Primary and junior high school mathematics and science teachers’ views on teaching in the Cape Coast Metropolis of Ghana

Ernest Kofi Davis,Christopher Beccles,Etheldreda Intsiful

doi:10.4314/ajesms.v15i2.2

Abstract

This paper draws on conceptualization of pupil-centred and teacher-centred methods to explore the views of primary school and junior high school (JHS) mathematics and science teachers on teaching. The purpose of the study was to ascertain whether the views of these teachers place the pupils at the centre of the teaching and learning process. The research participants were selected from all the six circuits in the Cape Coast Metropolis using stratified random sampling procedure. Questionnaires were administered and responded to by 157 primary and JHS mathematics and science teachers in the Cape Coast Metropolis of Ghana. The data collected were analysed using both quantitative and qualitative data analysis methods. The findings from the study showed among others that the participants’ views about teaching were predominantly teacher-centred. Implications of the findings for mathematics and science teacher education particularly and research in mathematics and science education in Ghana generally are provided.

Highlights

Background to the studyMathematics and Science constitute two important subjects which are studied in pre-tertiary curriculum all over the world because of their role in the socioeconomic development of countries
Teachers’ views about teaching cannot always be classified strictly as being teachercentred or pupil-centred, it was evident from the study that the primary and junior high school teachers’ views on the majority of Brady’s (1985) indicators of the continuum between teachercentred and pupil-centred methods showed that their views were predominantly teacher-centred
The sociocultural norms of teaching mathematics and science in Ghana where procedures are taught followed by application of procedures would have to be challenged since teachers’ views are influenced by their experience in the social and cultural context of schooling

Summary

Introduction

Background to the studyMathematics and Science constitute two important subjects which are studied in pre-tertiary curriculum all over the world because of their role in the socioeconomic development of countries. Dembo (1977) argues that all teachers have belief or theory about learning that is the very fabric of their teaching strategy. This suggests that teachers’ beliefs about learning has the tendency to influence teaching and learning in the classroom. Teachers who see learning mainly as acquisition of knowledge are likely to use teacher-centred methodologies, while teachers who see learning as acquisition of experience are more likely to employ student-centred approaches.

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Conclusion