial and computational mathematics expert, Mrs Ifeyinwa Madu, has expressed concern over the future of career development in Science, Technology, Engineering, and Mathematics (STEM) fields, citing the persistent decline in students’ performance in mathematics as a critical threat.
Mrs Madu, a Chief Lecturer at Federal Polytechnic Bauchi and currently conducting research in Industrial and Computational Mathematics at Morgan State University, Baltimore, Maryland, USA, analysed the broader implications of poor mathematics outcomes on key professions such as accounting, computer science, and engineering. She called for urgent and collective action to reverse the trend.
Her comments followed recent concerns raised by the West African Examinations Council (WAEC) over the continued poor performance of candidates in the 2024 West African Senior School Certificate Examination (WASSCE), particularly in English Language and Mathematics.
According to WAEC, about 28 per cent of candidates failed to obtain credit passes in both subjects. Of the 1,805,216 candidates who sat for the examination, only 1,301,941 secured credits in at least five subjects, including English and Mathematics.
Addressing the state of mathematics education in Nigeria, Mrs Madu observed that poor performance in mathematics has become a recurring national issue, especially following the release of WAEC and NECO results. She attributed the problem to foundational and institutional weaknesses, compounded by negative societal attitudes.
She cautioned against placing the blame solely on mathematics teachers and called for a broader perspective that includes educational policymakers at both the state and federal levels. Citing a 2023 study conducted by academics from two major Nigerian universities, she noted that teachers, the Ministry of Education, parents, and the students themselves all share responsibility for the declining performance.
Mrs Madu stressed the urgent need to revisit the foundation of mathematics education. She recommended a review of the secondary school mathematics curriculum introduced in 2011 and urged the Nigerian Educational Research and Development Council (NERDC) to spearhead reform efforts.
She advocated for collaborative policy discussions, saying all stakeholders working with NERDC must come together to develop long-term strategies to address the persistent challenges in the sector.
In her role as an educator, she emphasised the importance of attracting and retaining the brightest minds in the teaching profession through competitive remuneration and improved working conditions. She argued that making teaching one of the best-rewarded professions in the country would naturally attract top talent. She also called on the government and the Teachers Registration Council of Nigeria (TRCN) to elevate the profession’s status.
She warned that industries reliant on strong mathematical competence are already experiencing the adverse effects of educational shortcomings, particularly in fields such as accounting, computer science, and engineering. According to her, many students with aspirations in STEM disciplines are being derailed by recurring failures in mathematics.
Mrs Madu also highlighted the role of parents in fostering an early interest in mathematics. While acknowledging the economic challenges facing many Nigerian families, she argued that hardship should not absolve parents of their responsibilities. She pointed out that financial struggles are global, though more pronounced in developing countries due to poor policy decisions. However, she insisted that parents must continue to instil discipline and motivation in their children.
She expressed concern over the growing tendency among students to idolise fraudsters while neglecting academic efforts, blaming this on a lack of moral guidance at home. She called on parents to confront this attitudinal decline and urged community and religious leaders to step up efforts in redirecting the youth towards hard work and meaningful aspirations.
Finally, she appealed to Nigerian intellectuals in the diaspora to support initiatives aimed at revitalising the education sector. She urged them to remember their alma mater and take note of the deteriorating conditions in many schools. According to her, meaningful learning cannot occur in environments that are not conducive to this type of learning. She emphasised that the time had come to give back and help rebuild the nation’s educational infrastructure.
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