Teaching Methods and their Influence on Poor Performance in Ordinary Level Mathematics in Glenview-Mufakose District of Harare, Zimbabwe

Abstract

The main purpose of the study was to examine the influence of teaching methodologies on performance in Ordinary Level Mathematics in Glenview-Mufakose district of Harare in Zimbabwe. It was underpinned by two theories, the Constructivist theory by Jean Piaget 1896–1980 and the Systems Theory of von Bertalanffy 1930. The conceptual framework guiding this study was Mathematics Curriculum Implementation. This study was pragmatic in nature, hence considered both the positivist and post-positivist ontologies. The mixed methods approach was chosen because no one approach is better than the other. The researchers saw it ideal to mix the qualitative and quantitative paradigms in the present study. The concurrent triangulation design was used where both data which was qualitative and quantitative were collected concurrently in one phase, analysed separately and then compared and combined. The study sample consisted of twelve school heads, twenty-four parents, forty-eight teachers and ninety Ordinary Level Mathematics learners who were purposively sampled from twelve secondary schools in the district. The total sample was one hundred and seventy-four respondents. Data collection instruments consisted of questionnaires, interviews, observation guides and mathematics teachers’ documents. The major finding of the study was that many teachers in the district were less qualified hence they used teacher centred methodologies in teaching Mathematics at Ordinary Level. The study recommended that Ordinary Level Mathematics teachers should make their lessons interactive and actively involve learners in the teaching and learning process (use of learner centred methodologies encouraged).