Secondary School Teachers' Perceptions: Integrating the National Consolidated Mathematics Curriculum in the Lower Corentyne District, Guyana

Abstract

This study delves into secondary school teachers' perceptions regarding the integration of the consolidated mathematics curriculum in the Lower Corentyne District of Region 6, Guyana. Utilising a quantitative approach, data was gathered from 30 teachers across four secondary schools using stratified sampling. The findings suggest an overall positive reception of the curriculum among teachers, with a consensus on its relevance to students' lives and its effectiveness in providing learning opportunities and enhancing critical thinking and problem-solving skills. However, nuanced considerations have emerged, particularly regarding concerns about the curriculum's rigidity, abstractness, and gender-based variations in teachers' perceptions. Statistical analyses, including t-tests and ANOVA tests, revealed significant differences in perceptions between male and female teachers and the influence of teachers' years of experience on their perceptions. These findings underscore the importance of tailored approaches to curriculum implementation, collaborative efforts among stakeholders, and providing adequate support and professional development opportunities for educators. Addressing these considerations is crucial for enhancing the quality and effectiveness of mathematics education in the region, ultimately benefiting both students and teachers.