Teachers’ perceptions of their teaching strategies and their influences on students’ academic achievement in national examinations in Burundi: Case of schools in Rumonge province

Abstract

This study investigated mathematics teachers’ perceptions of their teaching strategies and their influences on students’ academic achievement in national examinations in Burundi. This study adopted a parallel convergent mixed-method design. To collect data, a sample size of 60 teachers was selected through purposive sampling techniques for responding to the survey questionnaire in which, 12 teachers were randomly selected for classroom observations and interviews. Quantitative data were analyzed descriptively by using Microsoft excel spreadsheet 2016, while qualitative data was analyzed thematically. The findings of the study showed that teachers perceive that their teaching strategies influence students’ achievement in national examinations. Most of the teachers perceive learner-centered strategy as effective in helping students to understand mathematical concepts and succeed in national examinations. However, it was found that mathematics teachers use teachercentered teaching and teach for students to pass exams rather than teaching for deep understanding. The researcher recommends teachers to apply learner-centered teaching strategies to help students deeply understand mathematical concepts.