Investigating Pre-service Mathematics Teachers’ Perception on Cognitive Needs
Nana Akosua Owusu-Ansah
Department of Mathematics Education, University of Education, Winneba, Ghana.
Jones Apawu *
Department of Mathematics Education, University of Education, Winneba, Ghana.
*Author to whom correspondence should be addressed.
Abstract
This article reports on part of a two- year study. The paper examined the perception of pre-service mathematics teachers’ cognitive needs via the lens of Maslow theory of needs. The research design employed was the mixed methods approach specifically sequential explanation mixed methods design. The population for this study was pre-service mathematics teachers at the University of Education, Winneba of Ghana. The purposive sampling technique was employed to select Level 300 pre-service mathematics teachers. Level 300 students were 183. The simple random sampling technique was used in selecting 125 respondents for the study. Questionnaire and interview protocol were used as instruments to collect data. Data collected through the questionnaire were analysed quantitatively and the interview data collected were analysed qualitatively. Results showed that the cognitive needs of the pre-service mathematics teachers have been met to a very large extent. Recommendations were thereof made accordingly.
Keywords: Maslow theory of hierarchy of needs, cognitive needs, content courses, pedagogy courses, ICT courses