Mathematics teachers should be encouraged to use TEPAC instructional strategy in teaching to improve students‟ achievement

The gap

Evidence profile

Sourced from the recommendations of the source papers, classified as general, spanning 5 journals.

Supporting evidence — 5 representative gaps

• Effects of Multimedia and Problem-Based Learning Strategies on Students’ Listening Skills, Academic Achievement and Retention in Mathematics in Akwa Ibom State (2026) · International Journal of innovative inventions in Social Science and Humanities · doi

  The following recommendations were made based on the findings of this study. 1. Since the use of PBL strategy enhances achievement in Mathematics, mathematics teachers should use it as number one of its teaching strategies to be employed in classroom teaching and learning. 2. Secondary school teachers should be encouraged to be computer literate. This will enable them appreciate and use CAL packages to promote effective teaching and learning. 3. The Federal Government, State, Local Government, Organizations and Alumni Associations in Nigeria should endeavour, as a matter of dedication assist mathematics teachers to attend workshops/seminars organized in Nigeria and outside the Country. 4. Curriculum developers should embrace PBL and include Computer Aided Learning instructional strategies into Nigerian curriculum. REFERENCES 1) Abakpa, B. O. (2014). Teaching Mathematics for wealth: Problem and prospect, proceedings of the annual conference of Mathematics Association of Nigeria, 372379. 2) Adeleke, M. A. (2007). Strategic improvement of Mathematics problem –solving performance of secondary school students. Using procedural and conceptual learning strategies Available at: http://www.acadmic.journal.org. Retrieved on October 15, 2018. 3) Azuka, B. F. (2012). Strategic for effective teaching of some Mathematics topics: Proceeding of the Workshop of Retraining Mathematics Teachers. Animalu. AD and Harbor-Peters V. F. A. (Eds) Ucheakonam foundation (Nig) Ltd Abuja, Nigeria. 4) Azuka, B. F. (2014). Effect of emotional intelligence skills on students’ achievement and interest in senior secondary schools geometry in Keffi education zone. Nasarawa state. Unpublished. Ph.D Thesis. 5) Chinlweoke, F. U. (2016). Use of activity method as a teaching strategy to enhance secondary school student in Mathematics STAN 2016 proceeding, 453-454. 6) Definition of statistics. Available at: https://www.meriam-webster.com. Retrieved on 20th May, 2021. 7) Duch, B. J., Groh, S. E. and Allen, D. E. (2001). The power of problem-based learning Sterling, VA Stylus. 8) Edoho, E. A. and Esuong U. U. (2016). Proficiency in Mathematics Language and World Problem. International Journal of Adult Continuing and Developmental Education IJCEDS, 3(2013) 187 - 189. 9) Ekwueme, C. O. (2013). Mathematics Teaching and learning in schools. Calabar: Radiant Venture Nig. Ldt. 10) Esuong, U. U. Udo, O. F,. Item, A. E. (2024). The use of mother tongue in communicating Mathematics: Implication for teaching and learning of Mathematics. British Journal of Education (BJE),12(2), 45-51. 11) Eze, P. I. and Aja, S. N. (2015). Availability and utilization of information and communication technology (ICT) in Ebonyi Local Government Area of Ebonyi State. Implication for teaching and learning. Educational Research Journal 5(4): 116- 121. 12) Eze, T. I., Ezenwaf

  generalrecommendations
  Keywords: mathematics teaching learning teachers secondary nigeria problem journal strategies school government state education based strategy
• Impact of Teachers’ Prompt Feedback on Academic Performance of Senior Secondary School II Students in Mathematics in Benue State, Nigeria (2026) · Journal of Innovation in Educational Assessment · doi

  Based on the findings of the study, the following recommendations were made: 1. Teachers should consistently provide prompt feedback to students in mathematics to enhance academic performance and sustain students’ interest in the subject. 2. Education policymakers should incorporate prompt feedback techniques into the mathematics curriculum and teacher evaluation frameworks to promote best instructional practices, considering gender differences. journal.iaiiea.org 8 Journal of Innovation in Educational AssessmentReferences Abdullahi, I., & Bichi, A. (2015). Gender differences in students’ academic performance in English language in secondary schools in Kano State, Nigeria. Journal of Educational Research and Development, 10(2), 45-56. Adebayo, A. S. (2017). Effect of teacher feedback on students’ academic performance in senior secondary school Mathematics. Nigerian Journal of Educational Research and Evaluation, 16(2), 45–53. Adebayo, T. (2020). The role of mathematics in technological and economic development in Nigeria. Nigerian Journal of Science Education, 18(2), 45–56. Akinola, O., & Adeyemi, T. (2021). Challenges in teaching trigonometry in senior secondary schools in Nigeria. Journal of Science and Mathematics Education, 19(1), 12–25. Beard, R. (2008). Effective Teaching: A Practical Guide to Improving Your Teaching. Routledge. Bello, M. & Oke, P. (2022). Probability education and students’ problem-solving skills in Nigerian secondary schools. International Journal of Educational Research, 16(2), 45–58. Dimitrov, D.M. (2002). Reliability: Arguments for Multiple Perspectives and Potential

  generalrecommendations
  Keywords: journal students mathematics education educational secondary feedback academic performance schools nigeria nigerian teaching prompt teacher
• Effect of Teach-Pause-Check Instructional Strategy on Students’ Achievement and Knowledge Retention in Mathematics (2026) · International Journal of Education and National Development · doi

  Based on the findings of the study, the following recommendations are made. 1). Mathematics teachers should be encouraged to use TEPAC instructional strategy in teaching to improve students‟ achievement. 2). Government, NGOs and school managers should organize workshops, seminars and conferences regularly to train teachers on innovative strategies of teaching mathematics such as TEPAC. 3). Student-centered instructional strategies such as TEPAC should be incorporated in pre- service teachers‟ curriculum by curriculum planners. 122 International Journal of Education and National Development | ISSN: 3027-0626 Vol. 4, Issue 2 (2026) | www.ijaar.org

  generalrecommendations
  Keywords: teachers tepac mathematics instructional teaching strategies curriculum based following recommendations made encouraged strategy improve students
• Qualitative Study in Mathematics Education Reforms and Pedagogical Innovations in Nigeria: Addressing Challenges in Secondary School Classrooms (2026) · Federal University Gusau Faculty of Education Journal · doi

  Based on the review of literature on mathematics education reform, pedagogical innovation, and classroom challenges in Nigerian secondary schools, the following recommendations are made to improve teaching and learning outcomes in mathematics: 281 Zamfara International Journal of Education (ZIJE) The Official Journal of the Faculty of Education Federal University Gusau, Zamfara State, Nigeria Volume 6, Number 4, June, 2026 pISSN: (Hard Copy): 2814 – 1377; eISSN (Online): 2814 – 1369 www.foefugusau.com.ng DOI: https://doi.org/10.64348/zije.2026487 Qualitative Study on Mathematics Education Reforms and Pedagogical Innovations in … Akissani, I., Et. al. (2026) 1. Government and educational stakeholders should organize regular and sustained professional development programmes to equip mathematics teachers with modern pedagogical skills that focus on learner-centered strategies such as problem-solving, inquiry-based learning, collaborative learning, and reflective teaching practices. 2. Mathematics teachers should be encouraged and supported to move away from traditional lecture-based instruction toward more interactive and student-centered approaches. 3. Government and school administrators should ensure that schools are adequately equipped with instructional materials, including mathematical tools, textbooks, and digital resources. The integration of technology-enhanced learning tools should also be prioritized to support visualization and engagement in mathematics instruction. 4. Policy interventions should be implemented to reduce overcrowded classrooms, particularly in public secondary schools. Smaller class sizes will enable teachers to provide individualized attention and improve classroom interaction, thereby enhancing student learning outcomes. 5. Curriculum developers should ensure that mathematics curriculum reforms are effectively implemented at the classroom level. There should be strong monitoring and evaluation mechanisms to bridge the gap between curriculum objectives and instructional practices. 6. Teachers should adopt motivational and engaging instructional approaches that reduce mathematics anxiety and promote positive attitudes toward the subject. 7. Students should be encouraged to actively participate in classroom activities, group discussions, and problem-solving tasks. This will promote deeper engagement, collaboration, and improved understanding of mathematical concepts.

  generalrecommendations
  Keywords: mathematics learning education classroom teachers based pedagogical schools instructional curriculum secondary improve teaching outcomes zamfara
• Instructional Materials Utilization in Teaching MATATAG-Based Mathematics 7: Teachers' Experiences in Public Secondary Schools of Dinapigue District, Schools Division of Isabela (2026) · Studies in Interdisciplinary Horizons · doi

  Based on the findings, the following recommendations are proposed: 1. Public secondary schools should strengthen school-based instructional material development programs aligned with MATATAG competencies. 2. District offices should establish centralized repositories of validated mathematics instructional materials accessible to all teachers. 3. Continuous professional development should emphasize contextualized mathematics instruction, technology integration, and instructional material development. 4. Additional funding should be allocated for mathematics manipulatives, digital equipment, printing facilities, and internet connectivity in geographically isolated schools. 5. Professional Learning Communities should be institutionalized to encourage collaborative instructional innovation among Mathematics teachers. 6. Future researchers may employ mixed-methods or longitudinal designs to investigate the long-term impact of instructional material utilization on learners' mathematical achievement under the MATATAG Curriculum. References (Representative APA 7th Edition) Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Department of Education. (2023). MATATAG Curriculum Guide for Mathematics 7. Department of Education, Philippines. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Sage Publications. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey-Bass. Piaget, J. (1970). Science of Education and the Psychology of the Child. Orion Press. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Torres, R. A., & Castillo, M. B. (2024). Authentic assessment practices in senior high school science classrooms. Journal of Educational Research and Practice, 14(1), 95–112. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing. UNESCO. (2023). Global education monitoring report 2023: Technology in education. UNESCO Publishing. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

  generalrecommendations
  Keywords: education instructional development mathematics unesco material matatag psychology press harvard based schools school teachers professional

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