Abstract:
This study investigated factors that affect secondary school Mathematics teachers' teaching
methodology & it was carried out secondary schools in Western Oromiya & SNNP regions, Ethiopia,
from July 2014 to June 2015. Data sources was secondary schools’ mathematics teachers, vice
principals, students & observations of mathematics lessons. This study involved six sample secondary
schools that were selected through stratified random sampling technique &a sample of two, sections
from each of the 6 sample schools was selected for data collection purposes. A total of 406 sample
students were selected from each sample sections using proportionate allocation system. In addition,
26(all) mathematics teachers& six vice directors in the sample schools was selected & participated in
the study. Lottery technique of random sampling was employed to select sample sections as well as
the required sample students from each sample section. Data collection tools were structured
questionnaire, structured interview & lesson observation check list. The teacher is a crucial tool when
we want to ensure that students are developing a concrete understanding of all the mathematics
concepts. Therefore I focussed on factors that affect secondary school Mathematics teachers' teaching
methodology. The findings of this study revealed that there are negative as well as positive factors
affecting mathematics teachers’ teaching methodology. Factors related to teachers, students & schools
that are affecting mathematics teachers’ teaching method or strategy was identified from the survey
analysis. An awareness of these factors can help, to improving the effectiveness of mathematics
teacher’s teaching methodology if they are dealt with successfully.
