ISSN 2348-1218 (print) International Journal of Interdisciplinary Research and Innovations ISSN 2348-1226 (online) Vol. 10, Issue 4, pp: (17-27), Month: October 2022 - December 2022, Available at: www.researchpublish.com
EFFICACY OF TRADITIONAL AND PROBLEM-SOLVING METHODS ON TEACHER-STUDENT INTERACTIONS AND STUDENTS PERFORMANCE IN ARITHMETIC AND ALGEBRA IN ISSA DISTRICT OF UPPER WEST REGION, GHANA Christopher Saaha Bornaa1, Isaiah Dilor Dookurong2, Stephen Atepor1, Dennis Offei Kwakye1, Francis Xavier Adams1, Grace Monto Bawa1, Abdulai Boare Iddrisu3 1
Department of Mathematics and ICT Education, School of Science Mathematics and Technology Education, C.K. Tedam University of Technology and Applied Sciences, Navrongo, UER, Ghana 2
Department of Mathematics Education, McCoy College of Education,Nadowli, UWR, Ghana
3
Department of Mathematics, Kalpohin Senior High School, P. O. Box 137, Tamale, NR, Ghana DOI: https://doi.org/10.5281/zenodo.7258141
Published Date: 27-October-2022
Abstract: The mathematics content has been a growing and a complex entity and this has created a public uproar in the mathematics space on the kind of strategies teachers should employ in classroom delivery to enhance teacherstudent classroom interactions. This paper is designed to investigate the traditional method and problem-solving method of teaching mathematics to determine the most effective method that promote teacher-student interactions in mathematics lessons and to determine whether the method that enhances effective teacher-student interactions yields better performance in mathematics. The study employs quasi-experimental research design where intact classes were used for data collection. Observation and achievement test were also used as instruments for the collection of data from 133 primary six (6) pupils. A single teacher was tasked to facilitate the classroom activities. The data collected was analyzed using frequency counts, percentages and independent sample t-test. The observation results indicated that both methods had an appreciable level of teacher-student interactions, however the problemsolving method of teaching mathematics was better placed in terms of teacher-student interactions compared with the traditional method of teaching mathematics. It was also shown that the students in the Problem-Solving Method group performed better than the students in the Traditional Method group. The researcher recommended that teachers should employ problem solving method to better enhance teacher-student interactions and subsequently the performance of pupil in mathematics. Keywords: Problem Solving Method, Teacher- Student Interactions, Traditional Method.
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