University Mathematics Major Students’ Ratings of Their Lecturers’ Preferred Teaching Methods: A Repeated-Measures Design

This study investigates the differences in lecturers’ preferred teaching methods based on ratings of their students. It employed repeated measures design, where four separate for each participant were taken. The participants comprise eighty-two (82) university mathematics major students, made up fifty-five (55) males and twenty-seven (27) females, who selected from a central region Ghana, using non-proportionate stratified sampling technique two third-year cohort classes. results indicated that Mauchly’s test sphericity was not significant, χ^2 (5)=10.33,p>.05, (i.e., assumption about characteristics variance-covariance matrix violated). Thus, within-subjects variable method highly F (3, 243) = 468.17, p < .05, indicating mean students’ differed significantly as function methods. supported by decrease guided discovery to direct instruction pairwise comparisons (with Bonferroni adjustment) among methods, showed significant difference between any pair (p .05). higher than cooperative learning .05), inquiry-based estimated marginal means (M 8.12; C. I [7.94, 8.32]) highest, followed 6.68; C.I [6.51, 6.86]), 4 73; [4.60, 4.87]), then 3.95; [3.80,4.11]). study's implications are that, although many researchers recommend multiple instruction, lecturers should endeavour use popular acceptable would enable them understand content teach. concludes focus more active such less method.