Practicalizing the Theory: Daily Scheme of Learning and Lesson Implementation


  • Evelyn Agyei St Vincent College of Education, Yendi and bAkenten Appiah-Menka University of Skills Training and Entrepreneurial Development
  • Francis Ohene Boateng
  • Ernest Larbi
  • Clement Mbowura


Lesson plan, Pre-service teachers, In-service teachers


This study was purposed to examine the relationship between lesson plan (scheme of learning) and lesson implementation among in-service teachers and pre-service teachers at the basic level. Interview guides and scoring rubrics were used to collect both qualitative and quantitative data to test the hypothesis and answer research questions. The respondents were made up of 91 mathematics in-service teachers and 89 mathematics pre-service teachers. The findings of this study show that in-service teachers demonstrated a higher level of competence in lesson planning. The ability of pre-service teachers to plan a lesson significantly impacts the lesson plan's implementation, and effective training and support are crucial. However, there was no significant relationship between in-service teachers' ability to plan a lesson and their ability to implement it, suggesting that other factors such as adaptability to unexpected situations in the classroom may play a more significant role. The study highlights the importance of effective lesson planning for successful teaching and student learning and the need for ongoing professional development and support for both pre-service and in-service teachers in this area. Further studies are needed to explore the factors that contribute to the difference in pre-service and in-service mathematics teachers' ability to prepare lesson plans.



How to Cite

Agyei, E., Boateng , F. O., Larbi, E., & Mbowura, C. (2023). Practicalizing the Theory: Daily Scheme of Learning and Lesson Implementation. Turkish Journal of Mathematics Education, 4(2), 59–66. Retrieved from




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