Quality of mathematics teaching and learningin the primary schools of Bangladesh

Abstract

Although there has been a rapid growth in enrollments and overall growth in the primary education system of Bangladesh but the quality in primary education is not at in a satisfactory level. The quality teaching and learning alone play an important role in achieving overall quality education. According to the record most of the PEC examination, the percentage of the pass rate of mathematics was the lowest among other subjects. Even internal examination results also showed the same picture. It was also revealed that the lack of different components of quality teaching-learning e.g. use of proper teaching method, effective use of teaching aids, teachers‘ working load, student-teacher ratio, proper class size etc. have been prevailing in the primary schools. The purpose of this study was to investigate and describe the present situation of quality teaching learning in mathematics of primary schools in Bangladesh specially government primary schools in Bangladesh. The study collected data from a sample of 16 head teachers, 32 math teachers, 48 students from 16 different types of schools. Also 32 mathematics classes were observed for realizing actual teaching- learning situations. Data were collected using structured questionnaires, class observations and structured interview schedule. Both qualitative and quantitative methods were used for analysis of data. The findings of the study revealed that student-teacher ratio was high and also there were lack of subject based teaching and effective use of teaching aid. Most of the teachers never used teaching aids. Students always needed help from others. A large number of students did not interact with teacher in the classrooms. About fifty percent of math teachers did not have any subject based training. At the annual/PEC examinations of 2013 the students who failed in different subjects also failed in mathematics. The study recommended that student teacher ratio should be reduced by appointing new teacher, quality based supervision should be improved. Subject based teaching are very needed otherwise at least subject based training should be available for all teachers.