ASSESSMENT OF THE IMPACT OF TEACHERS’ CLASSROOM QUESTIONS IN LEARNING MATHEMATICS

IMPLICATION FOR CURRICULUM IMPLEMENTATION

Abstract

The study assesses the impact of teacher classroom questioning in learning mathematics. Based on the purpose of the study, two research questions and two hypotheses guided of the study. The population consists of 107 Pre service teachers in School of Early Childhood Care Education. A sample of sixty-seven (67) Pre-service teachers were selected for the study. Researchers made four –point Likert type of Questionnaire titled teacher Classroom Questions in Learning Mathematics (TCQM) with reliability co-efficient of 0.80 was used for data collection. The data generated was analyzed using Mean, Standard deviation for the research questions while t-test and ANOVA were used to test the hypotheses at 0.005 level of significance The result of the study showed that convergent questions are the most preferred teacher classroom questions and there is evidence regarding the impact of teachers’ questions in learning Mathematics. Also, there is no significant difference in gender and programmme type with respect to teacher classroom questions in learning mathematics. It was recommended that Workshop should be organized for mathematics teachers on how to effectively use teacher classroom questioning to improve achievement/learning outcomes among the pre-service teachers.