RELEVANCY OF REFLECTIVE TEACHING ON TEACHING COMPETENCY AMONG MATHEMATICS TEACHERS IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This paper investigates the relevancy of reflective teaching on teaching competency among mathematics teachers in senior secondary schools in Adamawa State. Reflective teaching, a pedagogical approach that encourages educators to critically analyze their teaching practices and make informed adjustments, has gained recognition for its potential to enhance teaching quality and student learning outcomes. However, its application and impact on mathematics teachers’ competency in Adamawa State remain relatively unexplored.
The study employs a mixed-methods research design, combining quantitative surveys and qualitative interviews, to gather data from mathematics teachers in senior secondary schools in Adamawa State. The quantitative phase involves administering a survey questionnaire to assess teachers’ perceptions of reflective teaching practices and their self-perceived teaching competency. The qualitative phase comprises in-depth interviews with a subset of teachers to explore their experiences, challenges, and perceived benefits of engaging in reflective teaching.
Preliminary findings indicate that the majority of mathematics teachers in senior secondary schools in Adamawa State have limited exposure to reflective teaching practices. However, those who have engaged in reflective teaching demonstrate a greater sense of teaching competency and enhanced instructional practices. Teachers reported that reflective teaching allowed them to identify areas of improvement, adjust their teaching strategies to meet students’ needs, and enhance their content knowledge.
Several challenges to implementing reflective teaching were identified, including a lack of institutional support, time constraints, and limited professional development opportunities. Findings from this study provide valuable insights into the current status of reflective teaching practices among mathematics teachers in senior secondary schools in Adamawa State and highlight the need for targeted interventions and support to promote its implementation.
Based on the study’s findings, recommendations are made for educational policymakers, school administrators, and teacher training institutions to prioritize the integration of reflective teaching practices into mathematics teacher education programs. Strategies such as providing professional development opportunities, creating a supportive school culture, and allocating dedicated time for reflection are essential for fostering reflective teaching and enhancing teaching competency among mathematics teachers.
This study contributes to the existing literature on reflective teaching by shedding light on its relevancy and potential impact on teaching competency among mathematics teachers in senior secondary schools in Adamawa State. It underscores the importance of reflective teaching as a means to improve teaching practices, enhance teacher professionalism, and ultimately promote positive student outcomes.
RELEVANCY OF REFLECTIVE TEACHING ON TEACHING COMPETENCY AMONG MATHEMATICS TEACHERS IN SENIOR SECONDARY SCHOOLS IN ADAMAWA STATE. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS