KNOWLEDGE AND PRACTICE OF WAIT-TIME IN MATHEMATICS CLASSROOM INSTRUCTIONS

PATRICK OBERE ABIAM, JOHN KIZINGHE ODOK

Abstract


The study was designed to ascertain if mathematics teachers in secondary schools know and practise
wait-time during classroom instructions. It also sought to determine wait-time periods in current practice
by mathematics teachers in Nigeria. Four research questions were used to guide the study. The study
adopted survey research design. The sample used for the study comprised 210 qualified mathematics
teachers. Two instruments, namely; Wait-time Practice Questionnaire (WPQ) and Checklist for
Classroom Wait-time Observations (CCWO) were constructed by the investigators and used for data
collection. Research questions 1, 2, and 4 were answered using percentage (%), while research
question 3 was answered using mean. The results established that wait-time is being practised in
Nigerian secondary schools by mathematics teachers during classroom instructions. The results equally
revealed that mathematics teachers currently practise an average of 1.33 seconds wait-time in class.
Based on these findings, it was recommended that mathematics teachers should not only practise waittime,
but; they should be seen to practise adequate wait-time of at least 3 seconds each lesson, and the
practice of wait-time should be emphasised in Nigerian schools for meaningful learning of mathematics
to take place.


Keywords


Classroom instructions, Knowledge and practice, Mathematics teachers, Question and responses, Wait-time

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