Teachers’ Pedagogical Practices and Pupils’ Mathematical Achievement

Abstract

This research aimed to describe the level of teachers’ pedagogical practices in terms of the use of manipulative materials/skills, problem-solving approach, communicating math ideas, and assessment practices. It sought to determine its impact on pupils’ mathematical achievement. The population of this study is Dingras District I which recently conducted a Rapid Mathematics Assessment on Grades 4 to 6 pupils with results showing most pupils who are low proficient in the subject. This shows a gap in learning prompting the need to examine factors that affect these results. This study involved 140 grade six pupils of Dingras District I. Samples were determined using a multi-stage sampling technique, first cluster sampling followed by a stratified random sampling to ensure that enough samples represent the population. An adapted 5-point scale survey questionnaire, answered by the pupils was used to collect data for this study. Consequently, the pupils’ grades were collected from their teachers. Pearson r was used to determine the correlation between the variables. Findings revealed that the stated pedagogical practices in teaching mathematics were being used by teachers. The level of use of the practices in the communication of math ideas showed the highest mean, indicating a very high level. The overall level of teachers’ pedagogical practices showed to be high which implies that the teachers are competent enough with their pedagogical practices. In terms of pupils’ level of mathematical achievement, their mean grade was found to be 86.74, indicating a very satisfactory grade. This entails that they have gained fundamental knowledge, skills and core understanding, and transfers them independently through authentic performance. Looking into the correlation of the variables, it was found out that there is a significant relationship between the variables with overall computed r of 0.3936 which means that there is a high significant relationship between the variables. Since the quality of pedagogical practices is associated with pupils’ mathematical achievement, this research findings implies that it is vital for teachers to apply the best practices to ensure high mathematical achievement among learners. Perhaps, taking into consideration the different factors to ensure a better learning experience for learners.