Abstract:
This study explores the factors that advance the expository techniques of teaching and
learning in mathematics. The study was conducted in Shama Senior High School in the
Shama District of the Western Region of Ghana which had a final-year student population of
726. The descriptive survey research method design was employed, where a simple random
sampling technique selected 10 teachers and 280 students for the study. Two expository
research models namely, mathematics teacher‟s questionnaire and final year student‟s
questionnaire were used to collect the data. The Statistical Package for Service Solutions
version 20 was used to obtain the descriptive frequencies, percentages, tables, and charts.
The observations were discussed in line with the research objectives and questionnaire. The
findings found that 70% of the teachers believe that teaching methods and teaching and
learning resources are the most important factors that influence students‟ performance in
mathematics and preferred the interactive and expository approaches of teaching. However,
the least preferred factors were projectors, computers and manipulatives. It was therefore
concluded that expository approaches enhanced and encouraged the use of projectors,
computers and manipulatives. It was recommended that the Ministry of Education should
harmonize the policy of teaching and learning resources to include projectors, computers and
manipulatives for the various expository teaching methods and learning resources.
Key Words: Expository Techniques; Teaching and Learning; Mathematics in Ghana; Shama
District
Description:
A DISSERTATION IN THE INSTITUTE FOR DISTANCE AND E-LEARNING (IDeL),
SUBMITTED TO THE SCHOOL OF GRADUATE STUDIES OF THE UNIVERSITY OF
EDUCATION, WINNEBA, IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE AWARD OF MASTER OF EDUCATION (MATHEMATICS) DEGREE
2018