Assessing Preservice Mathematics Teachers' Perception of their Readiness for Senior High School Mathematics Instruction

Abstract

This study investigated the perspectives of pre-service mathematics teachers regarding their readiness to teach mathematics at the senior high school level. The study utilised a descriptive survey design and positivist methodology. A multi-stage sampling approach was utilised. The study involved 110 volunteers from a public university in Ghana. Information was gathered through a questionnaire. Descriptive statistics, including frequencies, means, standard deviations, and percentages, were used for data analysis. Inferential statistics were also used. The study revealed that pre-service mathematics teachers felt prepared to teach mathematics at the senior high school level and deemed the mathematics curriculum they had studied to be adequate and relevant. They also discovered that the teaching methodology courses they had taken were appropriate. A Pearson's Chi-square test was used to determine the relationship between the preparation of pre-service mathematics teachers and their readiness to teach mathematics. The study found a statistically significant relationship between the preparation of pre-service mathematics teachers and their readiness to teach mathematics at the senior high school level. Institutions preparing future mathematics instructors should regularly evaluate and revise their courses to match the senior high school mathematics curriculum. Training institutes should dedicate more time to teaching students about mechanics, covering both statics and dynamics.