Impact of TPD Training on Mathematics Teaching at Lower Secondary Level

Abstract

Training is considered as one of the most necessary component in mathematics teaching in Nepal, but the impact of TPD training has not been more effective to the desired level in teaching mathematics in our context. Many factors are responsible for poor transfer of TPD training in the classroom delivery. This research was undertaken in order to find the effectiveness or impact of TPD training program in teaching mathematics at lower secondary level and the real situation of teachers in mathematics teaching of government school of two resource centers of Makwanpur district. In order to fulfill the objectives of this study, the researcher had selected 28 community schools of two resource centers of Makwanpur district by Stratified random sampling procedure. Among those schools, the researcher randomly selected 28 sample schools from which 14 trained mathematics teachers and 14 untrained mathematics teachers. Similarly, final exam’s marks of 140 students in mathematics from Grade VIII were taken to analyze in which 70 students were taught by trained teachers and 70 students were taught by untrained teachers. Classroom observation form and questionnaire were used to collect the desired data. The mean, standard deviation and two tailed z-test were used to analyze the collected data through the final examination of the academic year 2071 and the data collected through the observation and questionnaire were also analyzed on percentage basis. In comparison of student’s achievements in mathematics, it was found that the mathematics achievement of students taught by trained teachers was more significant than the students taught by untrained teachers. Finally the researcher found that all the lower secondary level trained mathematics teacher’s teaching learning activities were effective.