Senior High School Mathematics Teachers’ Perceptions and Use of Problem-Solving as a Pedagogical Tool

Abstract

The study investigated the mathematics teachers’ perception and use of problem-solving as a pedagogical tool in the Upper West Region. This study employed the sequential explanatory mixed-method design. Questionnaires were administered to 151 mathematics teachers from 21 senior high schools for data collection purposes for this research, after which a sample of 7 out of the 151 mathematics teachers were interviewed followed by an observation of their lessons. The sampling technique adopted for this study was multi-stage in nature; simple random and purposive sampling. This technique was adopted to obtain the various samples for this study. Both inferential (correlation) and descriptive statistics (mean, median and standard deviation) were used in analyzing quantitatively the data obtained. Analysis of the qualitative data from the open-ended items was done using the thematic coding technique. This study revealed that mathematics teachers have positive perceptions about the use of problem solving as a pedagogical tool. It was also found that about 91% of the senior high school mathematics teachers professed knowledge of use in teaching about problem solving and teaching for problem solving rather than teaching through problem solving. Teachers reported practices they could not demonstrate in their actual lesson. Their observed practices in their classroom had a lower score than what they reported. The study recommends that in-service senior high school mathematics teachers should be given professional development training on problem solving instructional approach and how it is used in the classroom.