GHANAIAN LECTURERS’ VIEWS ON UNDERGRADUATE EDUCATION IN MATHEMATICS

This paper synthesizes the main views that Ghanaian university lecturers hold about undergraduate education in mathematics. These views were expressed by 6 university mathematics lecturers during a mathematics workshop sensitization program on the “contribution of undergraduate education to the Ghanaian economy.” The study employed qualitative research methodology for its design. The data sources for the study consisted of open-ended questions, followed by semistructured interviews of the lecturers. The data were analyzed by using the content analysis of the transcripts. The results of this study indicate that lecturers’ teaching methods do not enable learners to connect theories with practice. The topics these lecturers teach and the methods they use seem far removed from reality. As a result, many undergraduate mathematics students rarely are able to identify and connect their ideas with everyday realities of life. Additionally, some topics are delivered in such weird and abstract methodological mode, making it increasingly difficult for students to comprehend. The study finally concludes with suggestions that an overhaul of the curriculum is paramount with emphases on students’ comprehension for adoption by Ghanaian universities, in order for lecturers to acquaint themselves with modern teaching methods.