Abstract:
The purpose of the study is to identify tutors knowledge, skills and practices that are considered secured, emerging and
aspirational and their associated problems and challenges in the teaching quadratics using completing the square approach in the
colleges of education in Ghana. Needs analysis was conducted among a conveniently sampled forty six (46) tutors made up of six (6)
female and forty (40) male tutors from twenty three (23) Colleges of Education across the country A qualitative method was adopted to
explore, so as to understand and describe appropriately the challenges and problems faced by tutors in teaching completing the square.
The instrument for the study was a questionnaire made up of 43 items presented in three parts. Based on the results and discussions,
Colleges of Education tutors are insufficiently grounded in certain essential knowledge, skills and practices that provide pre-service
teachers real and interactive learning experiences that facilitate the acquisition of required competences in learning completing the
square. It is recommended that college tutors be given the opportunity to learn innovative and practical teaching strategies that engage
pre-service teachers on hands on activities in the learning of completing the square in our Colleges of Education in Ghana.
