SUCCESSFUL TEACHER PEDAGOGIC PRACTICES FOR REDUCING MATHEMATICS ANXIETY AND IMPROVE STUDENT OUTCOMES IN SECONDARY STUDENTS IN ETHIOPIA
SUCCESSFUL TEACHER PEDAGOGIC PRACTICES FOR REDUCING MATHEMATICS ANXIETY AND IMPROVE STUDENT OUTCOMES IN SECONDARY STUDENTS IN ETHIOPIA
Tsegaw, N. T. - PHD Scholar, Academic Department of the School of Social and Human Studies, Atlantic International University, Honolulu, Hawaii
Dr. Valcin F. - Ph.D, Lecturer, Academic Department of the School of Social and Human Studies, Atlantic International University, Honolulu, Hawaii
Dr. Lambert E. G. - Ph.D, Lecturer, Academic Department of the School of Social and Human Studies, Atlantic International University - Honolulu, Hawaii
ABSTRACT
The purpose of this study was to establish the successful teacher pedagogic practices for reducing mathematics anxiety and improve student outcomes in secondary students in Ethiopia. Specifically, the study sought to diagnose the type of teaching structure teachers have when teaching mathematics in Ethiopia, to examine the resources and support available for teachers in secondary schools in Ethiopia so they can overcome their math anxiety in Ethiopia, to establish the strategies and recommendations to cure the reoccurring cycle of math anxiety in Ethiopia and to find out how teachers are doing to prevent passing on their anxiety to their students in Ethiopia. This study used a descriptive cross-sectional survey since the purpose of the study was to establish the relationship between and amongst the study variables. Based on the research objectives and questions of the study, the researcher used non-probability sample technique to select respondents. A purposive sampling technique was chosen and used in the study, and it was used to select respondents of the sample frame. The researcher used questionnaire as the research instrument. A questionnaire is a composed rundown of inquiries the responses to which are recorded by respondents. The information gathered was analyzed utilizing qualitative analysis technique. Statistical analysis and calculations were done through SPSS and MS office excel. The study concludes that mathematics in Ethiopia was still performed poorly. Teachers‟ methods of teaching influenced students‟ performance, solving problems, question and answer and research methods were found as the most appropriate methods since every individual student is involved. Provision of teaching and learning resources influenced performance in mathematics.
