Strategies used by basic school teachers for teaching multiplication facts recall in the Wa Municipality

Abstract

The purpose of this study was to examine strategies perceived by basic school teachers as more effective in teaching multiplication facts recall and the challenges, they faced in using such strategies. The study adopted a convergent parallel design. The schools under study has a student population of 765 and Forty (40) teachers were selected for the study. Questionnaire and interview were employed through a standardized procedure. Data was recorded securely, and appropriate analyses was performed using quantitative and qualitative techniques. The study found that, the strategies used by teachers for teaching multiplication fact recall are simple repetition, differentiated instruction, the use of mathematics games, pair work or ability groupings, the use of feedback and rewards and the use of manipulatives and visual aids. Teacher feedback, pre-tests, and the use of flashcards and charts in teaching multiplication facts recall were also reported by the teachers to enhance learning outcomes. Teaching strategies teachers perceived as more effective for teaching multiplication facts recall, ranked first from the use of manipulatives and visual aids, simple repetition in teaching to focus on less interested students. The study found that gender was significant factor in determining these perceptions, highlighting the necessity to consider gender when developing and recommending multiplication teaching methods. The study also found that the challenges faced by teachers range from limited access to resources, disruption from frequent changes in the curriculum and policies by successive governments, over class size to lack of confidence among some teachers. The researcher recommended that, teachers, head teachers and the Municipal education directorate should continue to ensure access and adequate use of teaching materials, manipulatives and technology.