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Abstract
Mastering mathematics by many students can be a difficult undertaking because of its abstract nature, intricate concepts, and requirement for accuracy. Mathematics works with theoretical structures and demands a certain set of abilities and methods that make it challenging to master, in contrast to other topics that depend on concrete objects. Students may become frustrated and feel like they are lagging behind if they are unable to comprehend mathematical ideas. Nonetheless, students might better grasp mathematical topics when they employ a few basic learning tactics. The study aimed to determine the effectiveness of teachers’ instructional strategies on students’ performance in mathematics, specifically identifying the factors that should be taken into account before choosing a teaching methodology. The study examined two distinct teaching approaches and their efficacy in a classroom setting. The research study’s instruments included observation and interviews; 117 students and 6 mathematics teachers participated in the study; the data sample was selected using a simple random sampling procedure; and descriptive statistical methods were used to analyze and discuss the study’s findings. The key findings of the study showed that teachers did not use activity-based learning to help students learn how to solve real-world problems using applied knowledge. Teachers were also failing to use the right technique to teach mathematical ideas in a way that would benefit students. Additionally, students declined the study of mathematics because they believed their teachers were providing them with authoritarian education. Lastly, the teaching tactics used by the math teachers had a negative impact on the academic achievement of the students. The study suggests that in order to improve the achievement of students in mathematics, the Ghana Education Service and policy makers should provide regular in-service training for teachers of mathematics. This would provide them with the necessary teaching strategies.
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Article Type: Research Article
Journal of Mathematics and Science Teacher, Volume 6, Issue 2, 2026, Article No: em097
https://doi.org/10.29333/mathsciteacher/17852
Publication date: 01 Apr 2026
Online publication date: 03 Feb 2026
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Article Downloads: 8
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