Abstract
The adoption of learner-centered and problem-centered approaches has increased significantly recently because of changes in educational paradigms brought about by recent global trends in technological development. These approaches have greater potential to pass on knowledge to the next generation of learners than the more prevalent teacher-centered approach. The research investigates and contrasts the effectiveness of traditional and technology-driven teaching methodologies in the delivery of calculus among several of the selected senior high schools in the Lower Manya Krobo District of Ghana. In response to growing calls for enhancing mathematical learning and teaching achievements, especially in calculus — a course widely perceived as a challenging subject — the research tries to investigate to what extent teaching methods contribute to student engagement, concept formation, and school achievement.
Through the mixed-method design, the study had recruited the teachers and students in six senior high schools. Quantitative data were gathered using pre- and post-instructional assessment and questionnaires, whereas qualitative data collection was done through classroom observation and semi-structured interviews. Chalk-and-talk, textbook method, and teacher-centered methods constituted the conventional method that was tried out, whereas the technology method entailed the use of dynamic computer-based software like GeoGebra, graphing calculators, and multimedia-dense lessons.
Results show that while both methods have their strengths, students who were taught using technologically intensive pedagogy fared significantly better in conceptual grasp and retention. This was supported by the intervention. Technology also enhanced the classroom to be more interactive, encouraged exploratory thinking, and reduced students' fear of abstract calculus concepts. Limitations of limited infrastructure, teacher training, and unequal access to technology tools were also felt.
The study concludes that a hybrid model — the integration of the formality of traditional methods with the interactivity of technology — promises the best for effective calculus instruction in the district. The recommendations are to develop teacher capacity in educational technologies, investment in ICT infrastructure, and curriculum review to incorporate modern pedagogical tools. From the intervention part of the research a training
manual that can be used by teachers to inform integration of traditional methods with interactive technology has been developed.