JUNIOR HIGH SCHOOL TEACHERS USE OF MANIPULATIVE MATERIALS IN TEACHING MATHEMATICS IN THE UPPER WEST REGION OF GHANA

Author Name: 1. Edward Abatanie Padmore 2. Prof. Michael Johnson Nabie

Volume/Issue: 03/02

Country: Africa

DOI NO.: 08.2020-25662434 DOI Link: https://www.doi-ds.org/doilink/08.2022-93359538/UIJIR

Affiliation:

1. Department of Mathematics And ICT, Nusraj Jahan Ahmidiyya College of Education, Ghana, Africa
2. Department of Mathematics Education, Nusraj Jahan Ahmidiyya College of Education, Ghana, Africa

ABSTRACT

The Ministry of Education (MoE)/Ghana Education Service (GES) requires all teachers to use manipulatives to teach mathematics in Junior High Schools (JHSs) because they have the potential to demystify learning of the subject. The study was designed to examine the use of manipulatives in teaching mathematics among junior high school teachers. Three instruments, namely, questionnaire, interview guides and observation guides were used to collect data from 94 teachers, 10 head teachers sampled from 73 JHSs, and one mathematics coordinator. Descriptive statistical analysis was applied to the quantitative data obtained from the questionnaire while content analysis was applied to the qualitative data from the interviews and observations. The study showed that teachers’ use of manipulatives in teaching mathematics was at variance with their practice in the classroom. The study concluded that most JHS teachers do not use manipulatives in their classrooms because of the foregoing challenges. The study recommends that stakeholders in education should boost up the supply of manipulatives and organise periodic in-service training for JHS teachers on the use and development of manipulatives for teaching mathematics. Supervision should also be strengthened to ensure that mathematics teachers do what they are supposed to do.

Key words: Manipulatives, Foundation, Curriculum, Concept, Performance