Exploring the expository techniques of teaching and learning mathematics in the Shama district

Abstract

This study explores the factors that advance the expository techniques of teaching and learning in mathematics. The study was conducted in Shama Senior High School in the Shama District of the Western Region of Ghana which had a final-year student population of 726. The descriptive survey research method design was employed, where a simple random sampling technique selected 10 teachers and 280 students for the study. Two expository research models namely, mathematics teacher‟s questionnaire and final year student‟s questionnaire were used to collect the data. The Statistical Package for Service Solutions version 20 was used to obtain the descriptive frequencies, percentages, tables, and charts. The observations were discussed in line with the research objectives and questionnaire. The findings found that 70% of the teachers believe that teaching methods and teaching and learning resources are the most important factors that influence students‟ performance in mathematics and preferred the interactive and expository approaches of teaching. However, the least preferred factors were projectors, computers and manipulatives. It was therefore concluded that expository approaches enhanced and encouraged the use of projectors, computers and manipulatives. It was recommended that the Ministry of Education should harmonize the policy of teaching and learning resources to include projectors, computers and manipulatives for the various expository teaching methods and learning resources. Key Words: Expository Techniques; Teaching and Learning; Mathematics in Ghana; Shama District