Influence of Heuristic Mathematics Teaching Method towards Students’ Performance in Public Secondary Schools in Moshi District, Tanzania

Abstract

This study was conducted to investigate the influence of heuristic mathematics teaching methods on students' performance in public secondary schools in Moshi District, Tanzania. The study was guided by Constructivism learning theory, which was pioneered by Jean Piaget (1936). The study employed a quantitative research approach whereby a cross-sectional survey design was used. The study’s target population was 61 public secondary schools, 73 mathematics teachers, and 28,134 students in Moshi District. Six schools and twelve teachers were selected using a straightforward random selection procedure, and 394 pupils were chosen using Slovin's formula. Both mathematics teachers and students were given access to quantitative tools (questionnaires). The reliability of Likert scale items was determined by the Cronbach Alpha technique. The collected data was sorted and analysed by using the Statistical Package for Social Sciences (SPSS – version 20) computer software. The study found that heuristic teaching method has a positive contribution towards students’ performance. The researcher concluded that heuristic teaching method used by mathematics teachers had a large number of contributions to students’ learning of mathematics. According to the study's recommendations, the government should make sure that mathematics teachers have access to training programs on using heuristic teaching techniques to boost students' performance.