Advancing Mathematics Instruction through Professional Development: Effects on Teaching Strategies and Technology Integration in SHSs within Volta Region

Abstract

The surge in Professional Development (PD) programs initiated by the Ghana Education Service since 2020 has spurred numerous empirical investigations. The study assessed the effectiveness of Professional Development programs   on Teaching Strategies and Technology Integration in SHSs within Volta Region. The study was limited to the districts in the central middle belt of the Volta region of Ghana. Thus, 21 public SHS or SHTS with a total permanent mathematics teaching staff strength of 252 was used as the population of study. The study targeted sample size of 155was determine using the Yamane Taro’s sample size determination approach. Sampling was done using stratified sampling method combined with purposive sampling. Data was collected using questionnaires and of which 150 completed questions were retrieved. The empirical model used was the ordered logistic model due to the ordered nature of the dependent variable (low, moderate and high effectiveness). Interpretations was done using the odd-ratios. The study result indicates that participation in professional development programs exerts significant effects on surveyed mathematics teachers’ instructional strategies improvement and integration of educational technological tools in lesson delivery. The results further expand the constructivist viewpoint by showing that organized, proactive involvement in PD programs improves both instructional strategies and information technology application, while providing a contrasting perspective to Cognitive Load Theory within professional teacher development. The novelty of the study is that it delivers a thorough and robust analysis through a precise modeling technique, with reference to the characteristics of the dependent variable. This method creates a distinct and strong analytical framework for upcoming the characteristics of the dependent variable. This method creates a distinct and strong analytical framework for upcoming research exploring comparable constructs. The results highlight the significance of policies that encourage ongoing and consistent involvement of mathematics educators in professional development initiatives.