The impact of senior high school mathematics teachers’ instructional strategies on student knowledge retention of algebraic concepts in the Kwahu-East District.

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.