Abstract

The study sets out to investigate the effects of teacher training Programs on the Teaching of Mathematics in Primary Schools. The study was a Survey which utilized a purposively selected sample of 110 teachers and 440 pupils selected from 23 Lay Private Primary Schools in Limbe 1, Limbe II and Buea Sub-Divisions, Fako Division. Four research questions and four null hypotheses guided the study. Data were collected using 4, points Likert scale questionnaires; one for the teachers and another for the pupils. The reliability of the instruments was attested using 5 teachers and 20 pupils in a pilot test and the coefficient of internal consistency of each instrument stood at 2xy= 0.758 and 0.942 respectively, got through test retest reliability method. Pearson product Moment correlation and Independent t – test were used to analyze the data .The critical values were read at p≤ 0.05.The results revealed that curriculum content , use of instructional materials and evaluation strategies have a significantly low and very low effect on the teaching of Mathematics in Primary Schools.  Admission requirements revealed no significant effect on the teaching of Mathematics in primary schools.  The conclusion was that teacher training programs have a significantly low effect on the teaching of Mathematics in primary schools in Limbe 1, Limbe II and Buea Sub-Divisions. Some recommendations were made to help improve upon the teaching of Mathematics in the investigated schools. These included: Government should upgrade the content of Mathematics in schools, provide instructional resources to schools, ensure regular employment of Grade 1 teachers, review admission requirements, review evaluation strategies in schools etc.

CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter of the research dealt with the following aspects of the study: background to the study, statement of the problem, objectives of the study, research questions, research hypotheses, justification of the study, significance of the study and operational definition of terms.  Each of these aspects is discussed below.

1.1 Background to the Study                      

University of Buea (2008), citing Good (1973), and Fafunwa (1974), defined education as the aggregate of all the processes by which an individual acquires skills and attitudes which are useful to him and the society in which he lives. Esu (2012) posits that “the best brains in all fields of endeavor, the best leaders” in all sectors of the economy were, and are being produced by teachers through the process of formal schooling. Invariably, the place of the teacher in any meaningful national development is indispensably inevitable.

Teacher Training is an important means of education whose goal is equipping teachers with skills to teach in various schools. Mezieobi (2008 and 2013) cited in Esu (2015), also asserted that teacher education is the process through which all teachers in the nation are professionally trained to qualify for the teaching task as well as keep abreast of changes or innovations in teaching consequent upon technological developments that impact on teaching and learning. The professional training for the production of qualified teachers in a contemporary economy is effected in teacher education institutions.

According to MacOjong (2008), Teacher Education started in West Cameroon in the year 1936 and in East Cameroon in the year 1925 in the Normal College. Tambo and Ndongko (2000), reveal that formal training of teachers in Cameroon is a relatively recent phenomenon that dates back to about 60 years.  By the late 19th Century, the earliest form of teacher education focused on training of men to teach the doctrines of various religions. MacOjong (2008), also points out that by 1885 and 1907, respectively, Alfred Saker and the Roman Catholic Mission provided such training in Douala.  The earliest kind of formal education similar to the monitor or pupil teacher systems in England constituted the second stage of the move towards formal teacher education.  Much could not be expected in terms of competence, for pupil teachers taught what they knew and had been drilled in.  They learnt their trade through the “pick up methods,” acquiring professional training on the job (Farrant, 2009).  The characterized teaching scenario in such classrooms was bound to be rigid, routine and confined, teacher centered than child.

Classroom interaction was therefore limited and learning was restricted to rote learning, drill and copying of exercises or notes from the blackboard.  This implies that conceptual learning processes were not emphasized.

Tchombe in her article in Tambo and Ndongko (2000) further highlights the stages of teacher education evolution in Cameroon as follows:

The first stage in the formal training of teachers was the Normal College which started in 1925.  At this stage the aims of teacher training were as limited to providing basic skills in the 3RS (Reading, writing and arithmetic) and other useful information. The stimulation of pupil’s minds by teaching them to think and to develop general ideas so as to open the way to higher education was not encouraged.  Teachers were trained with a view to primary education only.

Societal needs do influence educational and other welfare provisions.  This could be observed in the provision of teacher education in Cameroon in the early 1930s.  For example Southern Cameroon at this early stage was administered as part of Nigeria.  The policy of ruralization of education in Eastern Nigeria in 1931 was also applied in Southern Cameroon.  The demand for teachers increased with the increase in the number of primary schools classes and the need for specialist teachers.  The implications here were twofold:

• The need for more trained teachers and
• The need for a new and appropriate teacher in a rural society whose role would be diverse and multifarious.

The second stage in the growth of teacher education witnessed the introduction of a three year course for elementary teacher training leading to the Grade III teacher certificate prepared for teaching in the lower primary classes. The entry was through a competitive examination and First School Leaving (standard six) Certificate.  The curriculum included subjects such as principles and practice of education, general methods, school organization and management, physical education, child study and other primary school subjects.

 

After the three years of the teacher Grade III course, successful candidates were expected to teach for a year before qualifying for admission to do the two year higher elementary training course (Grade II).  The approach had its value in that teachers were able to acquire more practical school experience before continuing with their professional training.  Students who qualified for the Higher Elementary Course went to Nigeria.  In some cases they did a straight four year course.

As Tambo and Ndongko (2000) further reveal, the third stage in the growth of teacher education was the institution of the Grade II course in 1945, at the Government Teacher Training College (GTTC) Kumba. Due to lack of staff, the college was closed down, but with a change in the staff situation the Higher Elementary Course was reintroduced between 1947 and 1950.  From this period onwards more of such institutions were opened by the Government and private agencies to train teachers for both Grade III and Grade II Courses also.  The program included courses for the professional development of the teachers, primary school subjects and subjects for special teachers such as manual arts, rural science, home economics, handicraft and woodwork.  Grade I Certificates at this initial stage were also awarded to candidates who after the Grade III and Grade II courses obtained both Ordinary (O) and Advance (A) level papers in the General Certificate of Education examination and passed in the practical teaching examination in either a secondary or teacher training classroom.

1.2 Statement of the Problem

Teacher training is an effective tool in the molding of teachers to teach Mathematics and related subjects in Primary schools. Many teachers are ineffective in facilitating the teaching of Mathematics in primary schools. They also display non mastery of basic concepts of primary school Mathematics. Reports from proprietors, managers and some head teachers reveal that close to two thirds of the applicants who are trained teachers seeking employment in their schools cannot teach Mathematics.  They are therefore often refused employment into the top paying or most popular schools. Even when employed in other schools, many of them quarrel with the head teacher and refuse to teach level three (classes 5 and 6) for fear of Mathematics. When forced to do so, many of them select and teach concepts they are familiar with. Important topics such as Algebra, roots of numbers, Mixed Fractions, Equations, Compound Interest, Compound Proportions, etcetera are often left out to the detriment of the pupils. Some of them solve problems wrongly on the chalkboard. Others teach incomplete concepts and others prefer teaching other subjects to Mathematics. Sometimes they resort to also teaching in abstract. In many instances charts are not framed or are poorly labeled and teachers always fail to use models, computers, televisions etc. to facilitate instruction. This has caused Mathematics lessons to be very boring and uninteresting in many situations. Furthermore, test items in Mathematics are not correctly prepared and in many instances the tasks do not carry the applicability of knowledge in real life situations. Assignments are not also corrected on time and in some cases work is often corrected by the pupils themselves. All these have resulted in poor syllabus coverage in the subject and consequently failure in tests and examinations. It has also led to examination malpractices, phobia / hatred for Mathematics and a high rate of drop out in the subject in secondary, high schools and tertiary education institutions.

Thus, Mathematics is a stumbling block to the teaching effectiveness of many teachers in primary schools. Since many teachers internalize incomplete concepts from training the damage done is difficult to repair in prospective practice. It is from this backdrop that this study attempts to highlight key issues and propose solutions that may match training needs to practical challenges.

1.3 Objectives of the Study:

1.3.1 Main Objective of the Study:

The study sought to find out the effects of teacher training programs on the teaching of mathematics in primary schools.

1.3.2 Specific Objectives of the Study

1. To find out the effects of curriculum content of mathematics on the teaching of mathematics in primary schools.
2. To find out the effects of the use of instructional materials on the teaching of mathematics in primary schools.
3. To find out the effects of admission requirements into teacher training colleges on the teaching of mathematics in primary schools.
4. To find out the effects of evaluation strategies used to train teachers on the teaching of Mathematics in primary schools.