Perceived Difficulty in Integrating Educational Objectives within the Mathematics Classroom: A Comparison of Beginner and Experienced Teachers.

Abstract

Differences in the perception of the difficulty level of integrating specific educational objectives into Mathematics teaching between beginner and experienced secondary school Mathematics teachers was examined. One hundred and seventeen Mathematics teachers from State Secondary Schools in Anambra, Nigeria were included in the investigation. A descriptive survey instrument was constructed for the study which incorporated 32 items in the areas of Planning Instruction (PI), Implementing Instruction (II), Use of Educational Technology (ET), and Maintenance of Discipline (MD). Analysis of the survey results showed that: a. There was a significant difference between beginner and experienced teachers in their perceptions of the difficulty of integrating PI, II, and MD educational objectives into Mathematics classes, b. There was no significant difference between experienced and beginner teachers in their perceptions of the difficulty of integrating ET into their classroom teaching, and c. The perceived level of difficulty experienced by Mathematics teachers in using those skills is independent of gender. The results of this study suggest that, student Mathematics teachers should be prepared by their various institutions as to the importance and methods of implementation of the educational objectives defined by the survey items in this study. Key words: Mathematical skill, Nigeria, secondary school, student Mathematics teachers