Home > Humanities and the Arts > Education > Volume-4 > Issue-2 > Mathematics Curriculum for Primary School Teacher Training Colleges and its Impact on the Teaching of Mathematics in English Speaking Primary Schools in South West Region of Cameroon

Mathematics Curriculum for Primary School Teacher Training Colleges and its Impact on the Teaching of Mathematics in English Speaking Primary Schools in South West Region of Cameroon

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Mathematics Curriculum for Primary School Teacher Training Colleges and its Impact on the Teaching of Mathematics in English Speaking Primary Schools in South West Region of Cameroon


Forteck Aloysius Betangah



Forteck Aloysius Betangah "Mathematics Curriculum for Primary School Teacher Training Colleges and its Impact on the Teaching of Mathematics in English Speaking Primary Schools in South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2, February 2020, pp.180-195, URL: https://www.ijtsrd.com/papers/ijtsrd29961.pdf

The paper examined the extent to which the mathematics curriculum for PSTTC impacts the teaching of mathematics in English Speaking Primary Schools in South West Region. The research question was to examine the extent to which mathematics pedagogic knowledge learnt in PSTTC have an impact on the teaching of mathematics in primary schools. The survey research design was used on a target population of 31 mathematics teacher trainers and 6482 primary school teachers. 31 mathematics teacher trainers and 45 primary school teachers formed the accessible population. The instruments used to collect the data were a questionnaire The researcher used the direct delivery technique to collect data from 31 mathematics teacher trainers on the questionnaire, 5 mathematics teacher trainers on one interview, and 45 primary school teachers on another interview. All the mathematics teacher trainers were from primary school teacher training colleges located in South West Region, while all the primary school teachers were from primary schools located in the South West Region. Data were analysed descriptively using frequencies and percentages, and also inferentially using Spearman Rank correlation. The results showed that the mathematics pedagogic knowledge learnt in PSTTC has no significant impact on the teaching of mathematics in English Speaking Primary Schools in South West Region is not effective, not efficient, and not appealing. Generally, the mathematics curriculum for PSTTC has no significant impact on the teaching of mathematics in English Speaking Primary Schools in South West Region. Based on the findings, it is recommended that: More time should be allocated for the teaching/learning of mathematics in PSTTC, the mathematics syllabus for PSTTC should align with that of English Speaking Primary Schools, the weighting of mathematics in PSTTC should be increased so as to motivate student teachers to learn mathematics and the teaching of mathematics. Further research could be carried out on: The effectiveness and efficiency of mathematics teacher trainers of PSTTC on the teaching of mathematics in PSTTC; The strategies that could be employed in PSTTCs and during in-service training of primary school teachers, that would enable student teachers and primary school teachers develop positive attitudes and enthusiasm towards mathematics and the teaching of mathematics; and the causes of pupils’ poor performance in mathematics in English Speaking Primary Schools in South West Region of Cameroon.

Mathematics Curriculum, Primary School Teacher Training Colleges, Impact, Teaching of Mathematics, English Speaking Primary Schools, South West Region of Cameroon


IJTSRD29961
Volume-4 | Issue-2, February 2020
180-195
IJTSRD | www.ijtsrd.com | E-ISSN 2456-6470
Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0)

International Journal of Trend in Scientific Research and Development - IJTSRD having online ISSN 2456-6470. IJTSRD is a leading Open Access, Peer-Reviewed International Journal which provides rapid publication of your research articles and aims to promote the theory and practice along with knowledge sharing between researchers, developers, engineers, students, and practitioners working in and around the world in many areas like Sciences, Technology, Innovation, Engineering, Agriculture, Management and many more and it is recommended by all Universities, review articles and short communications in all subjects. IJTSRD running an International Journal who are proving quality publication of peer reviewed and refereed international journals from diverse fields that emphasizes new research, development and their applications. IJTSRD provides an online access to exchange your research work, technical notes & surveying results among professionals throughout the world in e-journals. IJTSRD is a fastest growing and dynamic professional organization. The aim of this organization is to provide access not only to world class research resources, but through its professionals aim to bring in a significant transformation in the real of open access journals and online publishing.

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