PERCEIVED EXPERIENCE OF MATHEMATICS TEACHERS ON THE IMPLEMENTATION OF GRADE 9 AND 10 MATHEMATICS STUDENT TEXTBOOKS IN SECONDARY SCHOOLS OF BALE ZONE, OROMIA REGIONAL STATE, ETHIOPIA

Abstract

The purpose of this study was to investigate perceived experience of mathematics teachers on the implementation of grade 9 and 10 mathematics Student textbooks in Secondary Schools. Attempts have been made to examine: the perception of mathematics teachers towards the implementation of grade 9 and 10 mathematics student textbook, the extent of motivation of teachers in the implementation of grade 9 and 10 mathematics student textbook, and the challenges affecting the implementation of grade 9 and 10 mathematics student textbooks. To this end, a descriptive survey approach was used as a method of this study. The data was collected from 56 mathematics teachers, and 8 mathematics department heads selected through availability sampling techniques. In-depth interview with mathematics department heads, observation, and questionnaires were employed to collect data for this study. The data obtained were analyzed using both quantitative and qualitative analysis methods. Accordingly, the result of the study indicated that the majority of mathematics teachers have positive perception towards the implementation of mathematics student textbook. Significant proportion of mathematics teachers (30%) had negative perceptions towards the implementation of mathematics student textbook. Furthermore, the majority of the teachers’ motivation towards the implementation of the textbooks were found to be poor. On the other hand, there were lots of challenges that impede proper implementation of mathematics textbooks. The major problems were scarcity of Curricula materials and instructional materials, overcrowded mathematics classrooms, inadequate time allocation for mathematics lessons, lack of equipment and low attention on the part of principals, supervisors and administration were observed to be the major factors influencing the implementation of mathematics textbooks. Hence, to alleviate the problems encountered in the implementation of the textbooks, it was recommended that enough resources be provided, diminishing large class size, arrange tutorial class and modifying or revising or changing the mathematics textbooks according to the needs of the students and the objectives of the GSS programs after conducting on extensive national study are suggested.