Factors Influencing Effective Teaching of Mathematics in Senior Secondary School, Ibadan Northwest LGA, Ibadan
CHAPTER ONE
Objective of the Study
The specific objectives of this study include to:
- Investigate the extent to which teacher-related factors, such as qualifications, teaching methods, and professional development, influence the effective teaching of mathematics.
- Examine the impact of school-related factors, such as availability of instructional materials and class size, on mathematics teaching.
- Assess the role of student-related factors, such as attitudes toward mathematics and parental support, in shaping the effectiveness of mathematics education.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
Mathematics Education
Mathematics education is a critical aspect of secondary school curricula, as it lays the foundation for many advanced disciplines. The ordinary meaning of mathematics education refers to the process of teaching and learning mathematics, which involves the acquisition of mathematical knowledge, skills, and problem-solving techniques. It emphasizes the development of cognitive abilities that help students understand mathematical concepts, perform calculations, and apply mathematical reasoning in everyday situations. In its broadest sense, mathematics education can be viewed as the study and teaching of mathematical concepts, fostering skills that are not only vital for academic success but also essential for personal and professional development (Farooq & Shah, 2024).
From a formal academic perspective, mathematics education is often defined as the discipline concerned with the teaching and learning of mathematics. According to Awofala and Fatade (2023), it encompasses the pedagogical approaches, content, curriculum, assessment, and teacher effectiveness necessary to promote mathematical literacy among students. It is an interdisciplinary field, drawing on insights from psychology, pedagogy, and sociology, aiming to enhance both the cognitive and affective domains of learning. Mathematics education, thus, is not just about understanding mathematical facts and procedures but also about fostering an appreciation for the subject and its practical applications in real-world contexts (Dauda, Jambo, & Umar, 2022).
Mathematics education in secondary schools is essential for preparing students for higher education and careers in fields such as science, engineering, and economics. It is considered a fundamental part of the curriculum in many educational systems, reflecting its central role in developing critical thinking and analytical skills (Gabina et al., 2021). According to Moyer-Packenham et al. (2022), effective mathematics education encourages both mastery of content and the ability to apply mathematical concepts in solving complex problems, thus providing students with the tools needed for future academic and career success. However, the challenges in mathematics education, particularly in secondary schools, remain significant, as highlighted by Ikegwuruka (2021), who pointed out that poor performance in mathematics persists in many regions due to various factors, including ineffective teaching strategies and lack of adequate resources.
Teaching Effectiveness
Teaching effectiveness refers to the ability of educators to facilitate learning in ways that achieve desired outcomes for students, both academically and developmentally. The ordinary understanding of teaching effectiveness involves the capacity of teachers to engage students actively, deliver content clearly, and assess students’ understanding appropriately. It encompasses the use of methods and strategies that inspire learning, motivate students, and adapt to their individual needs. In this sense, it is tied closely to the ability of teachers to translate curriculum objectives into impactful learning experiences (Dauda, Jambo, & Umar, 2022).
CHAPTER THREE
METHODOLOGY
Research Design
A research design serves as the blueprint for conducting a study, providing a framework that outlines procedures for data collection, measurement, and analysis (Saunders, Lewis, & Thornhill, 2019). This study adopted a cross-sectional survey design, which involves collecting data from a population at a single point in time to identify patterns, relationships, or trends (Creswell & Creswell, 2018). The cross-sectional design was appropriate for this research due to its efficiency in capturing a snapshot of the variables under investigation without requiring extended periods for data collection (Gray, 2018). Moreover, this design aligns with the study’s objectives to explore factors influencing mathematics teaching effectiveness, allowing for the analysis of diverse opinions within the target population.
Population of the Study
The population of the study comprised 1,200 respondents, including teachers, school administrators, and educational policymakers involved in secondary education. This population was justified as it included individuals directly or indirectly engaged in teaching mathematics and shaping educational outcomes. The inclusion of a diverse group ensured the collection of comprehensive and representative data, facilitating a holistic understanding of the factors influencing mathematics instruction (Bell, Bryman, & Harley, 2019). The large population size allowed for the generalization of findings while accounting for variability within the educational context (Frankfort-Nachmias, Nachmias, & DeWaard, 2021).
CHAPTER FOUR
FINDINGS AND DISCUSSION
Data Presentation
Demographic Distribution of Respondents
Table 4.1 provides an analysis of the demographic information of respondents, offering valuable insights into their characteristics. A high response rate of 93.3% was recorded, with 112 out of 120 distributed questionnaires returned and completed. This high level of participation enhances the credibility of the data.
The age distribution indicates that the majority of respondents (47.3%) are aged 30-39 years, followed by 23.2% aged 20-29 years. Respondents aged 40-49 years account for 20.5%, while those aged 50 years and above represent 8.9%. This spread reflects a diverse age range, with a significant number in their prime working years.
Educational qualifications show that 34.8% of respondents hold M.Sc/M. Ed degrees, followed by 30.4% with B.Sc/B.Ed degrees. Respondents with NCE constitute 15.2%, while 19.6% fall into other categories. This distribution highlights a highly educated group, equipped to provide informed perspectives on the study’s focus.
The gender distribution is notably uneven, with males making up 86.6% of respondents compared to 13.4% females. This imbalance reflects the gender disparity within the field of mathematics education in the study area.
Regarding teaching experience, 72.3% of respondents have over ten years of experience, indicating a workforce with substantial expertise. Those with 6-10 years and 1-5 years of experience represent 16.1% and 11.6%, respectively, further emphasizing the presence of seasoned educators.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
This study investigated the factors influencing the teaching and learning of mathematics in senior secondary schools in Ibadan Northwest Local Government Area (LGA). The findings provided significant insights into how teacher-related factors, school-related factors, and student-related factors impact the effectiveness of mathematics education. The results from the analyses have been categorized under these themes and summarized as follows:
The study revealed that teacher qualifications and professional development significantly affect the effective teaching of mathematics. Teachers with higher qualifications and those who undergo regular professional development programs demonstrated greater effectiveness in delivering mathematics lessons. This underscores the importance of continuous skill enhancement to keep teachers updated with modern pedagogical techniques and subject-specific knowledge.
Teachers lacking adequate professional training were found to face challenges in addressing diverse student needs and employing innovative instructional methods. The findings highlighted that teachers who engage in professional development programs are better equipped to utilize interactive teaching techniques, adapt to different learning styles, and handle classroom dynamics effectively. Consequently, students taught by such teachers achieved better understanding and performance in mathematics. This finding emphasizes the critical role of teacher preparation and ongoing education in improving teaching outcomes.
The availability of instructional materials and class sizes emerged as pivotal factors influencing the teaching of mathematics. Instructional materials such as textbooks, calculators, and visual aids were identified as essential tools for effective teaching. Their presence facilitates a deeper understanding of mathematical concepts by enabling teachers to provide clear and engaging demonstrations. However, a lack of these resources was shown to hinder teaching effectiveness, leaving students without adequate support to grasp complex mathematical principles.
Conclusion
The study examined the factors influencing the teaching and learning of mathematics in senior secondary schools in Ibadan Northwest Local Government Area. Based on the hypotheses tested, the findings demonstrated significant relationships between teacher qualifications, the availability of instructional materials, and students’ attitudes toward the effective teaching of mathematics.
Firstly, teacher qualifications and professional development were shown to be critical, emphasizing the need for continuous training to enhance teaching effectiveness. Teachers with better qualifications and exposure to professional development programs were more capable of employing innovative teaching methods, leading to improved student outcomes. Secondly, the availability of instructional materials significantly influenced teaching effectiveness. A lack of these resources was identified as a hindrance to effective instruction, further highlighting the importance of equipping schools with adequate teaching aids. Thirdly, students’ attitudes toward mathematics were significantly related to their learning outcomes. Positive attitudes enhanced engagement and understanding, while negative attitudes resulted in poor performance.
5.3 Recommendations
Based on the findings of this study and aligned with the specific objectives, the following recommendations are proposed:
- Continuous Professional Development for Teachers: To address the impact of teacher qualifications on effective mathematics teaching, it is essential for educational authorities to organize regular professional development programs. These programs should focus on equipping teachers with innovative instructional strategies, modern teaching technologies, and methods to engage diverse learners effectively. Incentives for participation, such as certifications or career advancement opportunities, should also be considered to encourage active involvement.
- Provision of Adequate Instructional Materials: Schools should prioritize the availability of essential instructional materials, including textbooks, visual aids, calculators, and digital tools. Government and school administrators should allocate sufficient funds to ensure that these resources are accessible and up-to-date. Partnerships with non-governmental organizations and private stakeholders can also be explored to supplement resource acquisition.
- Smaller Class Sizes for Personalized Learning: Efforts should be made to reduce class sizes, as large classes hinder effective teaching and individualized attention. School administrators should consider hiring additional qualified teachers and creating more classrooms to manage student numbers effectively. This measure will enhance teacher-student interactions and provide an environment conducive to active learning.
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