Investigating Mathematics Teachers’ Competencies in Applying Project-Based Learning on Students’ Achievement in Secondary Schools in Bamenda III Subdivision of the North West Region, Cameroon

Vollständiger Abstract

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Many studies have focused on exploring innovative instructional strategies with little or no attention given to the competencies possessed by teachers in utilising these strategies. This study investigated Mathematics teachers’ competencies in applying project-based learning on students’ achievement in Secondary schools in Bamenda III subdivision of the North West Region, Cameroon. The design of the study was descriptive survey research. The population of the study comprised all the mathematics teachers in Bamenda III subdivision, numbering two hundred and thirty-six (236). The sample size was 96. The instrument used for data collection was a structured questionnaire designed by the researcher. The reliability was established using Cronbach's alpha, giving a coefficient of 0.78. Data collected by the researcher were analyzed using mean and standard deviation to answer the research questions, while the t-test was used to test the hypotheses at 0.05 level of significance. The results of the study indicated that mathematics teachers did not differ significantly in their possession of the cognitive structures that support their behavior in applying PBL. From the findings, the following recommendations were made. Mathematics teachers should build up their capacities to be able to give out their best to keep up with the changing times.