Instruction strategies work out by mathematics teachers: evaluating the affect on bachelor of education

Sumaira Khan 1, Syed Zubair Haider 2 * , Amjad Ali Bukhari 3
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1 Doctoral Research Scholar, Department of Education, IUB, Pakistan
2 Assistant Professor/ Doctoral Candidate, Department of Educational Training, The Islamia University of Bahawalpur, Pakistan
3 Doctoral Research Scholar, BZU, Multan, Pakistan
* Corresponding Author
EUR J SCI MATH ED, Volume 4, Issue 1, pp. 103-114.
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The main objective of this research is to study the different instruction strategies implemented by Mathematics teachers and evaluating its affect on Bachelor of Education (B.Ed) level. To complete the study, two samples 34 teachers and 217 students were taken randomly. A five point Likert scale comprising 40 statements was prepared and administered to 34 teachers of teaching of mathematics, a subject taught at B.Ed level. Both statement analysis and person measurement were carried out statistically. Factors in the scale relating to instructional strategies applied by mathematics teachers in their classes were also analyzed through Inter correlation of factors. The significance of mean differences between male and female subgroups was also determined by applying Z-test. It was inferred from the statement analysis that the majority of teachers agreed that the impact of instructional strategies on teaching of mathematics and learning was positive. It was also observed that the inter-correlations among different scale factors were also significant at 0.01 and 0.05 level of significance, which showed the internal consistency among all parts of the scale.


Khan, S., Haider, S. Z., & Bukhari, A. A. (2016). Instruction strategies work out by mathematics teachers: evaluating the affect on bachelor of education. European Journal of Science and Mathematics Education, 4(1), 103-114.