PROBLEMS FACED BY NEWLY APPOINTED

TEACHERS AT PRIMARY LEVEL OF

DISTRICT KOTLI AZAD JAMMU
AND KASHMIR

SALMA NAJEEB
ROLL NO: 03

Student Sign: Supervisor:

(Dr. Makhdoom Ali Syed)

DEPARTMENT OF EDUCATION
FACULTY OF SOCIAL SCIENCES & HUMANITIES
UNIVERSITY OF KOTLI AZAD JAMMU AND
KASHMIR
2018-22
 TABLE OF CONTENTS
1. Introduction................................................................................................................1

2. Review of the Related Literature...............................................................................4

2.1 Learning...................................................................................................................4

2.2 Learning of Mathematics.........................................................................................5

2.3 Importance of Learning Mathematics......................................................................7

2.4 Problems in Learning Mathematics.........................................................................9

2.4.1 Age Appropriate..................................................................................................10

2.4.2 Methodology.......................................................................................................10

2.4.3 Passion for the Subject........................................................................................11

2.4.4 Use of Teaching Aid...........................................................................................11

2.4.5 Confirm Student Understanding of Mathematical Language.............................12

2.5 Possible Solution to the Problems of Teaching Mathematics................................12

2.5.1 Age Appropriate..................................................................................................12

2.5.2 Methodology.......................................................................................................13

2.5.3 Use of Teaching Aid...........................................................................................13

2.5.4 Confirm Student Understanding of Mathematical Language.............................13

2.6 Basic Methods of Teaching Mathematics..............................................................14

2.6.1 Play-Way Methods..............................................................................................14

2.6.2 Teacher-Centered Instruction..............................................................................17

2.6.3 Small Group Instruction......................................................................................18

2.6.4 Student-Centered / Constructivist Approach......................................................19

2.6.5 Project-Based Learning.......................................................................................20

2.6.6 Montessori...........................................................................................................21

2.6.7 Inquiry-Based Learning......................................................................................22

2.6.8 Flipped Classroom..............................................................................................22

2.6.9 Cooperative Learning..........................................................................................23

2.6.10 Personalized Education.....................................................................................24

2.7 Role of Play Way Method......................................................................................25

References....................................................................................................................28
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1. Introduction

Education is a vital process of the development of any society. It is considered

one of the main elements of structure of a society. There is no doubt that Education is

a vital process of the development of any society. Education is the source of all types

of inspirations of the generation to become strong nation in the world. It is an

established fact that in the world only those nations have made progress and

development which have a sound education system (Ball, 2009). Education develops

individuals. It creates awareness among the people about life and its challenges in the

world. It fills empty minds with ideas and creativity. Thus educationally sound

nations play leadership role in the world (Adams, 2010).

Education is development and a key to success. Existing scientific and

technological development can only be attributed to education (Bregman, 2008). The

standard of education of a country intertwined and determines its position among

other nations of the world. In this regard countries with high achievements in the

fields of education and research lead the world. Education influences living standard

as it turns the population of a country into useful human capital and works as an agent

of positive change (Hoodbhoy, 2006). However, it is worth noting that teacher(s), as

builders of the nation, holds a pivotal role in the process of education. In this sense the

quality and standards of education are strongly associated with the quality and

effectiveness of its teachers (Shah, 2013).

Teaching is engagement with learners to enable their understanding and

application of knowledge, concepts and processes. It includes design, content

selection, delivery, assessment and reflection. To teach is to engage students in

learning; thus teaching consists of getting students involved in the active construction

of knowledge (Zafar, 2013). A teacher requires not only knowledge of subject matter,
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but knowledge of how students learn and how to transform them into active learners.

Good teaching, then, requires a commitment to systematic understanding of

learning. The aim of teaching is not only to transmit information, but also to transform

students from passive recipients of other people's knowledge into active constructors

of their own and others' knowledge. The teacher cannot transform without the

student's active participation, of course (Wang, 2008). Teaching is fundamentally

about creating the pedagogical, social, and ethical conditions under which students

agree to take charge of their own learning, individually and collectively (Teevno,

2011). 

Teacher

Problems of newly appointed teacher

Newly appointed teachers of primary level

Statement of the Problem

In AJ&K especially in district Kotli, mostly teachers are using conventional

methods such as lecture method and memorization method at grade first while
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teaching mathematics. Such type of methods cannot develop the students’ knowledge,

understanding and their critical thinking in mathematics. It is found that students feel

uneasiness and scared in learning mathematics. There is a need to use that method

which creates interest of students and develop their critical thinking in mathematics.

In order to develop interest and critical thinking of students in mathematics, play way

method is considered the best method. Therefore, the focus of the study is to examine

the role of play way method in enhancing the learning of mathematics of grade first

students of district Kotli Azad Jammu and Kashmir.

Objectives of the Study

Following were the objectives of the Study:

1. To find out the problems in learning Mathematics of grade first students at district

Kotli Azad Jammu and Kashmir.

2. To find out the role of play way method in enhancing learning of Mathematics of

grade first students at district Kotli Azad Jammu and Kashmir.

Research Questions

Following were the research questions of the study

1. What are the problems in learning Mathematics of grade first students at district

Kotli Azad Jammu and Kashmir?

2. What is the role of play way method in enhancing learning of Mathematics of

grade first students at district Kotli Azad Jammu and Kashmir?

Delimitation of the Study

The study was delimited to

1. Government primary level schools

2. Tehsil Kotli
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3. Female Teachers

Significance of the Study

This study will provide a student knowledge to teachers for using play way

method in the teaching mathematics at grade first. The findings of the study will also

help head teachers to motivate his/her teachers for using play way method in the

teaching mathematics at grade first. The researchers may also examine the

effectiveness of using play way method for the teaching of mathematics at grade first

at primary level of Kotli Azad Jammu and Kashmir.

2. Research Methodology

This study was descriptive in nature and survey method was used to find out

the role of play way method in enhancing the learning of mathematics of grade first

students of district Kotli Azad Jammu and Kashmir.

2.1 Population of the Study

The population of the study were consisted of one hundred and sixty-three

(163) female teachers from twenty-two (22) primary schools of tehsil Kotli Azad

Jammu and Kashmir.

Table 1 Population of Study

S. No Tehsil Total School Female Teachers

1 Kotli 22 163

(Source: DEO (F) office Kotli, 2022)

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2.2 Sample of the Study

The researcher used simple random sampling technique for the selection of the

sample. Researcher selected four (4) female teachers from twenty-three (23)

government primary school of tehsil Kotli AJ&K. There were total ninety-two (92)

female teachers from government primary school level for the selection of the sample.

Table 2 Sample of the Study

S. No Tehsil Schools Female Teachers

1 Kotli 23 92

2.3 Research Instrument

A questionnaire was used as a research instrument to collect data from the

female teachers. The questionnaire was based on two sections problems in learning

Mathematics of grade first students and role of play way method in enhancing

learning of Mathematics. Every section has thirty (30) statements.

2.3.1 Validity of the Instrument

The questionnaire was validated from three educational experts of the

Department of Education University of Kotli AJ&K.

2.3.2 Pilot Testing

Researcher conducted pilot testing to check the accuracy and usability of

instrument. Using a pilot study, the researcher distributed questionnaires among 34

female teachers which were the part of population but not be the part of the sample.

2.3.3 Reliability of Instrument

The reliability of the instrument was checked by Cronbach’s alpha statistical

technique. It was found that the reliability of the instrument was 0.79 which was

acceptable for further research.

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2.4 Data Collection

The researcher collected the data personally from female teachers of primary

school in tehsil Kotli AJ&K. The researcher distributed ninety-two (92)

questionnaires to the female teachers and get respond.

2.5 Data Analysis

The data were analyzed by using Statistical Package for Social Sciences

(SPSS). The researcher used simple mean, frequency, and percentage for the analysis

of data.