INTERACTIVE TEACHING METHODS AND PUPILS' ACTIVE PARTICIPATION IN LEARNING MATHEMATICS IN PRIMARY SCHOOLS IN CALABAR SOUTH LOCAL GOVERNMENT AREA, CROSS RIVER STATE

Abstract

This study investigated the effect of interactive teaching methods on pupils' active participation in learning mathematics in primary schools in Calabar South Local Government Area. To carry out the study two research questions and two hypotheses was formulated based on the objectives of the study. The sample of the study comprised of 23 teachers and 125 primary five pupils from 5 public primary schools across Calabar south LGA of Cross River State, Nigeria. Data were collected using two research instruments including a questionnaire titled Interactive Teaching Questionnaire to be accesses by the teachers on the level of participation of the pupils in the class and student Mathematics Achievement Tests (MAT) to assess the pupils’ performance in mathematics. A quasi-experimental research design involving pretest and posttest was adopted to assess the effectiveness of interactive method of the treatment (class thought using interactive teaching method and conventional teaching method on the control (the class thought using normal conventional teaching method). To test the hypotheses simple linear regression analysis was used. The findings revealed that interactive teaching methods have a significant positive effect on pupils' active participation in learning mathematics. This suggests that when teachers incorporate interactive strategies, such as discussions, role-playing, and group work, pupils become more engaged, motivated, and enthusiastic about learning mathematics. Furthermore, the analysis demonstrated that interactive teaching methods significantly improve pupils' mathematics achievement. Based on the findings of the study, the researcher recommended among that. The Calabar South Local Government Area education authorities should prioritize teacher training programs focused on interactive teaching methodologies, ensuring educators acquire the necessary skills to effectively implement these approaches in mathematics classrooms and School administrators should encourage and support teachers in incorporating interactive teaching methods into their lesson plans, providing resources and incentives to promote innovative and engaging instructional practices.