Relationship Between Mathematics Teachers’ Beliefs and Instructional Practices in Selected Senior High Schools in Western Region

Abstract

This study explored mathematics teachers’ beliefs and instructional practices in selected senior high schools in the Western Region. A quantitative research method embedded with a descriptive survey design was used. The primary methods of information gathering involved the use of a modified questionnaire and an observation guide. One hundred and twenty-two teachers from 10 senior high schools were recruited for this project. Pearson Product Moment Correlation, independent sample t-test, mean, and standard deviations were used to analyse the data. The findings of the study revealed that there was a significant relationship between senior high school mathematics teachers’ beliefs about mathematics and their instructional practices. Furthermore, there was no significant difference in mathematics teachers’ beliefs about mathematics based on gender. The study also found that SHS mathematics teachers held constructivist beliefs about the subject. There was no significant correlation between teachers’ years of experience and their instructional practices of teachers. Based on the findings, it was recommended that teachers’ positive beliefs about mathematics should be leveraged on to encourage them to employ the constructivist approach in their mathematics teaching.