Teachers’ Awareness and Utilization of Constructivist-Based Teaching Approach in the Teaching of Mathematics in Makurdi Metropolis of Benue State

Student: Eric Obo Okwe (Project, 2025)
Department of Statistics/Computer Science Education
Joseph Sarwuan Tarka University, Makurdi, Benue State

Abstract

Abstract
The study focused on teachers’ awareness and utilization of constructivist-based teaching approach in the teaching of mathematics in Makurdi Metropolis of Benue State. The study employed a descriptive survey design and Simple random sampling was used to 85 secondary school Mathematics teachers to be used for the study. Two research questions and one null hypothesis was formulated for the study. Data for the study were collected using Awareness and Utilization of Constructivism Approach in Mathematics Questionnaire (AUCAMQ). The descriptive statistics of mean and standard deviation was used to answer the research questions while the Chi-Square was used to test the null hypothesis at 0.05 level of significance. The findings from the study mathematics teachers possess a strong awareness of the constructivist-based teaching approach and to a great extent they apply it in teaching mathematics. The study also revealed that, Mathematics teachers’ awareness of the constructivist-based teaching approach influence how frequently they utilize it. The study recommended among others that, educational authorities and school administrators should prioritize the provision of ongoing professional development programs for mathematics teachers that focus on the Constructivist-Based Teaching Approach.

Keywords
Constructivist Teaching Mathematics Education Teacher Awareness Teaching Methods Student-Centered Learning Pedagogy Inquiry-Based Learning Professional Development Educational Research
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