Further Mathematics Teachers’ awareness of Mathematical Modelling as an Instructional Strategy in Senior Secondary Schools in Edo South Senatorial District

Abstract

This study investigated Further Mathematics teachers’ awareness of mathematical modelling as an instructional strategy in senior secondary schools. Three research questions were raised and two hypotheses formulated to guide the study. The study employed the survey research design. The population of the study consisted of all Further Mathematics teachers in public and government-approved private senior secondary schools in Edo South Senatorial District, Edo state. A sample size of sixty-seven (67) Further Mathematics teachers was selected using multistage sampling technique. The instrument used for data collection was a structured questionnaire titled ‘Further Mathematics Teachers Questionnaire’, which consisted of two (2) sections with thirty-nine (39) items using a four-point Likert scale. The instrument was validated based on content validity and Cronbach alpha statistics was used to determine the reliability. A reliability coefficient of 0.74 was obtained. Research questions were answered using percentage, mean and standard deviation, while hypotheses were tested using t-test of independent samples. The findings revealed that majority (70.1%) of Further Mathematics teachers were aware of Mathematical Modelling as an instructional strategy. However, there was no significant difference between Further Mathematics teachers in rural and urban schools, and public and private schools in their awareness of mathematical modelling as an instructional strategy. Based on the findings, it was recommended that workshops, in-service training and conferences on Mathematical Modelling should be organised to refresh Further Mathematics teachers, and that authors and publishing firms should include concepts of mathematical modelling in Further Mathematics teachers’ manual and workbooks to further enhance competencies in mathematical modelling.