Abstract:
The study investigated the impact of Senior High School Mathematics teachers’ instructional
strategies on student knowledge retention of algebraic concepts in the Kwahu-East District.
To achieve this, 67 mathematics teachers were employed using census in five public Senior
High Schools in the Kwahu-East District. Questionnaires were employed as the tool for data
collection. The findings from the study showed that there was significant difference in student
knowledge retention between teachers who incorporated a variety of instructional strategies
and those who focused on a single strategy. With mean ratings of 4.09, 4.92 and 4.91
respectively, the use of students’ communication mathematically, use of questions and
integrative approach were the topmost strategies used by the teachers. Also, strategies such as
activity and inquiry base were used in teaching algebra (mean rating of 4.83). The use of
demonstrations was also used by the teachers in teaching algebraic concepts which helped the
students in the retention of knowledge in algebra. Senior High School Mathematics teachers
are therefore urged to engage in teaching strategies that can encourage student participation to
help improve their performance in algebra. The Ghana Education Service and heads of
schools should also organize Mathematics teaching improvement programs to give
mathematics teachers better orientation on the use of effective instructional strategies in
teaching algebra.
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
requirement for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
