Impact of Teaching Methods on Stage II Students’ Academic Performance in Mathematics: A Case of Alternative Secondary Education Pathway Programme in Mbozi and Momba Districts

Abstract

This study examined the relationship between teaching methods and the academic performance of Stage II students in mathematics within the framework of the
Alternative Secondary Education Pathway (ASEP) programme. A mixed-methods approach, incorporating both exploratory and descriptive research designs, was
employed. The research was conducted in Mbozi and Momba Districts of the Songwe Region, targeting a population of 156 individuals. A sample of 40 participants was selected using purposive and simple random sampling techniques.
Four ASEP centres were purposively chosen from the two districts based on their consistently low academic performance in mathematics. Data collection methods
included interviews, observations, and questionnaires. Qualitative data obtained through interviews and observations were coded and analyzed thematically, while quantitative data from questionnaires were presented in tabular form. The findings revealed that active teaching methods such as project-based learning, experiments, educational games, problem-solving, and brainstorming are effective in fostering critical thinking and enhancing students’ performance in mathematics. However, these methods are infrequently utilized by teachers. Conversely, teachers demonstrated high proficiency in traditional methods such as lecturing and
question-and-answer techniques, but exhibited limited skills in implementing brainstorming and problem-solving strategies, which are crucial for developing 
critical thinking.