Exploring teachers’ perceptions on implementation of project based learning (PBL) in mathematics in secondary schools: a case study of in-service final year degree training mathematics secondary school teachers at Bindura University of Science Education in Zimbabwe
- Author
- Mudhunguyo, Applonia
- Title
- Exploring teachers’ perceptions on implementation of project based learning (PBL) in mathematics in secondary schools: a case study of in-service final year degree training mathematics secondary school teachers at Bindura University of Science Education in Zimbabwe
- Abstract
- Project-based learning (PBL) is a type of pedagogy that has been regarded as an effective approach to teaching and learning of mathematics, but its implementation in secondary schools remains limited in Zimbabwe. This study investigates teachers’ perceptions of PBL through the definition of PBL, students’ and teachers’ benefits of using PBL in mathematics instruction, and challenges in implementation of PBL. Open ended questionnaires were administered to forty (40) in- service degree training secondary mathematics teachers from diverse secondary schools. The teachers ranged from five (5) years to thirteen (13) years of experience in teaching mathematics. Study findings indicated that PBL is a 21st instruction which is, student centred inquiry – based learning which involve authentic projects and real life collaborative learning. Teachers perceived PBL beneficial for today’s students as it develop students’ problem solving skills; improve collaboration and communication skills among students; enhances creativity and innovation; increase engagement and motivation and it enhances deeper understanding of mathematical concepts. They also perceived PBL as beneficial to teachers as it improve professional growth and development, enhance collaboration and communication skills; and improve teaching practices. They also find PBL challenging as it requires much planning time, lack of resources and teachers training and professional development, difficult in classroom management, and teachers and students resistance. For successful implementation of PBL in mathematics education teachers require professional development and training on how to incorporate PBL in their mathematics instruction. Teachers should be provided with regular teachers’ workshops and trainings for professional development to develop their understanding and skills in implementing PBL, and other teaching and learning approaches in mathematics. Adequate resources such as time, ICT and teaching and learning materials which supports successful implementation of PBL should made available.
- Date
- June 2024
- Publisher
- BUSE
- Keywords
- Teachers’ Perceptions
- Project Based Learning
- Supervisor
- Mr. Gwizangwe
- Media
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Mudhunguyo, Applonia.pdf