Psychology of African Teacher in Pedagogy in Mathematics during Covid-19 Epoch in Uganda: Evidence from Albertine Region
Abstract
Over the age Psychology of African teacher has shown that, hands on pedagogy in mathematics greatly influence the acquisition of the taught concepts empirical experiences from Albertine Sub-Region of Uganda.The study was guided by three objectives: (i) To examine the effects of Psychology of African teacher in pedagogy of mathematics during Covid.19 period.(ii)To access the influence of teachers’ pedagogical competence to students ‘comprehension of learnt concepts during Covid 19 period. (iii) Analyze influence of education Psychology the teaching of Mathematics and students learning of problem solving during the Covid-19 age. The study used mixed methods, a case study, and a positivist paradigm to analyze 200 students. Results showed a significant positive influence of African teachers' psychology on students' learning and understanding of mathematical concepts. The study also found that teacher and experience impacts significantly on teaching mathematics. The study concludes that, Teachers' inexperience and competence significantly enhance students' interest and conceptualization of mathematical concepts. The study recommends incorporating African teachers' psychology in mathematics pedagogy, involving active engagement and hands-on learning, and adopting advanced innovations to translate mathematical concepts into reality. This approach can improve student performance in the Albertine sub-region of Uganda.
Keywords: Pedagogy, Mathematics, Psychology, Programme transformative, Albertine
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