Understanding the Experiences of Teachers and Learners in the Implementation of Mathematics through Oral Drill Method
Abstract:
This qualitative study explores the implementation of the Oral Drill Method (METhOD) in Mathematics instruction at Dalamas Integrated School, focusing on the experiences and perspectives of both teachers and learners in a hinterland context. Guided by a narrative inquiry design, the study draws on in-depth interviews to elicit rich descriptions of classroom practices, learner responses, and pedagogical insights. Thematic analysis revealed key patterns concerning student engagement, differentiated instruction, and the psychological impacts of oral drills. Findings show that while METhOD enhances computational fluency and arithmetic recall, its fast-paced structure may contribute to learner anxiety, especially among those with varying levels of mathematical readiness. Teachers adapted by diversifying problem types and integrating game-based activities to sustain interest. Nonetheless, maintaining long-term engagement and catering to individual learning needs remained ongoing challenges. Participants recommended adjusting the drill pace, offering personalized support, and embedding real-life applications to make mathematics more meaningful. The study calls for a more balanced and inclusive approach to oral drills in mathematics, with further research needed to examine their long-term effects on student proficiency and confidence.
Keywords: differentiated instruction, engagement, oral drill method, student anxiety
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