Mathematics Teachers’ Teaching Styles and Students’ Learning Styles Preference in Secondary Schools of Southwest Shoa Zone
DOI:
https://doi.org/10.20372/star.v13i1.21Keywords:
Mathematics teachers teaching style, students’ learning style preferences’Abstract
This research aimed to identify the most popular methods of mathematics instruction and student and teacher preferences in secondary schools in the South West Shoa Zone. The study used descriptive correlational study designs and mixed-methods research methodologies. The survey included 302 instructors and 319 pupils from five randomly selected secondary schools with 12th graders, and was conducted using availability sampling methodology. The study aimed to understand the best teaching methods for students and teachers in secondary school math. Five principals were interviewed using availability sampling, and data was gathered through document analysis, questionnaires, and interviews. The results showed that secondary school math teachers use a moderate amount of expert, formal authority, and personal model pedagogy within the teacher-centered method. However, the student-centered approach is not being implemented effectively, with only 3.43 percent of students preferring auditory or visual learning and 2.45 percent preferring kinesthetic learning. The relationship between students and teachers in mathematics is moderate, considerable, and favorable. Teachers are encouraged to identify students' preferred learning styles and implement various activities to tailor classes to their interests and increase motivation to master the subject.
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