Perceptions and implementation of activity-based learning in Nigerian primary school mathematics education challenges and opportunities
1 Independent Researcher Manchester, UK.
2 Community Secondary School, Umunnachi, Nigeria.
3 Tuteria, Lagos, Nigeria.
Research Article
Open Access Research Journal of Multidisciplinary Studies, 2023, 06(01), 042–050.
Article DOI: 10.53022/oarjms.2023.6.1.0030
Publication history:
Received on 01 June 2023; revised on 17 August 2023; accepted on 20 August 2023
Abstract:
This study explores the perceptions of Nigerian primary school teachers regarding the use of activity-based learning (ABL) methods in teaching mathematics. Utilizing an online survey, data were collected from 30 primary school mathematics teachers across Nigeria. The findings reveal that while traditional lecture-based methods are still prevalent, there is a growing inclination towards ABL due to its effectiveness in enhancing student engagement and understanding. Teachers highlighted the need for comprehensive and continuous training to effectively implement ABL, alongside significant challenges such as limited resources, large class sizes, and insufficient time allocation. The study underscores the necessity for systemic changes, including improved training programs, better resource allocation, supportive policies, and community involvement, to facilitate the successful adoption of ABL methods in Nigerian primary schools.
Keywords:
Activity-Based Learning (ABL); Mathematics Education; Nigerian Primary Schools; Teaching Methods; Teacher Training; Educational Resources
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Copyright © 2023 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0