The Prevalent Rate of Problem-Solving Approach in Teaching Mathematics in Ghanaian Basic Schools

Autor/inn/en	Nyala, Joseph; Assuah, Charles; Ayebo, Abraham; Tse, Newel
Titel	The Prevalent Rate of Problem-Solving Approach in Teaching Mathematics in Ghanaian Basic Schools
Quelle	In: International Journal of Research in Education and Science, 2 (2016) 2, S.444-452 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Mathematics Teachers; Mathematics Instruction; Foreign Countries; Problem Solving; Mathematics Education; Teaching Methods; Questionnaires; Mathematical Concepts; Elementary School Teachers; Secondary School Teachers; Elementary School Mathematics; Secondary School Mathematics; Observation; Class Activities; Correlation; Statistical Analysis; Mathematics Skills; Goodness of Fit; Ghana + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Ausland; Problemlösen; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Elementary school; Grundschule; Volksschule; Elementare Mathematik; Schulmathematik; Beobachtung; Korrelation; Statistische Analyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Stakeholders of mathematics education decry the rate at which students' performance are falling below expectation; they call for a shift to practical methods of teaching the subject in Ghanaian basic schools. The study explores the extent to which Ghanaian basic school mathematics teachers use problem-solving approach in their lessons. The participants, consisting of five hundred (500) basic school mathematics teachers, were randomly selected from all the ten (10) regions of Ghana. The data collection instruments were self-administered questionnaires, lesson observation checklists, and examination of class exercises. The Chi-square (goodness-of-fit) test indicated that there is a difference between the observed and expected values, and the occurrence of problem solving approach in mathematics lessons is not statistically less than 50% of the time in the basic schools, ?[superscript 2] (2, 485) = 184.90, p < 0.05. Thus, a significant proportion of basic school teachers (i. e. 90.1%), do not frequently use problem-solving approach in teaching mathematics lessons. This result adds to empirical evidence available on difficulties in teaching mathematics through practical activities. The study therefore contributes an important idea for teacher training programs to enhance mathematics teaching. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01