Professional Competencies of Mathematics Education Graduates under a Constituent Campus of Tribhuvan University: A Quantitative Analysis

Abstract

Background: Tribhuvan University and other universities of Nepal has produces huge number of graduates every year by providing necessary knowledge and skills to the graduates. In this context, there was more scarcity of teacher candidates in different schools and colleges. It was needed to publish the (notice) advertisement for teacher’s multiple times in different subject, especially in mathematics.  In the same time, some of the graduates were facing the problem of unemployment which is more contradictory issues. Therefore, this study has been identifying the gaps between unemployment and scarcity of teacher candidates by identifying their competencies and the expectation of job market.

Methods: This study examines the professional competencies, pedagogical preferences, instructional challenges, and professional development needs of 32 mathematics education graduates using a descriptive quantitative survey design. For this examination, the quantitative data were collected through a structured questionnaire combining Likert-type competency scales and dichotomous checklist items, and analyzed using descriptive statistics (frequencies, percentages, mean, standard deviation, and variance).

Results: The results of the data analysis showed that graduates had a strong alignment toward teaching careers (78.1%), It was found that graduates had higher proficiency in algebra (Mean  = 3.97, SD = 0.933) than in calculus (Mean  = 3.22, SD = 1.184). They had a strong preference for problem based learning (Mean  = 4.41, SD = 0.756) over direct instruction (Mean  = 3.19, SD = 1.176). Around 78.1% mathematics graduates described insufficient time and student struggle in limited resources were their main obstacles in learning geometry. They also stated their difficulties of large class sizes (68.8%). Graduates had 12.5% to 18.8 % access in the use of innovative teaching method by using ICT.

Conclusion: These findings have been interpreted against professional development competences of teacher which implied to teacher education programs, school administrators and policymakers. This study has been identifying the actual professional insufficiency of mathematics graduates to meet the demand of job market.