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Title COMPARATIVE ANALYSIS OF MATHEMATICAL SKILLS OF ELEMENTARY SCHOOL TEACHERS

Author(s) Kalsoom Riaz NATIONAL

Abstract Comparative Analysis of Mathematical Skills of Elementary School teachers Mathematics is a core subject with integration into other sciences. Despite its wide application and usability in every field, the students' understanding does not meet the benchmark. The objectives of the study were to find the similarities and differences of teachers’ competency at different schools in the public and private sectors at the elementary level, and to compare teachers’ teaching mathematical skills regarding their effect on students’ learning mathematics skills at the elementary level in public and private sector schools. Hence, a convergent-parallel mixed method study was conducted, and data collection was done in three phases simultaneously. Qualitative data was collected through the semi-structured interview with teachers; an observational checklist was filled during a classroom observation, and Quantitative data were collected through tests from students after the completion of each session. The population of the study constitutes 30 and 10 teachers, while 600 and 400 students from public and private sector school respectively. A total of six schools were selected for the study; three each from the public and private sectors. The sample selected was six teachers through purposive sampling technique and 300 students of public and private sector schools through using sample size determination techniques. From each school, 50 students were selected through Stratified Random Sampling using equal allocation technique sampling. The teacher-made tests were validated, and the reliability of the instrument was checked through Cronbach alpha. The qualitative data collected through semi-structured interviews and an observational checklist was analysed through a thematic approach while the quantitative data collected through tests were analysed using one-way MANOVA. The results revealed that the compromised mathematical understanding of students does not depend upon public and private sector cultural differences but the professional competence of the teachers. Teachers do not possess the required qualification and experience for teaching the subject of mathematics, the teaching methods employed were not effective, the mathematics subject was not assigned to the concerned teachers with relevant qualifications and experience, and a significant difference in learning mathematical skills in terms of numbers as the significance level was less than 0.05 (0.001), algebraic expressions (0.001), geometry (0.001), data handling (0.001) was found. The study recommends that the pre-requisite qualification of teachers needed to be assessed, allocation of subjects to relevant teachers is imperative, and proper grade monitoring is required.

Type Thesis/Dissertation MS

Faculty Social Sciences

Department Education

Language English

Publication Date 2023-05-02

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