Abstract:
Motivation in educational institutions is one of the issues to be taken in to consideration
in other to realize the goals and objectives of education in any country. This study
focused on the strategies mathematics teachers employ to motivate their students in
classroom settings. The study area was Nkawie Municipal district in the Ashanti region
of Ghana. The study respondents from the district involved teachers who were in the
Senior High School (SHS) specifically Nkawie Senior/Technical School, Toase Senior
High School and Mpasatia SHS. Interviews and questionnaires were used to solicit
information from 200 teachers in three Senior High Schools at Nkawie Municipal.
Quantitative analysis was done using mean and standard deviation, and regression
analysis to analyze the respondents’ responses to the questions for the study. Both
teachers’ and students’ level of motivation in teaching and learning of mathematics were
positive and high from the descriptive statistics. Among these strategies includes
providing room for open exchange of ideas, accepting mistakes as normal part of
learning, and creating encouraging and supporting environment for students to learn
and grow. The study suggested that teachers should be supported academically to
acquire adequate mastery of subject matter and classroom management to help them
teach and use appropriate teaching methodologies and classroom management
techniques. The Study recommends also that mathematics teachers should manage their
classroom environment effectively and focused on discipline.
Description:
A thesis in the Department of Mathematics Education,
Faculty of Science Education submitted to the school of
Graduate Studies in partial fulfilment of the
requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
MAY, 2023