Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study
The main purpose of this study was to explore how engaging in lesson study improves secondary mathematics teachers’ effective lesson implementation to support students’ learning better. The research was conducted in Jimma City, Ethiopia, and employed design-based research with qualitative data colle...
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| Format: | Article |
| Language: | English |
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The International Academic Forum
2024-12-01
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| Series: | IAFOR Journal of Education |
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| Online Access: | https://iafor.org/journal/iafor-journal-of-education/volume-12-issue-3/article-15/ |
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| _version_ | 1841550757082431488 |
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| author | Temesgen Yadeta Dibaba Abbi Lemma Wedajo Faith Maina Adula Bekele Hunde |
| author_facet | Temesgen Yadeta Dibaba Abbi Lemma Wedajo Faith Maina Adula Bekele Hunde |
| author_sort | Temesgen Yadeta Dibaba |
| collection | DOAJ |
| description | The main purpose of this study was to explore how engaging in lesson study improves secondary mathematics teachers’ effective lesson implementation to support students’ learning better. The research was conducted in Jimma City, Ethiopia, and employed design-based research with qualitative data collected from two secondary schools and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, and document analysis were the main sources of data. The data were analyzed thematically supported by Atlas-ti qualitative data analysis software. Findings indicated that engaging in lesson study improved mathematics teachers’ effective lesson implementation. LS improved participants’ practice of lesson presentation, use of diverse student-centered teaching methods, assessment, behavior management, instructional aids, time management, and feedback strategies. School leaders’ positive attitudes and teachers’ commitment were found to be supportive, while shortage of time and teachers’ high teaching load were constraints. It would be vital to integrate lesson study into teachers’ school-based professional development programs to improve mathematics teachers’ effective lesson implementation in the study setting. The study suggests further investigation in more secondary schools by incorporating quantitative evidence with larger a sample size. |
| format | Article |
| id | doaj-art-3cc11e341494411882dc3382f6339052 |
| institution | Kabale University |
| issn | 2187-0594 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | The International Academic Forum |
| record_format | Article |
| series | IAFOR Journal of Education |
| spelling | doaj-art-3cc11e341494411882dc3382f63390522025-01-10T02:44:21ZengThe International Academic ForumIAFOR Journal of Education2187-05942024-12-0112337339710.22492/ije.12.3.15Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson StudyTemesgen Yadeta Dibaba0Abbi Lemma Wedajo1Faith Maina2Adula Bekele Hunde3imma University, Ethiopiaimma University, EthiopiaTexas Tech University, USAUniversity of Oslo, NorwayThe main purpose of this study was to explore how engaging in lesson study improves secondary mathematics teachers’ effective lesson implementation to support students’ learning better. The research was conducted in Jimma City, Ethiopia, and employed design-based research with qualitative data collected from two secondary schools and 12 mathematics teachers. A purposive sampling technique was used to select participants. Interviews, observations, and document analysis were the main sources of data. The data were analyzed thematically supported by Atlas-ti qualitative data analysis software. Findings indicated that engaging in lesson study improved mathematics teachers’ effective lesson implementation. LS improved participants’ practice of lesson presentation, use of diverse student-centered teaching methods, assessment, behavior management, instructional aids, time management, and feedback strategies. School leaders’ positive attitudes and teachers’ commitment were found to be supportive, while shortage of time and teachers’ high teaching load were constraints. It would be vital to integrate lesson study into teachers’ school-based professional development programs to improve mathematics teachers’ effective lesson implementation in the study setting. The study suggests further investigation in more secondary schools by incorporating quantitative evidence with larger a sample size.https://iafor.org/journal/iafor-journal-of-education/volume-12-issue-3/article-15/effective lesson implementationlesson studymathematics teachersprofessional developmentsecondary school |
| spellingShingle | Temesgen Yadeta Dibaba Abbi Lemma Wedajo Faith Maina Adula Bekele Hunde Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study IAFOR Journal of Education effective lesson implementation lesson study mathematics teachers professional development secondary school |
| title | Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study |
| title_full | Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study |
| title_fullStr | Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study |
| title_full_unstemmed | Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study |
| title_short | Improving Secondary School Mathematics Teachers’ Effective Lesson Implementation through Lesson Study |
| title_sort | improving secondary school mathematics teachers effective lesson implementation through lesson study |
| topic | effective lesson implementation lesson study mathematics teachers professional development secondary school |
| url | https://iafor.org/journal/iafor-journal-of-education/volume-12-issue-3/article-15/ |
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