Abstract:
The purpose of this study was to assess Junior High School Mathematics teachers’ knowledge and confidence for teaching algebra in the Akwapim-North Municipality of Ghana. Guided by four research questions, the study employed a mixed method approach, using a sequential explanatory as its design. The sample size was 83 JHS Mathematics teachers. These teachers were selected through a census frame during the quantitative phase. Purposive sampling in a form of homogeneous sampling technique was used to select teachers for the qualitative data. Data were collected using a structured questionnaire and semi-structured interview guide. Quantitative data analysis techniques, including simple frequency counts, percentages, mean, and standard deviation, ANOVA test was used utilized to analyze the survey data. Thematically analysis was used for interview data. The study found that majority of JHS mathematics teachers (57.8%) in the Akwapim-North Municipality have a moderate level of content knowledge for teaching algebra. Also, the pedagogical approaches used by these teachers in teaching algebra include group work, verbal explanation, class discussion, and demonstration using traditional resources. Findings of the study revealed that teachers reported high confidence level in teaching algebra. However, challenges, such as difficulty in translating algebraic word problems into arithmetic forms, inadequate instructional resources, limited professional training were reported for the teaching of algebra. Lastly, regardless of their years of experience, the teachers exhibit similar levels of confidence in teaching algebra. The study recommends that the Akwapim-North Municipal Education Directorate run professional-development workshops aimed at deepening teachers’ algebra content knowledge and practical teaching strategies. Also, to address the challenges faced by JHS mathematics teachers in teaching algebra, the Municipal Education Office can resort to external funding engagement from NGOs for adequate instructional resources
Description:
A thesis in the Department of Basic Education,
School of Education and Life-long Learning,
Submitted to the School of Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Basic Education)
in the University of Education, Winneba
DECEMBER, 2025
