Quality Assurance and the ASEI-PDSI Lesson Approach in Teaching Mathematics in Junior Secondary Schools in Etche Local Government Area, Rivers State

Abstract

Strengthening Mathematics, Arts and Science Education (SMASE) in-service training initiative aims to develop technologically inclined citizens by shifting instruction from teacher-centered to student-centered approaches. This study on Quality Assurance and the ASEI-PDSI lesson approach in teaching mathematics in junior secondary schools in Etche Local Government Area, Rivers State, assessed junior secondary school teachers’ attitudes toward SMASE’s ASEI-PDSI lesson plan approach; the level of quality assurance in classroom delivery in basic schools; and learners’ perceptions of the ASEI-PDSI lesson approach.. A descriptive survey design of the ex post facto type was adopted. The population consisted of all junior secondary schools in Etche Local Government Area, Rivers State. Using purposive and simple random sampling, the study involved 100 teachers, 30 principal officers, and 200 students. Data were collected using three instruments: Teachers’ Attitude ASEI-PDSI Lesson Plan Questionnaire (TAALPQ), Principal Officers’ Quality Assurance in Classroom Delivery Checklist (POQACD), and Learners’ Perception of the ASEI-PDSI Lesson Approach Checklist (LPALAC).. The instruments had content and face validity, and reliability coefficients of 0.79, 0.82, and 0.73 respectively, using Cronbach’s Alpha. Data were analyzed using descriptive statistics and independent t-tests, with hypotheses tested at the 0.05 significance level. Findings revealed that 57% of teachers had a poor attitude, 56.67% rated quality assurance very low, and 85% of learners had a fair perception of the ASEI-PDSI approach.. No significant difference was found between male and female teachers’ attitudes (ρ > .05). It is recommended that local and multinational support be harnessed to fund and enhance the full implementation of the ASEI-PDSI initiative.