Abstract
Purpose: The study examined trainee-teachers’ perceptions on traditional, online and hybrid learning modes of Mathematics education.
 Methodology: Quantitative research design was employed. The public colleges of education students in Ghana were involved in the study. Purposive sampling technique was used in selecting the sample for the study. In all, data was collected on 315 levels 100 and 200 students. Descriptive data analysis was employed using the Jamovi Statistical Data Analysis (JSDA) tool.
 Findings: The results indicate with over 80% frequencies of students and above 4.0 means of choice of responses per variables, students are mostly comfortable interacting and communicating with their tutors and colleagues in face-to-face Mathematics learning environment. The results also confirmed, with about 60.9% and 76.2% frequencies respectively, the students’ preferred Mathematics learning mode to be the blended teaching-learning and the face-to-face mode of assessments.
 Unique Contribution to Theory, Practice and Policy: With the advent of technologies and the prospects made in technology assisted instructions as revealed by literature, the Management and other stakeholders of the Colleges of Education are urged to facilitate Information Communication Technology (ICT) resources in their respective Colleges. This is to aid the implementation of the integration of face-to-face and the online teaching and learning of Mathematics courses.
Highlights
INTRODUCTIONMost often, is said to be an acquisition of new mental schemata, knowledge, abilities, skills, etc, which can be used to solve problems potentially more successfully, furthering decision making on the basis of experience, which elevates “doing” as a basis for achieving an effective understanding of the knowledge (Pazos, Azpiazu, Silva & Rodriguez-Paton, 2002)
Learning, most often, is said to be an acquisition of new mental schemata, knowledge, abilities, skills, etc, which can be used to solve problems potentially more successfully, furthering decision making on the basis of experience, which elevates “doing” as a basis for achieving an effective understanding of the knowledge (Pazos, Azpiazu, Silva & Rodriguez-Paton, 2002).One cannot underestimate the values of Mathematics in our lives
In Ghana’s educational system, Mathematics is one of the core subjects that is being studied at all levels in the pre-tertiary institutions
Summary
Most often, is said to be an acquisition of new mental schemata, knowledge, abilities, skills, etc, which can be used to solve problems potentially more successfully, furthering decision making on the basis of experience, which elevates “doing” as a basis for achieving an effective understanding of the knowledge (Pazos, Azpiazu, Silva & Rodriguez-Paton, 2002). The focus of this study is on pursuing Ghana’s Colleges of Education trainee-teachers’ (students’, pre-service teachers’, student-teachers’) perceptions on the preferred learning modes of Mathematics teaching and learning environment. The study of Paul and Jefferson (2019) found www.iprjb.org no significant difference in students’ performance between online and face-to-face learners, whereas the findings of Ary and Brune, (2011) showed that students prefer online learning mostly depending on the topic and the technology This current study seeks to examine trainee-teachers’ perceptions on traditional, online and hybrid learning modes of mathematics education. The Colleges of Education students have currently experienced the use of all the three learning modes: traditional, online and blended learning environments. What instructional mode do student-teachers prefer most in Mathematics learning?
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