Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve their Performance in Mathematics in Chris Hani East District, South Africa
This qualitative research empowers intermediate teachers on students’ problem-solving abilities and engagement with mathematical concepts by integrating goal setting, self-regulation, and metacognitive approaches. A student-centered theory served as the foundation for the investigation. Data collect...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2025-07-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/07/EHASS20256825.pdf |
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| author | Godfrey Mutesasira Bulelwa Makena Harry Kasumba Anthony Kambi Masha Nomaroma Kumanda Joseph Baidoo |
| author_facet | Godfrey Mutesasira Bulelwa Makena Harry Kasumba Anthony Kambi Masha Nomaroma Kumanda Joseph Baidoo |
| author_sort | Godfrey Mutesasira |
| collection | DOAJ |
| description | This qualitative research empowers intermediate teachers on students’ problem-solving abilities and engagement with mathematical concepts by integrating goal setting, self-regulation, and metacognitive approaches. A student-centered theory served as the foundation for the investigation. Data collection involved semi-structured interviews with participants, while thematic analysis was utilized to interpret the data and capture participants’ perspectives. The methodology was rooted in an interpretive paradigm using a case study approach. The findings revealed that self-engineering techniques cultivate a growth mindset, promote learner confidence, and enhance resilience in confronting complex mathematical problems. However, inadequate teacher training and time constraints hinder effective implementation. This study identified the need for professional development programs that equip teachers with essential skills, thereby paving the way for innovativeness and improvements in mathematics education within primary schools. Recommendations include establishing structured development programs tailored to varying teacher experience levels, mentorship initiatives that encourage collaboration, integration of interdisciplinary teaching methods, targeted training for technology incorporation, and fostering a culture of continuous feedback and assessment. Furthermore, schools should nurture collaborative learning environments that focus on group projects, contextualized lessons linked to real-world applications, and mechanisms for consistent feedback for educators. Ongoing research is suggested to assess the impact of these strategies alongside community engagement to strengthen support for enhanced mathematics education. |
| format | Article |
| id | doaj-art-3b87a29dbd60475fb7a40952f62d4e28 |
| institution | Kabale University |
| issn | 2720-7722 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj-art-3b87a29dbd60475fb7a40952f62d4e282025-08-20T03:58:32ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222025-07-016816081624https://doi.org/10.38159/ehass.20256825Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve their Performance in Mathematics in Chris Hani East District, South AfricaGodfrey Mutesasira 0Bulelwa Makena 1Harry Kasumba2Anthony Kambi Masha3Nomaroma Kumanda 4Joseph Baidoo5Department of Humanities and Creative Arts, Walter Sisulu University, South AfricaDepartment of Continuing Professional Teacher Development Education, Walter Sisulu University, South Africa.Department of Adult and Educational Foundations, Walter Sisulu University, South Africa.Department of Public Management and Governance, Walter Sisulu University, South Africa.Department of Initial Primary Education, Walter Sisulu University, South Africa.Department of Mathematics, Science and Technology, Walter Sisulu University, South Africa.This qualitative research empowers intermediate teachers on students’ problem-solving abilities and engagement with mathematical concepts by integrating goal setting, self-regulation, and metacognitive approaches. A student-centered theory served as the foundation for the investigation. Data collection involved semi-structured interviews with participants, while thematic analysis was utilized to interpret the data and capture participants’ perspectives. The methodology was rooted in an interpretive paradigm using a case study approach. The findings revealed that self-engineering techniques cultivate a growth mindset, promote learner confidence, and enhance resilience in confronting complex mathematical problems. However, inadequate teacher training and time constraints hinder effective implementation. This study identified the need for professional development programs that equip teachers with essential skills, thereby paving the way for innovativeness and improvements in mathematics education within primary schools. Recommendations include establishing structured development programs tailored to varying teacher experience levels, mentorship initiatives that encourage collaboration, integration of interdisciplinary teaching methods, targeted training for technology incorporation, and fostering a culture of continuous feedback and assessment. Furthermore, schools should nurture collaborative learning environments that focus on group projects, contextualized lessons linked to real-world applications, and mechanisms for consistent feedback for educators. Ongoing research is suggested to assess the impact of these strategies alongside community engagement to strengthen support for enhanced mathematics education.https://noyam.org/wp-content/uploads/2025/07/EHASS20256825.pdfempoweringintegrationself-engineeringproblem-solving skills. |
| spellingShingle | Godfrey Mutesasira Bulelwa Makena Harry Kasumba Anthony Kambi Masha Nomaroma Kumanda Joseph Baidoo Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve their Performance in Mathematics in Chris Hani East District, South Africa E-Journal of Humanities, Arts and Social Sciences empowering integration self-engineering problem-solving skills. |
| title | Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve their Performance in Mathematics in Chris Hani East District, South Africa |
| title_full | Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve their Performance in Mathematics in Chris Hani East District, South Africa |
| title_fullStr | Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve their Performance in Mathematics in Chris Hani East District, South Africa |
| title_full_unstemmed | Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve their Performance in Mathematics in Chris Hani East District, South Africa |
| title_short | Empowering Intermediate Teachers with Self-Engineering Problem-Solving Techniques to Improve their Performance in Mathematics in Chris Hani East District, South Africa |
| title_sort | empowering intermediate teachers with self engineering problem solving techniques to improve their performance in mathematics in chris hani east district south africa |
| topic | empowering integration self-engineering problem-solving skills. |
| url | https://noyam.org/wp-content/uploads/2025/07/EHASS20256825.pdf |
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