Teachers Pedagogical Beliefs and Actual Classroom Instructional Practices in Mathematics

Publication Details

Publication Date

10/06/2026

Volume / Issue

Vol 1, Issue 1 (2026)

Article No.

013

Journal

British Journal of Contemporary Research

Received

31 May 2026

Views

9

Downloads

3

Abstract

The study was carried out to determine the teachers pedagogical beliefs and actual classroom instructional practices in mathematics in Nsukka Education Zone Enugu State. The study adopted a correlation research design. The population was 165 mathematics teachers and 6330 Senior Secondary two (SS2) students in the 61 government owned secondary schools. The sample size of 13 mathematics teachers and 324 students was randomly selected from 9 schools for the study. The instruments for data collection were 30-item Teachers Pedagogical Beliefs Questionnaires (TPBQ) structured on a four point likert scale. The reliability coefficients of 0.76 and 0.83 were obtained using Cronbach alpha technique. Data collected were analyzed using mean and standard deviation to answer research questions while the null hypothesis was tested using Pearsons Product Moment Correlation at 0.05 level of significance. From the findings of the study, it was recommended among others that teachers of mathematics should try and remove all barriers that prevent them from translating their pedagogical beliefs into instructional practices in the classroom. The findings have implications for teachers and all stakeholders in education.

License

This article is published under the Creative Commons Attribution 4.0 International License . Free to read, share, and adapt with attribution.