Senior high school teachers‘ perception towards the use of concrete materials in teaching and learning mathematics

Abstract

The study investigated the perception of Senior High School (SHS) mathematics teachers towards the use of concrete teaching and learning materials (TLMs) in the Cape Coast Metropolis of Ghana. The study adopted explanatory sequential mixed method approach. A survey design was employed to explore the perception of 132 SHS mathematics teachers towards the use of TLMs. Teachers were sampled using proportionate stratified sampling technique from the ten public SHSs in the Metropolis. The quantitative data were analyzed using descriptive statistics, ANOVA, correlation and multiple regression analyses whilst thematic analyses was used to analyze the qualitative data. The findings highlighted teachers‘ overall positive perception towards the use of TLMs. Teachers have reported their highest perception in their confidence and knowledge in using TLMs and believed that its usage was very important because it helps improve upon students‘ achievement in mathematics. The results also revealed teachers‘ high perception in time/classroom constraints in using TLMs and the cost of TLMs. The least perceived factor by teachers was availability of TLMs. Teachers‘ self-efficacy/Benefits in using TLMs was reported as the best predictor of teachers‘ overall perceptions towards the use of TLMs; and the least predictor was the Cost of TLMs. The study also revealed that teachers‘ teaching experience and qualification were not determinant factors of teachers‘ use of TLMs. It is recommended that the Ministry of Education through Ghana Education Service could try to make the necessary provisions and resources