Teachers' Perceptions And Practices Of Active Learning In Mathematics Classroom

Abstract

The primary objective of the study was to explore the mathematics teachers' perceptions and practices of active learning in the mathematics classroom. Also, the study has identified the constraints that hinge on the implementation of active learning in the mathematics classroom. The researcher used an explanatory sequential mixed research design using simple random sampling techniques to complete the study. The researcher selected 102 mathematics teachers from 50 (institutional and community) schools. The researcher administered the questionnaire as the survey over 102 mathematics teachers. Then the researcher selected six teachers from 102 teachers based on purposive sampling method to observe classroom: 30 lessons were observed while teachers were practising mathematics in the actual classroom using observation protocol. Also, a semi-structured interview was conducted with six mathematics teachers whose mathematics classes were observed. The researchers analysed the data using the inferential statistics performing SPSS 21.0. The findings of the study explored that the mathematics teachers had perceived active learning positively in the mathematics classroom. Despite the positive perceptions, the implementations part of active learning was poor. Moreover, the most common factors affecting the implementation of active learning in mathematics were lack of sufficient time and a shortage of teaching aids in the classroom. It is affirmed that active learning in mathematics demands new structure in the national curriculum and management of classroom setting because it calls for the use of wide range of innovations in mathematics learning. Therefore, it is necessary to restructure and up to date the education system in accordance with active learning.