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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Hands-on/mind-on activity-based instructional strategy has been identified as being effective in increasing learning of rule-governed subjects. However, research findings have shown that this strategy is not adopted in training pre-service primary mathematics teachers in colleges of education in Nigeria rather, direct instruction is commonly used. Past studies on activity-based have focused more on the effectiveness of such strategies on pupils/students performance but did not sufficiently determine the effect of the strategy on the teachers’ subject matter knowledge (SMK), hence this study. Pretest-posttest control group quasi-experimental research design was adopted and the participants were 215 pre-service primary Mathematics teachers in two colleges of education in Southwestern Nigeria. Primary Mathematics Achievement Test (0.81) and two instructional guides were the research instruments used. Hands-on/Mind-on activity-based strategy enhanced pre-service primary mathematics teachers’ subject matter knowledge more than the conventional strategy. This study has shown the instructional strategy that can be used to develop the capacity of pre-service primary mathematics teachers in the area of subject matter knowledge in a way to ensure sustainable effective mathematics learning. It was recommended that lecturers of primary school mathematics methodology courses in the colleges of education should be encouraged to acquire and utilise hands-on/mind-on activity-based strategy. |
| Keywords: hands-on/mind-on activities, instructional strategies, pre-service teachers, primary mathematics, subject matter knowledge |
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