EVALUATION OF TEACHERS' IMPLEMENTATION TECHNIQUES AS CORRELATES OF EFFECTIVE CONTENT DELIVERY IN MATHEMATICS: A CASE OF SECONDARY SCHOOLS IN OYE-EKITI, EKITI STATE

Abstract

Mathematics is a challenging subject for students in Nigeria, largely due to the prevalence of inappropriate teaching techniques. This study assessed teachers’ implementation techniques as correlates of effective content delivery in mathematics, focusing on secondary schools in Oye-Ekiti, Ekiti State. A survey research design was utilized, with a stratified random sample of 122 mathematics teachers selected from various schools to ensure broad representation. Data were collected using the Teachers’ Implementation Techniques Questionnaire (TITQ), comprising 25 items across three sections: sociodemographic characteristics, implementation techniques (activity-based learning, discovery methods, gamification, and Multiple Intelligences), and effectiveness of content delivery. Validity was established through expert review, and reliability testing yielded Cronbach’s alpha coefficients exceeding 0.80 for all sections, indicating high internal consistency. Data collection involved administering the structured questionnaire, with follow-up visits to enhance response rates. Descriptive statistics summarized participant demographics, while Pearson correlation coefficients tested the study variables. Findings showed statistically significant positive correlations for all four teaching methods, with activity-based learning having the strongest relationship with effective content delivery (r = .46, p < .01). The study concludes that innovative, student-centered pedagogies enhance mathematics delivery and recommends teacher training in modern instructional techniques.