Factors Affecting Secondary School Mathematics Teachers's Teaching Methodology at Western Oromiya & SNNP Regions, Ethiopia

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.