Influence Of The Diploma In Basic Education Programme Run By Colleges Of Education On Beginning Teachers' Teaching Efficiency In Matematics

Abstract

This study examined the innuence of the Diploma 111 Basic Education (DBE) programme run by Colleges of Education on beginning teachers' teaching efficiency in mathematics. The study employed sequential explanatory mixed method design . In all, the study used 184 teacher participants comprising 104 beginning and 80 in-service teachers selected using multistage sampling techniques - simple random, purposive and proportionate sampling. Observation schedule, questionnaire and semi-structured interview guide were used to collect data which were analysed and discussed within the framework of Val siner's Zone Theory. The quantitative data were analysed using descriptive statistics (mean, standard deviation) and inferential statistics (independent sample t-test, one-way analysis of variance - ANOVA) while the qualitative data were analysed narratively. It was found that the DBE programme was effective in building the teaching practices and altitude of beginning teachers. The teaching practices of the DBE trained teachers were rated very high. There was no statistically significant difference between teaching practices of beginning teachers and in-service teachers. Attitude of the beginning teachers towards teaching ofmathematics was also positive. Overall , the beginning teachers perceived the training programme as being useful. However, teaching practices and attitudes of beginning teachers were found to differ across specialties (early childhood, primary and junior high). It was therefore recommended that Mentoring Universities should consider extending the duration of the method of teaching mathematics course from one semester to at least two semesters to gi ve room to preservice teachers to internali se the content of the methods course to improve teaching efficiency. Suggestions were made for further studies.