1) The document profiles secondary school mathematics teachers in Taraba State, Nigeria based on their teaching experience, university subject studied, and academic qualifications.
2) It surveyed 327 secondary school mathematics teachers and found that they come from diverse backgrounds and less than 40% have teacher certification in mathematics education.
3) The study aimed to examine teachers' conceptions of problem solving and how they relate to professionalism in teaching mathematics, in order to help address poor student performance in the subject.
This document is a project report from Raffles Institution that aims to help Primary school students improve their ability to solve complex word problems in mathematics. It conducted a survey and interview with a math teacher to understand the challenges students face. It was found that students struggled most with multi-step word problems and running out of time. The project designed worksheets that broke down word problems into simpler concepts and tested students before and after to measure the impact of this modified teaching approach. The post-test results revealed improvements in student performance.
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
Difficulty levels of topics in the new senior secondary school mathematics cu...Alexander Decker
This document summarizes a study that examined mathematics teachers' perceptions of difficulty levels of topics in Nigeria's new senior secondary school mathematics curriculum. The study found:
1) Teachers perceived newly added topics like modular arithmetic, coordinate geometry, differentiation, and integration as very difficult. Existing topics were mostly perceived as easy or averagely difficult.
2) There were no significant differences found in perceived difficulty based on teachers' gender, academic qualifications, professional qualifications, or years of experience.
3) It was recommended that teachers be provided training through workshops and seminars on the new topics, as well as relevant teaching materials to help them effectively teach the revised curriculum.
This document provides background information and outlines the research methodology for a study investigating the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, the study aims to determine if there are significant relationships between pupils' mathematics achievement and their interest and study habits. The study will survey grade 4-6 pupils at a school to understand their interest levels, study habits, and mathematics achievement. The results could help administrators, teachers, and students identify factors influencing mathematics performance and guide future educational programs and strategies. The study is limited to one school during the second quarter of the 2017-2018 school year.
This chapter introduces the background and context of the study. It discusses how mathematics is an important subject for business students and the demands of modern technology. It also outlines challenges facing the Polytechnic University of the Philippines (PUP) Calauan Campus in teaching mathematics to its 545 students with limited facilities. The theoretical framework discusses factors that influence student mathematics performance such as the curriculum, faculty, student services, physical facilities, family education, values, and social relationships. The study aims to determine the relationship between these school and family factors and the mathematics performance of PUP Calauan students.
This document provides an introduction, rationale, theoretical background and statement of the problem for a thesis that examines the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, it:
1) Discusses poor performance on international math assessments and declining math education in the Philippines.
2) Presents literature showing a relationship between non-cognitive factors like study habits and attitudes on academic performance.
3) Introduces a conceptual framework examining the extent of pupil interest and study habits as inputs and their correlation to mathematics achievement as outputs.
4) Aims to determine the correlation between pupil interest, study habits, and achievement in mathematics for grades 4-6.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
This document summarizes a study that analyzed factors influencing mathematics achievement among Malaysian and Singaporean eighth-grade students using data from the 2003 Trends in International Mathematics and Science Study (TIMSS). The study found that 57.28% of the total variance in mathematics achievement in Malaysia was accounted for by school-level differences, while 74.6% of the variance in Singapore was accounted for by classroom-level differences. At the student level, mathematics self-concept was the most influential factor on achievement in both countries. At the school level, school climate as perceived by principals was the most influential factor on achievement in both countries. The study used multilevel modeling to analyze how student, classroom, and school factors contributed to mathematics achievement
This document is a project report from Raffles Institution that aims to help Primary school students improve their ability to solve complex word problems in mathematics. It conducted a survey and interview with a math teacher to understand the challenges students face. It was found that students struggled most with multi-step word problems and running out of time. The project designed worksheets that broke down word problems into simpler concepts and tested students before and after to measure the impact of this modified teaching approach. The post-test results revealed improvements in student performance.
Students and teachers’ views of difficult areas in mathematics syllabusAlexander Decker
1. The study investigated teachers' and students' views on difficult areas of the mathematics syllabus required for engineering education in Nigeria, using schools in Ogbomosho South, Oyo State.
2. Questionnaires were administered to 15 mathematics teachers and 180 secondary III students across 18 secondary schools to identify difficult topics.
3. The results from analyses using frequency count, percentage, t-test and Chi-square showed that both qualified and unqualified, experienced and less experienced teachers identified the same difficult areas of the mathematics syllabus.
Difficulty levels of topics in the new senior secondary school mathematics cu...Alexander Decker
This document summarizes a study that examined mathematics teachers' perceptions of difficulty levels of topics in Nigeria's new senior secondary school mathematics curriculum. The study found:
1) Teachers perceived newly added topics like modular arithmetic, coordinate geometry, differentiation, and integration as very difficult. Existing topics were mostly perceived as easy or averagely difficult.
2) There were no significant differences found in perceived difficulty based on teachers' gender, academic qualifications, professional qualifications, or years of experience.
3) It was recommended that teachers be provided training through workshops and seminars on the new topics, as well as relevant teaching materials to help them effectively teach the revised curriculum.
This document provides background information and outlines the research methodology for a study investigating the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, the study aims to determine if there are significant relationships between pupils' mathematics achievement and their interest and study habits. The study will survey grade 4-6 pupils at a school to understand their interest levels, study habits, and mathematics achievement. The results could help administrators, teachers, and students identify factors influencing mathematics performance and guide future educational programs and strategies. The study is limited to one school during the second quarter of the 2017-2018 school year.
This chapter introduces the background and context of the study. It discusses how mathematics is an important subject for business students and the demands of modern technology. It also outlines challenges facing the Polytechnic University of the Philippines (PUP) Calauan Campus in teaching mathematics to its 545 students with limited facilities. The theoretical framework discusses factors that influence student mathematics performance such as the curriculum, faculty, student services, physical facilities, family education, values, and social relationships. The study aims to determine the relationship between these school and family factors and the mathematics performance of PUP Calauan students.
This document provides an introduction, rationale, theoretical background and statement of the problem for a thesis that examines the correlation between pupils' interest, study habits, and achievement in mathematics. Specifically, it:
1) Discusses poor performance on international math assessments and declining math education in the Philippines.
2) Presents literature showing a relationship between non-cognitive factors like study habits and attitudes on academic performance.
3) Introduces a conceptual framework examining the extent of pupil interest and study habits as inputs and their correlation to mathematics achievement as outputs.
4) Aims to determine the correlation between pupil interest, study habits, and achievement in mathematics for grades 4-6.
Factors influencing effective learning of mathematics at senior secondary sch...Alexander Decker
This document summarizes a study that investigated factors influencing effective learning of mathematics at senior secondary schools in Gombe, Nigeria. The study surveyed 120 students across 4 schools about availability of qualified teachers, teaching methods, class sizes, and access to textbooks. Results found that lack of qualified teachers and inadequate textbooks significantly impacted student learning. It was recommended that only qualified math teachers be hired, class sizes be reduced, and textbooks be subsidized to improve math education outcomes.
This document summarizes a study that analyzed factors influencing mathematics achievement among Malaysian and Singaporean eighth-grade students using data from the 2003 Trends in International Mathematics and Science Study (TIMSS). The study found that 57.28% of the total variance in mathematics achievement in Malaysia was accounted for by school-level differences, while 74.6% of the variance in Singapore was accounted for by classroom-level differences. At the student level, mathematics self-concept was the most influential factor on achievement in both countries. At the school level, school climate as perceived by principals was the most influential factor on achievement in both countries. The study used multilevel modeling to analyze how student, classroom, and school factors contributed to mathematics achievement
This study investigated the influence of attitude towards mathematics and study habits on achievement in mathematics among 500 secondary school students in Assam, India. The study found that achievement in mathematics was most closely related to attitude towards mathematics and study habits. Specifically:
1) Attitude towards mathematics and study habits were both significantly positively correlated with mathematics achievement.
2) Boys had higher mathematics achievement and more positive attitudes than girls. English medium students also outperformed Assamese medium students.
3) Attitude towards mathematics accounted for 15.2% of the variation in mathematics achievement, while study habits accounted for 29% of the variation.
4) A regression equation showed that together, attitude towards mathematics and study habits explained 41.
An appraisal of the new nigerian senior secondary school physics curriculumAlexander Decker
The document summarizes and compares the old and new senior secondary school physics curriculums in Nigeria. The new curriculum will be implemented in 2011 and has six themes instead of five. An additional theme on physics in technology has been added. The new curriculum is more student-activity oriented with an emphasis on experimentation, questioning, discussion and problem solving. It also recommends an assessment protocol that evaluates students across three domains of learning. While the objectives remain similar between the old and new curriculums, the changes aim to better align the physics curriculum with national and global issues.
This study analyzed TIMSS 2003 data to investigate factors contributing to Singaporean students outperforming Malaysian students in mathematics. It found Singaporean students scored significantly higher overall and in all content areas. Singapore had advantages in resources like computer ownership. Characteristics like gender, parents' education, resources and attitudes significantly impacted achievement in both countries. Teacher characteristics mattered more for Malaysian students. The differences were largely due to Singapore's greater socioeconomic homogeneity and better implementation of strategies, rather than differences in characteristics between the countries.
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
This document summarizes a study on teacher attitudes towards computer use. The study found that while teachers had generally positive attitudes, there was low actual use of computers in classrooms. Younger teachers and those who took more computer training courses reported less avoidance of computer use. The preliminary results did not find significant differences in attitudes based on education level or gender of teachers. Further analysis is still needed, but the study aims to understand teacher attitudes as a key factor in effective educational technology integration.
TEACHER BEHAVIOUR AS PERCEIVED BY HIGHER SECONDARY COMPUTER SCIENCE STUDENTS ...Thiyagu K
- The document summarizes a study on teacher behavior as perceived by higher secondary computer science students in India and its relationship to their achievement in computer science.
- The study surveyed 300 higher secondary students across 4 schools. It found that most students had a neutral perception of their teachers' behavior. It also found that male and female students differed significantly in their perceptions of questioning and class management.
- There was no significant relationship found between students' perceptions of teacher behavior and their achievement in computer science.
An Analysis of Teachers’ Pedagogical Content Knowledge on Number Sense Learni...AJHSSR Journal
This article is about an analysis of teachers’ Pedagogical Content Knowledge (PCK) during
teaching the concept of number for early childhood. Research subjects were three kindergarten teachers in
Depok area, West Java, Indonesia. This type of research is qualitative that analyzed the phenomenon of PCK
when teaching the concept of numbers to children aged 5-6 years. Researchers conducted two observations,
interviews and documentation studies. The results showed that the three respondents did not understand the
concept of numbers as a whole. Respondents also did not comprehend the definition of the concept of numbers
and the appropriate stages associated with the concept of numbers. In addition, the three teachers did not
understand the overall curriculum of early childhood education. However, with their sufficient teaching
experience, they were considered to have good teaching skills and good evaluation of learning process. The
obstacle faced by them was quite the same in which they still found it difficult to teach the concept of numbers
with different characteristics of children. It required a particular strategy for the teachers to overcome these
obstacles. The results of this study is expected to be a consideration to hold a professional workshop
development program in order to improve the professionalism of early childhood teachers particularly in
teaching mathematics.
Effects of teachers’ qualifications on performance in further mathematics amo...Alexander Decker
This study examined the effects of teachers' qualifications on the performance of secondary school students in Further Mathematics in Kaduna State, Nigeria. Data was collected from 160 Further Mathematics students across 12 schools using a teacher assessment test and student achievement test. The results of an ANOVA test revealed a significant difference in student performance based on their teachers' qualifications. The study aims to identify the competency level required by teachers to positively influence student performance and suggest ways to improve student performance in Further Mathematics across schools in the state.
This document discusses a study that examined ESL teachers' attitudes towards using information and communication technology (ICT) in teaching literature lessons in Malaysian secondary schools. The study found that teachers had a generally positive attitude towards using ICT tools in literature lessons. However, several challenges were identified that could hinder effective use of ICT, such as lack of time for lesson planning, lack of technical skills, and insufficient institutional support. The document provides background on the literature component in the Malaysian English curriculum, benefits and challenges of using ICT in education, and the importance of teachers' attitudes in determining successful integration of ICT.
Effects of students attitude towards teaching professionArul Sekar J.M.
The purpose of this study was to examine the interaction effects of gender and programs of study on attitudes of
postgraduate diploma in teaching (PGDT) students towards the teaching profession. The main aim of the study
was to find out whether there are any significant interaction effects of gender and programs of study of PGDT
students’ attitude towards the teaching profession. A descriptive survey was carried out among PGDT students
during the year 2016/2017 regular session with a population of 371 students. The survey was conducted between
science and non-science students in the department of teacher education at Mekelle University, Ethiopia. Using
a stratified random sampling method, 130 student-teachers were selected as samples for the study. A scale entitled
“attitude towards teaching profession” was developed and validated by the researchers based on established
procedures in the literature (Aliyu Musa and Ado Abdu Bichi, 2015). A scale contained 15 items to be scored on
the five-point Likert scale as Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and Strongly Disagree
(SD) was used. The data analysis of descriptive statistics through quantitative analysis by computing SPSS 16.0
(Statistical Package for the Social Sciences) for Windows 10 was employed. Statistical techniques which include
percentage analysis for levels, mean, standard deviation, and two-way analysis of variance (ANOVA) were also
used for data analysis and interpretation. The findings of the two-way ANOVA demonstrated that there are no
significant interaction effects of gender and programs of study on attitude towards the teaching profession of
PGDT students. Correlation analysis of gender and programs of a study indicated that the student teachers’
attitude towards the teaching profession was positively related to gender and programs of study.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
This document provides background information on factors affecting mathematics performance of students. It discusses how student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials can influence student performance in mathematics. The document reviews related literature on these factors and presents a conceptual framework and research questions to analyze the relationship between the factors and student performance. It aims to determine the extent of different factors and their impact on the mathematics performance of high school students.
The purpose of this study is to analyze the perceptions of students from high school, who are the current generation Z, about the accounting profession. This study uses questionnaires that are shared online with data processing using factor analysis and one way ANOVA different tests. The comparison test was done between indicators of grade, major, school type, as well as variables, which include structure, precision, solitary, interest, and remaining variables. The interest in the accounting profession is found in social students (from high schools) and business administration students (from vocational schools). Other results also show that students in Private Vocational and Public High Schools have the most significant potential to be interested in the accounting profession. This research is limited to different test methods. Future studies can conduct a causal analysis of the factors that influence the choice of students in choosing the accounting profession. This research contributes to the investigation of students' perceptions of the accounting profession, which was conducted for the first time in Indonesia, especially in secondary schools in East Java.
This document provides background information on a study assessing the implementation of the K to 12 Program of Technology and Livelihood Education (TLE) in selected public and private high schools in Sariaya, Quezon. It introduces the K to 12 educational reform in the Philippines which extended basic education from 10 to 12 years. The study aims to identify problems encountered by TLE teachers in implementing the new K to 12 curriculum and find solutions to address these problems. It provides the theoretical framework drawing from cognitive and motivation theories and discusses change as a challenge for curriculum implementers. The conceptual framework guides the study to realize its objectives through gathering data from TLE teachers on their experiences and problems encountered.
In this study, an assistant refers to a person who helps the teacher in the classroom but does not have
full teaching responsibilities.
Blended Learning: Refers to a hybrid of face-to-face and online learning where a portion of the content is
delivered online and students have some control over time, place, path and/or pace of their learning.
Communication Skills: Refers to the ability to effectively convey information through the use of verbal and
non-verbal means. It includes listening, speaking, reading and writing.
Online Quizzes: Refers to assessment activities designed to evaluate students’ mastery of lessons delivered
through the internet.
Online Games: Refers to interactive activities
This document provides background information and outlines the objectives and methodology for a study on factors affecting the academic performance of postgraduate students at Uganda Management Institute's Gulu Center. Specifically, the study aims to examine the relationship between academic performance and three factors: students' admission points, their parents' socioeconomic status, and their former school background. The literature review discusses previous research supporting the hypothesized relationships between these factors and academic performance. The proposed methodology is a qualitative design utilizing questionnaires distributed to current and past postgraduate students and their facilitators at UMI Gulu Center. The responses will be analyzed to determine the influence of the three independent variables on students' academic performance.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
This may help teacher to perform much more confidently in their teaching career. Teachers would be able to share the information freely with their peers.
This document discusses teacher professionalism and what it means to be a professional educator. It defines professionalism as having three parts: competence, performance, and conduct. Competence refers to preparation, subject knowledge, and using a defined pedagogy. Performance means being efficacious or able to effectively teach concepts. Conduct involves properly managing aesthetics, language, and behavior. The document emphasizes self-assessment and stresses that teachers should strive for excellence in all areas in order to be considered true professionals.
This study investigated the influence of attitude towards mathematics and study habits on achievement in mathematics among 500 secondary school students in Assam, India. The study found that achievement in mathematics was most closely related to attitude towards mathematics and study habits. Specifically:
1) Attitude towards mathematics and study habits were both significantly positively correlated with mathematics achievement.
2) Boys had higher mathematics achievement and more positive attitudes than girls. English medium students also outperformed Assamese medium students.
3) Attitude towards mathematics accounted for 15.2% of the variation in mathematics achievement, while study habits accounted for 29% of the variation.
4) A regression equation showed that together, attitude towards mathematics and study habits explained 41.
An appraisal of the new nigerian senior secondary school physics curriculumAlexander Decker
The document summarizes and compares the old and new senior secondary school physics curriculums in Nigeria. The new curriculum will be implemented in 2011 and has six themes instead of five. An additional theme on physics in technology has been added. The new curriculum is more student-activity oriented with an emphasis on experimentation, questioning, discussion and problem solving. It also recommends an assessment protocol that evaluates students across three domains of learning. While the objectives remain similar between the old and new curriculums, the changes aim to better align the physics curriculum with national and global issues.
This study analyzed TIMSS 2003 data to investigate factors contributing to Singaporean students outperforming Malaysian students in mathematics. It found Singaporean students scored significantly higher overall and in all content areas. Singapore had advantages in resources like computer ownership. Characteristics like gender, parents' education, resources and attitudes significantly impacted achievement in both countries. Teacher characteristics mattered more for Malaysian students. The differences were largely due to Singapore's greater socioeconomic homogeneity and better implementation of strategies, rather than differences in characteristics between the countries.
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
This document summarizes a study on teacher attitudes towards computer use. The study found that while teachers had generally positive attitudes, there was low actual use of computers in classrooms. Younger teachers and those who took more computer training courses reported less avoidance of computer use. The preliminary results did not find significant differences in attitudes based on education level or gender of teachers. Further analysis is still needed, but the study aims to understand teacher attitudes as a key factor in effective educational technology integration.
TEACHER BEHAVIOUR AS PERCEIVED BY HIGHER SECONDARY COMPUTER SCIENCE STUDENTS ...Thiyagu K
- The document summarizes a study on teacher behavior as perceived by higher secondary computer science students in India and its relationship to their achievement in computer science.
- The study surveyed 300 higher secondary students across 4 schools. It found that most students had a neutral perception of their teachers' behavior. It also found that male and female students differed significantly in their perceptions of questioning and class management.
- There was no significant relationship found between students' perceptions of teacher behavior and their achievement in computer science.
An Analysis of Teachers’ Pedagogical Content Knowledge on Number Sense Learni...AJHSSR Journal
This article is about an analysis of teachers’ Pedagogical Content Knowledge (PCK) during
teaching the concept of number for early childhood. Research subjects were three kindergarten teachers in
Depok area, West Java, Indonesia. This type of research is qualitative that analyzed the phenomenon of PCK
when teaching the concept of numbers to children aged 5-6 years. Researchers conducted two observations,
interviews and documentation studies. The results showed that the three respondents did not understand the
concept of numbers as a whole. Respondents also did not comprehend the definition of the concept of numbers
and the appropriate stages associated with the concept of numbers. In addition, the three teachers did not
understand the overall curriculum of early childhood education. However, with their sufficient teaching
experience, they were considered to have good teaching skills and good evaluation of learning process. The
obstacle faced by them was quite the same in which they still found it difficult to teach the concept of numbers
with different characteristics of children. It required a particular strategy for the teachers to overcome these
obstacles. The results of this study is expected to be a consideration to hold a professional workshop
development program in order to improve the professionalism of early childhood teachers particularly in
teaching mathematics.
Effects of teachers’ qualifications on performance in further mathematics amo...Alexander Decker
This study examined the effects of teachers' qualifications on the performance of secondary school students in Further Mathematics in Kaduna State, Nigeria. Data was collected from 160 Further Mathematics students across 12 schools using a teacher assessment test and student achievement test. The results of an ANOVA test revealed a significant difference in student performance based on their teachers' qualifications. The study aims to identify the competency level required by teachers to positively influence student performance and suggest ways to improve student performance in Further Mathematics across schools in the state.
This document discusses a study that examined ESL teachers' attitudes towards using information and communication technology (ICT) in teaching literature lessons in Malaysian secondary schools. The study found that teachers had a generally positive attitude towards using ICT tools in literature lessons. However, several challenges were identified that could hinder effective use of ICT, such as lack of time for lesson planning, lack of technical skills, and insufficient institutional support. The document provides background on the literature component in the Malaysian English curriculum, benefits and challenges of using ICT in education, and the importance of teachers' attitudes in determining successful integration of ICT.
Effects of students attitude towards teaching professionArul Sekar J.M.
The purpose of this study was to examine the interaction effects of gender and programs of study on attitudes of
postgraduate diploma in teaching (PGDT) students towards the teaching profession. The main aim of the study
was to find out whether there are any significant interaction effects of gender and programs of study of PGDT
students’ attitude towards the teaching profession. A descriptive survey was carried out among PGDT students
during the year 2016/2017 regular session with a population of 371 students. The survey was conducted between
science and non-science students in the department of teacher education at Mekelle University, Ethiopia. Using
a stratified random sampling method, 130 student-teachers were selected as samples for the study. A scale entitled
“attitude towards teaching profession” was developed and validated by the researchers based on established
procedures in the literature (Aliyu Musa and Ado Abdu Bichi, 2015). A scale contained 15 items to be scored on
the five-point Likert scale as Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and Strongly Disagree
(SD) was used. The data analysis of descriptive statistics through quantitative analysis by computing SPSS 16.0
(Statistical Package for the Social Sciences) for Windows 10 was employed. Statistical techniques which include
percentage analysis for levels, mean, standard deviation, and two-way analysis of variance (ANOVA) were also
used for data analysis and interpretation. The findings of the two-way ANOVA demonstrated that there are no
significant interaction effects of gender and programs of study on attitude towards the teaching profession of
PGDT students. Correlation analysis of gender and programs of a study indicated that the student teachers’
attitude towards the teaching profession was positively related to gender and programs of study.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
This document provides background information on factors affecting mathematics performance of students. It discusses how student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials can influence student performance in mathematics. The document reviews related literature on these factors and presents a conceptual framework and research questions to analyze the relationship between the factors and student performance. It aims to determine the extent of different factors and their impact on the mathematics performance of high school students.
The purpose of this study is to analyze the perceptions of students from high school, who are the current generation Z, about the accounting profession. This study uses questionnaires that are shared online with data processing using factor analysis and one way ANOVA different tests. The comparison test was done between indicators of grade, major, school type, as well as variables, which include structure, precision, solitary, interest, and remaining variables. The interest in the accounting profession is found in social students (from high schools) and business administration students (from vocational schools). Other results also show that students in Private Vocational and Public High Schools have the most significant potential to be interested in the accounting profession. This research is limited to different test methods. Future studies can conduct a causal analysis of the factors that influence the choice of students in choosing the accounting profession. This research contributes to the investigation of students' perceptions of the accounting profession, which was conducted for the first time in Indonesia, especially in secondary schools in East Java.
This document provides background information on a study assessing the implementation of the K to 12 Program of Technology and Livelihood Education (TLE) in selected public and private high schools in Sariaya, Quezon. It introduces the K to 12 educational reform in the Philippines which extended basic education from 10 to 12 years. The study aims to identify problems encountered by TLE teachers in implementing the new K to 12 curriculum and find solutions to address these problems. It provides the theoretical framework drawing from cognitive and motivation theories and discusses change as a challenge for curriculum implementers. The conceptual framework guides the study to realize its objectives through gathering data from TLE teachers on their experiences and problems encountered.
In this study, an assistant refers to a person who helps the teacher in the classroom but does not have
full teaching responsibilities.
Blended Learning: Refers to a hybrid of face-to-face and online learning where a portion of the content is
delivered online and students have some control over time, place, path and/or pace of their learning.
Communication Skills: Refers to the ability to effectively convey information through the use of verbal and
non-verbal means. It includes listening, speaking, reading and writing.
Online Quizzes: Refers to assessment activities designed to evaluate students’ mastery of lessons delivered
through the internet.
Online Games: Refers to interactive activities
This document provides background information and outlines the objectives and methodology for a study on factors affecting the academic performance of postgraduate students at Uganda Management Institute's Gulu Center. Specifically, the study aims to examine the relationship between academic performance and three factors: students' admission points, their parents' socioeconomic status, and their former school background. The literature review discusses previous research supporting the hypothesized relationships between these factors and academic performance. The proposed methodology is a qualitative design utilizing questionnaires distributed to current and past postgraduate students and their facilitators at UMI Gulu Center. The responses will be analyzed to determine the influence of the three independent variables on students' academic performance.
Practicality and Effectiveness of Student’ Worksheets Based on Ethno science ...IJAEMSJORNAL
Generally, the learning process in classes still used worksheets that does not link the matter and instructional topics with local knowledge of local area. Though it is able to increase the students' conceptual understanding of the specific physics topics. This study aimed to analyze the practicality and effectiveness student’ worksheet based on Ethno science in improving student understanding of rigid body’ concept. The study used a quasi-experimental with pretest-post test control group design. The sample was students’ senior high school in Lampung’ province, Indonesia. The sampling technique used simple random sampling technique. Data were obtain through the questionnaire, responses of teachers and students, and test of learning outcome in multiple choice questions reasoned type. Data were analyzed by percentage, N-gain, and effect size. The results showed that student worksheet based on Ethno science was practically using in learning and effective in improving conceptual understanding which is indicated by the differences in test results between the control and the experimental class.
This may help teacher to perform much more confidently in their teaching career. Teachers would be able to share the information freely with their peers.
This document discusses teacher professionalism and what it means to be a professional educator. It defines professionalism as having three parts: competence, performance, and conduct. Competence refers to preparation, subject knowledge, and using a defined pedagogy. Performance means being efficacious or able to effectively teach concepts. Conduct involves properly managing aesthetics, language, and behavior. The document emphasizes self-assessment and stresses that teachers should strive for excellence in all areas in order to be considered true professionals.
This document discusses teaching as a profession and standards within the profession. It addresses the philosophy of teaching, aims of being a teacher such as facilitating social change and developing well-rounded students. The document outlines basic, social and professional standards teachers should uphold, including maintaining expertise in their subject, strong communication skills, and nurturing each student's intellectual potential. Relationships between teachers and others are also important to the profession. The overall document provides guidance on the responsibilities and qualities expected of teachers.
'Professional culture among the teaching profession in Scotland.' (National E...GTC Scotland
'Professional culture among the teaching profession in Scotland.'
University of Glasgow
, Workshop 4, GTC Scotland National Education Conference, 28 May 2009.
This workshop reports the findings of a study commissioned by the General Teaching Council for Scotland (GTCS). The overall aim of the research (March-September 2008) was to investigate the impact of recent policy initiatives in teacher education, notably the Teacher Induction Scheme, on the professional culture of teachers' in Scotland.
This document provides background information and outlines the aims, questions, structure, and historical context of a study comparing teacher education policy documents from Sweden and Ireland between 2000-2002 and 2010-2011. The study aims to analyze word counts related to democracy and teacher professionalism over time in the two countries. It hypothesizes that words linked to progressive education have decreased in both places. The document describes the methodology, analyzed materials, results showing decreases in relevant words, and conclusions that teacher professional identity focus has shifted away from democracy in both Sweden and Ireland.
I-Case Presentation: Stark ReAlity--Did you Know? Shift HappensStark ReAlity Check
Presentation made to marketing professionals from colleges and universities across the state of Indiana. Please share, but please give Amy Stark credit for original content, Karl Fisch and Scott McLeod for the information contained in the numerous, "Did you Know?" "Shift Happens" mash-ups and blogs that sprang from Mr. Fisch's original PowerPoint.
The document discusses the history and development of professionalism in the culinary arts. It describes how culinary guilds established standards in the 1500s and how the French Revolution led to the emergence of restaurants. Important historical figures like Careme, Escoffier, and Point helped define French cuisine and influence modern operations. The classical kitchen brigade system and roles are also outlined.
Teaching is a crucial profession that shapes society through transmitting values to children and young people. It facilitates learning through specialized application of knowledge and skills to meet individual and societal educational needs. Good teachers demonstrate many qualities, including being accountable, adaptable, caring, compassionate, cooperative, creative, dedicated, determined, engaging, evolving, resilient, and resourceful. Teachers must constantly improve themselves through research, applying new techniques, engaging in discussions, and remaining aware of changes to provide quality education.
The short guide for undergraduate, pre-service, graduate and licensed teachers on how to become the professional TEACHER that every educator wanted to be. Hope it will help.
'Teacher Professionalism Quality Assurance and Evaluation.' (National Educati...GTC Scotland
'Teacher Professionalism Quality Assurance and Evaluation.' University of Edinburgh, Workshop 5, GTC Scotland National Education Conference, 28 May 2009.
Over the past two decades Scottish education has increasingly been subject to systems of QAE, with particular emphasis on self evaluation and inspection using Quality Indicators. This workshop explores the terms by which teachers define "quality" in education, and the impact of QAE on teachers' works and their professional autonomy.
It discusses the findings of a recent survey of teachers in England and Scotland, and compares the nature of QAE systems in the two systems, with some reference to comparative data from the Nordic countries. The study is part of a research project Fabricating Quality in European Education funded by the ESRC and European Science Foundation.
'Professionalism in Teaching' (National Education Conference, 28 May 2009)GTC Scotland
This workshop explored a range of approaches to improving professionalism at all levels in education, drawing on recent inspection information. Specific reference was made to the general strengths in Scottish education and how the need for further and faster improvement has grown in response to the changing context within which education operates in an increasingly competitive world.
This document discusses teaching as a profession and the key aspects of teacher professionalism. It defines teaching as a profession according to several criteria, such as requiring extensive training, serving an important social function, and being self-regulated. The document outlines three key aspects of teacher professionalism: teaching as a moral and ethical activity, mastery of teaching skills and content knowledge, and working within the legal and policy framework including national teaching standards. It provides examples of the laws and policies that govern teachers' work.
This document discusses the domains, roles, and tasks of teachers. It is divided into three key points:
1) The domains of teaching are professional knowledge, professional practice, and professional engagement. These domains contain standards related to knowledge of students, content, teaching practices, and professional development.
2) The roles of teachers include planner, educator, activator, evaluator, motivator, and scientist. Teachers serve as the organizers, instructors, mobilizers, assessors, encouragers, and learners within their profession.
3) The tasks of teachers have personal, social, and professional aspects. On a personal level, teachers must understand themselves and reflect on their teaching. Socially
A professional possesses specialized knowledge and skills that are recognized and valued in the market. They have a social standing beyond their job role due to their expertise. Professionalism involves passionately believing in one's work, maintaining high standards and values, and caring for clients, employees, and one's own career advancement. It is the level of excellence or competence expected in a profession according to standards. Forming teams can help individuals turn imperfect work into perfect outcomes by sharing concerns, best practices, teaching experiences, resources, and energy to create synergy.
Powerpoint presented with lecture during webinar for Kappa Delta Pi national honor association in education on Jan. 19, 2014. Discussed is three areas for professionals: Competence, Performance, and Conduct of novice educators.
This document outlines key aspects of professionalism in the workplace. It discusses characteristics like sound judgment, business savvy, and problem solving that professionals exhibit. It also covers appearance expectations like being well-groomed and dressing appropriately. Time management is important for professionals, which includes being punctual, efficient, and meeting deadlines. Professional etiquette involves phone and customer service skills like speaking courteously and making customers a priority. The document concludes with discussing the "4Cs to Success" - communication, coordination, cooperation, and commitment.
The document discusses different ways of viewing the teaching profession: as a profession, mission, or vocation. It defines each view and what it means to consider teaching from that perspective. Teaching as a profession requires long preparation and commitment to excellence. As a mission, teaching is a task one is entrusted with and must continuously learn for. As a vocation, teaching means answering a call to the career and making a lifelong commitment. The document also outlines the rights and obligations of teachers according to Philippine law.
This document discusses a study that assessed challenges in teaching and learning mathematics in secondary schools in Ghana. The study administered questionnaires to 100 teachers and 260 students. It found that some of the main challenges included a lack of teaching and learning materials (22.2%), an inconsistent syllabus from the Ghana Education Service (16.7%), and poor student attitudes towards mathematics (19.4%). Performance on mathematics exams in Ghana declined sharply between 2012 and 2013. The number of students taking the exams more than doubled but far fewer students passed in 2013 compared to 2012. Reasons proposed for the poor performance included unqualified teachers teaching mathematics and students' mathematics anxiety.
In-Service Training Needs for the Professional Development of the Secondary S...AJHSSR Journal
ABSTRACT : The study determined the importance of in-service training needs for the professional
development of secondary school teachers in Zone 2, Division of Zambales SY 2019-2020. The descriptive
research design with survey questionnaire as the main instrument was utilized to one hundred and ten (110)
teachers as population respondents who were randomly selected. The researcher concluded that the teacherrespondent is a Teacher-2, Social Studies major, and attained BS degree with masteral units of education. The
teacher-respondents assessed “Very Important” on the level of extent on the need for in-service training needs as
to systematic planning in teaching, pedagogical competence, assessment of learning outcomes, effective
management of classroom, use of Information and Communication Technology (ICT) and Professional
development skills. There is no significant differences when grouped according to profile variables towards
systematic planning in teaching, pedagogical competence, assessment of learning outcomes, and the use of
Information and Communication Technology (ICT) however, significant on field of specialization towards
effective management of classroom and significant on academic position towards Professional development
skills. There is no significant difference on the dimensions towards level of extent on in-service training needs
of teacher-respondents as to systematic planning in teaching, pedagogical competence, assessment of learning
outcomes, use of information and communication technology (ICT), effective management of classroom and
professional development skills.
Keywords –In-service training Professional Development, Secondary Teachers, Social Studies About five key
words in alphabetical order, separated by comma
IMPACT OF TEACHER CHARACTERISTICS ON STUDENTS ACADEMIC PERFORMANCE IN PUBLIC...Kimberly Williams
This document summarizes a study that examined the impact of teacher characteristics on student academic performance in public secondary schools in Nigeria. The study used a survey design and collected data from 400 students across 3 schools. The findings showed that teachers' knowledge of the subject matter and teaching method had a significant positive relationship with student academic performance. Specifically, teachers who demonstrated mastery of the subject content, answered student questions well, and used varied teaching methods like field trips had a stronger impact on student learning and exam scores compared to those who relied solely on lectures. The study recommends ongoing teacher evaluation and professional development to help ensure teachers are effectively carrying out their duties.
An investigation into the challenges facing the implementation of technical c...Alexander Decker
This document summarizes a study that investigated challenges facing the implementation of technical college curriculum in South West Nigeria. The study found that 65.83% of teachers and instructors were professionally qualified to teach. Major challenges identified included lack of in-service training and poor working conditions for teachers, outdated equipment, unstable government policies, lack of standard workshops and modern instructional materials. There was no significant difference found between teachers and instructors' views on implementation challenges. The study concluded that poor implementation is due to many factors including insufficient resources in technical colleges.
Effect of teachers’ instructional strategy pattern on senior secondary school...Alexander Decker
1. The study examined the effect of instructional strategy patterns on the performance of Nigerian senior secondary students in mathematics word problems involving simultaneous equations.
2. 125 students from two schools participated in the study, with 61 students in the experimental group taught using an instructional strategy pattern and 64 students in the control group taught via traditional lecture.
3. Results showed that students taught using the instructional strategy pattern performed significantly better on the post-test than those in the control group. The mean gain for the experimental group was also higher than the control group.
Teachers’ perceptions of their preparedness to integrate information communic...Alexander Decker
This document summarizes a study that examined secondary school mathematics teachers' perceptions of their preparedness to integrate information and communication technology (ICT) into their instruction in Kenya's Rift Valley region. The study found that teachers perceive themselves as less prepared to integrate ICT. While there were statistically significant differences by teaching experience, there were no statistically significant differences by qualification or gender. The findings suggest that ICT training needs to be included in both pre-service and in-service teacher training programs to better prepare teachers.
Causes of mass failure in senior school certificate mathematics examinationsAlexander Decker
1. The study examined the causes of mass failure in Senior Secondary Certificate Examinations in Mathematics as viewed by secondary school teachers and students in Ondo, Nigeria.
2. Key findings from teachers and students included that laziness on the part of students and lack of frequent practice by students were major factors responsible for mass failure. Additional causes included poor mathematical background, parental influence on career choice, and society viewing mathematics as difficult.
3. Teachers and students also identified teacher-related causes such as incompetent handling of difficult topics, poor teaching methods, and lack of practical activities as contributing to mass failure. Government paying poor salaries to teachers was another cited cause.
A Study on Interest in Mathematics Interest and its Relation to Academic Achi...ijtsrd
In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students' school academic achievement in mathematics in secondary schools using motivation measuring instrument and achievement test in mathematics. Six hypotheses were tested for significant at 0.05 margin of error using t test and analysis of variance ANOVA Results showed that gender difference and Parents Income were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Ms. S. Kalpana | Ms. V. A. Malathi ""A Study on Interest in Mathematics Interest and its Relation to Academic Achievement in Mathematics Among Higher Secondary Students"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25113.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25113/a-study-on-interest-in-mathematics-interest-and-its-relation-to-academic-achievement-in-mathematics-among-higher-secondary-students/ms-s-kalpana
Effect of Problem-Based Learning on Senior Secondary School Students’ Achieve...IOSR Journals
This study examined the effect of problem-based learning (PBL) on senior secondary school students' achievement in trigonometry in Northern Educational Zone of Cross River State, Nigeria. 365 students from 4 schools were assigned to experimental and control groups, with the experimental group taught using PBL and the control group taught using conventional methods. Students completed a pre-test and post-test on trigonometry achievement. The results showed that the experimental group performed significantly better than the control group, and that male and female students benefited equally from PBL. There was no significant interaction between teaching method and gender. The study concluded that PBL can improve students' trigonometry achievement compared to conventional teaching methods.
The Teacher Trainers’ Perceptions of the Challenges in Achieving Technologica...IJMCERJournal
ABSTRACT: The study examined the challenges in implementation of the Technological Pedagogical
Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for
adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and
twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo
State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire
which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed
the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the
teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
percentage. The finding indicated that inadequacy in teacher preparation, teachers’ knowledge of application of
technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher
motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
Supporting STEM Education in Secondary Science ContextsRiska Ria Lestari
This document summarizes a study that investigated a professional development program for secondary science and mathematics teachers focused on improving their ability to teach STEM (Science, Technology, Engineering, and Mathematics) using a problem-based learning approach. Through surveys, interviews and focus groups, the study examined how the teachers' understanding and perceptions of PBL as an interdisciplinary STEM teaching method evolved after participating in the program. It also explored challenges teachers anticipated in implementing a STEM-PBL approach in their own classrooms. The study provides insight into effective approaches for supporting educators' adoption of interdisciplinary STEM teaching through professional development programs.
Effectiveness of intel package on developing critical thinking skills of nint...Alexander Decker
This study aimed to evaluate the effectiveness of an Intel education package on developing critical thinking skills in Jordanian ninth grade students for their National and Civil Education subject. The sample included 156 male and female students divided into an experimental group taught with the Intel package (N=77) and a control group taught with traditional methods (N=79). Results showed statistically significant differences in critical thinking skills development favoring the experimental group. The study also found no significant differences based on gender or an interaction between group and gender. The study concluded the Intel package was effective at developing critical thinking skills for the National and Civil Education subject.
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
The document discusses several studies and perspectives on effective teaching strategies and factors that influence student achievement and performance. Specifically, it discusses:
1) The importance of providing adequate instructional resources and materials to support effective mathematics teaching.
2) The need for teachers to practice effective study skills and receive training on using instructional materials.
3) Factors found to influence student performance including gender, interest in mathematics, teaching competencies, strategies, library setting, and classroom setting.
4) The role of teachers in classroom management, facilitating learning, and evaluating students, and ensuring a conducive learning environment.
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
Effect of gender on students academic achievement in secondary school social ...Alexander Decker
1) The study investigated the effect of gender on academic achievement in Social Studies among 180 secondary school students in Delta and Edo States, Nigeria.
2) The results showed that gender had no significant effect on student achievement in Social Studies, though females in the experimental groups gained more than males.
3) There was a significant interaction effect found between the teaching strategies (simulation games, brainstorming, lecture method) and gender on student academic achievement in Social Studies. Specifically, males performed better with simulation games and lecture method while females performed better with brainstorming.
An Investigation Of Secondary Teachers Understanding And Belief On Mathemati...Tye Rausch
1) The document discusses secondary teachers' understanding and beliefs regarding mathematical problem solving in Indonesia. It investigates how teachers understand problem solving concepts like problems, strategies, and instructional practices, as well as their self-reported difficulties.
2) The study found that teachers have a good understanding of pedagogical problem solving knowledge but a weaker understanding of problem solving content knowledge such as strategies. Teachers reported that their main difficulties are determining precise mathematical models and choosing suitable real-world contexts for problems.
3) The study also examined teachers' beliefs about mathematics and learning, finding they tend to view mathematics as static but believe problem solving should be taught dynamically to engage students.
Similar to Professionalism in teaching mathematics demographic profiling of secondary school mathematics teachers (20)
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A unique common fixed point theorems in generalized dAlexander Decker
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A trends of salmonella and antibiotic resistanceAlexander Decker
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A transformational generative approach towards understanding al-istifhamAlexander Decker
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A time series analysis of the determinants of savings in namibiaAlexander Decker
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A therapy for physical and mental fitness of school childrenAlexander Decker
This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
A theory of efficiency for managing the marketing executives in nigerian banksAlexander Decker
This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
This document discusses evaluating the link budget for effective 900MHz GSM communication. It describes the basic parameters needed for a high-level link budget calculation, including transmitter power, antenna gains, path loss, and propagation models. Common propagation models for 900MHz that are described include Okumura model for urban areas and Hata model for urban, suburban, and open areas. Rain attenuation is also incorporated using the updated ITU model to improve communication during rainfall.
A synthetic review of contraceptive supplies in punjabAlexander Decker
This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
A synthesis of taylor’s and fayol’s management approaches for managing market...Alexander Decker
1) The document discusses synthesizing Taylor's scientific management approach and Fayol's process management approach to identify an effective way to manage marketing executives in Nigerian banks.
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A survey paper on sequence pattern mining with incrementalAlexander Decker
This document summarizes four algorithms for sequential pattern mining: GSP, ISM, FreeSpan, and PrefixSpan. GSP is an Apriori-based algorithm that incorporates time constraints. ISM extends SPADE to incrementally update patterns after database changes. FreeSpan uses frequent items to recursively project databases and grow subsequences. PrefixSpan also uses projection but claims to not require candidate generation. It recursively projects databases based on short prefix patterns. The document concludes by stating the goal was to find an efficient scheme for extracting sequential patterns from transactional datasets.
A survey on live virtual machine migrations and its techniquesAlexander Decker
This document summarizes several techniques for live virtual machine migration in cloud computing. It discusses works that have proposed affinity-aware migration models to improve resource utilization, energy efficient migration approaches using storage migration and live VM migration, and a dynamic consolidation technique using migration control to avoid unnecessary migrations. The document also summarizes works that have designed methods to minimize migration downtime and network traffic, proposed a resource reservation framework for efficient migration of multiple VMs, and addressed real-time issues in live migration. Finally, it provides a table summarizing the techniques, tools used, and potential future work or gaps identified for each discussed work.
A survey on data mining and analysis in hadoop and mongo dbAlexander Decker
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2. Media content convergence challenges include dealing with the heterogeneity of media types, services, networks, devices, and quality of service requirements as well as integrating technologies used by media providers and consumers.
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This document surveys trust architectures that leverage provenance in wireless sensor networks. It begins with background on provenance, which refers to the documented history or derivation of data. Provenance can be used to assess trust by providing metadata about how data was processed. The document then discusses challenges for using provenance to establish trust in wireless sensor networks, which have constraints on energy and computation. Finally, it provides background on trust, which is the subjective probability that a node will behave dependably. Trust architectures need to be lightweight to account for the constraints of wireless sensor networks.
This document discusses private equity investments in Kenya. It provides background on private equity and discusses trends in various regions. The objectives of the study discussed are to establish the extent of private equity adoption in Kenya, identify common forms of private equity utilized, and determine typical exit strategies. Private equity can involve venture capital, leveraged buyouts, or mezzanine financing. Exits allow recycling of capital into new opportunities. The document provides context on private equity globally and in developing markets like Africa to frame the goals of the study.
This document discusses a study that analyzes the financial health of the Indian logistics industry from 2005-2012 using Altman's Z-score model. The study finds that the average Z-score for selected logistics firms was in the healthy to very healthy range during the study period. The average Z-score increased from 2006 to 2010 when the Indian economy was hit by the global recession, indicating the overall performance of the Indian logistics industry was good. The document reviews previous literature on measuring financial performance and distress using ratios and Z-scores, and outlines the objectives and methodology used in the current study.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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Professionalism in teaching mathematics demographic profiling of secondary school mathematics teachers
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.10, 2013
86
Professionalism in Teaching Mathematics: Demographic Profiling
of Secondary School Mathematics Teachers
Chris Igomu Amuche1
Christopher Danjuma Musa2
1. Faculty of Education, Taraba State University, Jalingo, P.M.B 1167, Jalingo Taraba State, Nigeria
2. Dept. Of Science, Technology and mathematics Education Nasarawa state University, Keffi ,Nasarawa
state, Nigeria
*E-mail of correspondence author: ehcumch2000@yahoo.com
Abstract
The purpose of this study was to chart a demographic profile of secondary school mathematics teachers using the
key variables of length of teaching experience, subject of study in the university, and highest academic
qualification. The study was guided by one research question and two hypotheses. The study was conducted in
Taraba State, Nigeria. The target population was all secondary school mathematics teachers in the state. The
sample was 327 secondary school mathematics teachers. They were drawn from 60 secondary schools, through a
multistage sampling procedure that consisted of stratified, simple random, and purposive sampling techniques.
The instrument for data collection was Problem Solving Self Administered Questionnaire (PSSAQ). The result
showed that teachers who teach mathematics come from diverse backgrounds, study a wide variety of subjects in
the university and less than 40% of teachers who teach mathematics have teacher certification in mathematics
education. The results also showed that teachers who have less than three years of experience and those with
more than 10 years experience have different conceptions than those who have between seven and nine years
experience.
1. Introduction
The fact that mathematics is an important subject is not gainsaying. Even an ordinary man on the street will
agree to this fact. Indeed mathematics is an important and necessary subject for progress in anywhere in the
world. It is a subject that cannot be divorced from the world of Technology which is a key to progress and
development. It has been aptly described as the queen and servant of all subjects Johnson and Rising (1972) have
noted that “… No other subject has greater application than mathematics. It is the prime instrument for
understanding and for exploring our scientific, economic, and social world. Today more than ever before, all
fields of knowledge are dependent on mathematics for solving problems, stating theories and predicting
outcomes. It is an indispensable tool in creating new knowledge.”
Nigeria like other developing nations is making a swift move towards technological development. However, any
laudable achievement in technological development will be hampered if the potential Scientists, Engineers and
Technologists are not equipped with sound knowledge of mathematics. Olorundare (2009) noted “the pursuit of
science and the gaining of an understanding of it are seriously hampered if the person concerned is not
mathematically secured.” And indeed hardly is there anything for which the assistance of the subject (i.e.
mathematics) is not sought.
Given the place of mathematics in the development of a nation, the teaching of the subject should be emphasized
at all levels of the education system by professionals. If mathematics teaching is to be effective, the pre-service
training of teachers must be very sound, while they also need to be exposed to in-service training at regular
intervals. Where teacher preparation is inadequate it will lead to teaching failure in the classroom; this is an area
that needs to be improved upon. Bello (2007: 4) pointed out that “Education authorities at all levels – national,
state and local, have not paid adequate attention to the training and professionalism of teachers of science and
mathematics”.
Professionalism in teaching is not as straight forward to define as professionalism in more elite expert
professions such as medicine and law that are commonly identified with professional status. Pratte and Rury
(l99l) describe professionalism in teaching as a craft profession, built on a conscience of craft, rather than a more
conventional ideal professionalism. They are indicating that professionalism in teaching is different from more
expert professionals and they provided reasons why this is so. They argued that whereas expert professionals are
required to have formal knowledge to perform their duties, the teacher profession needs only experience
knowledge to perform their duties. They emphasized that teachers have a higher possibility of gaining informal
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knowledge on their job rather from professional training programs as it is obtained in such professions as law
and medicine, Also the teaching profession pays relatively less than the expert professions and because of this it
is not recognized in the eyes of the public as a profession with prestige. Shon (2006) defines professionalism as
an ideal to which individuals and occupational groups aspire, in order to distinguish themselves from other
workers. He outlined three characteristics of a profession:
(i) It must have a distinctive body of knowledge-expert knowledge to do what they do
(ii) It must have membership control-should be able to define and enforce professional standard practice. They
should be able to control the education and licensing process of its members
(iii) Be committed to the welfare of the client-have code of ethics in the professional practice usually established
by the professional association and enforced by peers in the profession
In the teaching profession Pratte and Rury (1991) recommended that professionalism in teaching should require
teachers to be well prepared during their pre-service program and the standards for entry into the teaching
profession should be required by school system. Professionalism in teaching can also be viewed in terms of
teacher interaction with students as well as teacher interaction with teachers and supervisors (Right, 2008).
Teacher interaction with students deals with impartial teaching and appropriate teaching of students regardless of
their background, academic performance or personality.
The professional teacher works hard to establish an equitable and safe classroom in which all students feel cared
for and fairly treated. If we agree with Right (2006) that professionalism in teaching refers to teacher interaction
with students as well as teacher interaction with other teachers and supervisors, then it becomes imperative to
explore how much professionalism is exhibited by secondary school mathematics teachers since this has direct
implications in improving secondary school students’ achievement in mathematics.
Most criticisms of the prevalent poor performance in mathematics by secondary school students usually focus on
such factors as negative attitude and lack of interest (Esan, 1999; Amazigo, 2000) and anxiety towards
mathematics (Omosigho, 2002) on the pan of the students and ineffective teaching method (Oyedeji, 1992).
Surprisingly, not much attention has been paid to the professionalism traits of their teachers. ln dealing with
professionalism, the authors of this paper related it to what teachers’ conceptions of problem solving, an
important variable in any attempt to address poor performance in secondary school (Aina, 1986; Olorundare,
1989; Ale, 1989). The conceptions of problem solving were operationalized using the method popularized by
Schoenfeld (1992), Wilson, Fernandez, and Hadaway (1993), Posamentier and Krulik (1998), and Altun and
Inemnum (2008) which involved asking questions on teachers’ knowledge and understanding of problem solving,
This research project was designed to among other things to chart the demographic profile of secondary school
mathematics teachers in the context of their dispositions to professionalism, knowledge of and attitude towards
problem solving. The objective was to:
1. Chart a demographic profile of teachers using the key variables of gender, length of teaching experience,
subject of study in the university, and highest academic qualification.
Research Questions:
This study sought to answer one research question and test two hypotheses:
1. What is the profile of teachers who teach mathematics in secondary school in Taraba state, Nigeria?
Research Hypotheses: The hypotheses were tested at alpha = 0.05
1. There is no significant difference among teachers’ mean conception of mathematical problem solving
across teaching experience levels (Ho1)
2. There is no significant relationship between the proportion of teachers’ responses on their conception
of mathematical problem solving and academic qualification (Ho2).
Method
The sample for this study was 327 secondary school mathematics teachers who completed a 32-item
questionnaire that elicited information on their biographies, knowledge of, attitude towards, and extant teaching
approaches as they related to problem solving instructions.
The respondents were selected using a multi-stage sampling procedure. The first stage was the selection of 10
Local Government Areas states in Taraba state (LGAS) using the stratified random sampling method with
education zone as the unit of stratification. The second stage was the random sampling of teachers who teach
mathematics in the selected secondary schools. Four schools were selected from each of the selected LGAs
through a stratified random sampling using the school type as the unit of stratification. This yielded a total of 60
secondary schools. The third stage was sampling of teachers. The exploratory nature of this study demanded the
use of a comprehensive sampling technique where all the mathematics teachers (327) in the selected 60
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secondary schools were used for the survey. A total of 327 questionnaires were administered and 226 of them
were returned found useable for data analysis giving a return rate of 69%. Additionally, the teachers were
observed to provide supplementary data, since self reported data are known to be biased sometimes.
Data Collection
Data were collected using a self-administered questionnaire called Problem Solving Self Administered
Questionnaire (PSSAQ). This was designed, validated and pilot tested by the researchers and it produced a
reliability coefficient of 0.78. Four research assistants were recruited and trained to administer the questionnaires,
one research assistant for each of the four selected education zones. All the four research assistants were
secondary school non-mathematics teachers who were recommended by education officers in the selected
education zone. The selection of non-mathematics teachers was intentional to minimize possible influence of
research assistants on teachers’ responses. The data collection took about four months to cover the 10 LGAs.
Jalingo and Gassol LGAs took longer time and there was nothing the researchers could do about it. In the end
226 out of the 327 questionnaires distributed were returned and found useable for data analysis with a return rate
of 69%.
Results
Research Question 1: What is the demographic profile of teachers using the key variables of gender, length of
teaching experience, subject of study in the university, and highest academic qualification?
Questionnaires were distributed to 327 secondary school mathematics teachers in a total of 60 different
secondary schools Taraba state and 226 of them were returned and found useable for data analysis giving a
return rate of 69%. The 226 respondents represented a wide range of demographic and school characteristics.
There were 98(43.4%) male and 126(55.8%) female teachers who were teaching mathematics in the targeted
area who responded to the questionnaire. Two respondents, about 0.9%, did not provide their gender.
The analysis of the discipline area where respondents have their highest degree showed that teachers who teach
mathematics come from all imaginable disciplines. There were 83 (36.7%) of them who came from the field of
mathematics education (B.Sc, (Ed) B.Sc), , 60 (26.5%) of them majored in mathematics, 15 (6.6%) were from
economics, while 12(5.3%) studied computer and agric sciences respectively. Nine respondents, about four
percent majored in geography, 5(2.2%) studied chemistry and the remaining 30 (17.4%) teachers came from 18
different fields other than the ones reported above. These fields were: food science, biology, engineering,
statistics, special education, biochemistry, physics, economics, business studies, science education, finance and
banking, operational research, estate management, accounting, laboratory technology, geology, public
administration, and industrial technology. In terms of education zone where respondents were teaching,
responses were distributed as follows Jalingo zone 71 (31.4%), Gassol zone 49 (2l.7%), Wukari zone 54 (23.9%),
Sardauna zone 52(23%). The respondents taught all across the six arms of secondary school from JSS1 through
SSS3 classes. Most responses analyzed came from teachers who were teaching JSS3 50 (22.1%). This was
followed by teachers teaching mathematics in SSS3 48(21.2%). The next high responses came from SSS1
teachers 37(16.4%), this was followed by SSS2 teachers 34(15%). At the fifth place, in terms of ranking, were
teachers who taught J SS2 32(14.2%) and at the sixth place were teachers in ISS1 24(10.6%).
The respondents have varied length of teaching experiences, 101(44.7%) respondents reported that they have
taught rnathematics for more than 10 years. About 29 (12.8%) have taught math for about 7 to 10 years, 47
(20.8%) have been teaching math for about 3 to 6 years and 49(2l.7%) have been in the teaching profession for
less than three years. ln terms of highest academic qualification of respondents, 166 (73.5%) hold a bachelor’s
degree, 23 (10.2%) hold an NCE, 20 (8.8%) have a masters degree while l7(7.5%) have a post-graduate diploma
in education (PGDE) `
Hypothesis: 1. There is no significant difference among teachers’ mean conception of mathematical problem
solving across teaching experience levels
This hypothesis was tested using ANOVA at alpha level of 0.05. The ANOVA result is significant F (3, 222) =
3.2Ol, P = .024; the null hypothesis of no difference is rejected thus, there is a significant difference among
teachers’ conception of problem solving across experience levels. From Table l also, it is obvious that there is a
significant difference between the four means as the mean of 0-3 years experience is much higher than the group
of teachers with 7 - 9 years experience. Also there is obvious difference between the mean of 7 - 9 years
experience and the mean of 10 years and above.
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Table 1: ANOVA of teachers’ conception of mathematical problem solving across experience levels.
Experience N Mean SD DF F-Value P-Value
0 - 3 years 51 21.22 2.74 3 3.20 .024
4 – 6 years 47 20.40 3.19
7 – 9 years 28 19.00 3.28
> 10years 100 20.7 3.28
A pair-wise comparison of the means was conducted using Turkey test to ascertain which of these means are
statistically different. The result is presented in Table 2 below. The Turkey test result in Table 16 shows that
teachers who have spent three or less years teaching have a better conception of problem solving from those who
have spent seven to nine years. Also teachers who have spent ten years or more teaching mathematics have better
conception of problem solving than the group of seven to nine years experience teachers.
Table 2: Result of Turkey test for teachers’ conception of mathematical problem solving across teaching
experience level (n = 226; α = 0.05)
Experience level Combinations Mean Standard Error Sig.
Difference
0 – 3 versus 4 – 6 .8114 . 63655 .581
0 – 3 Versus 7 – 9 2.2157 .74046 .016*
0 – 3 versus > 10 .4557 .54170 .835
4 – 6 versus 7 – 9 1.4043 .75155 .245
4 – 6 versus > 10 -.3557 .55675 .919
7 – 9 versus > 10 -1.7600 .67310 .047*
*Indicates significant results
The results above show clearly that profiling is an important technique in addressing mathematics performance
as there are significant differences relating to length in service and knowledge of such an important variable as
problem solving.
Hypothesis 2: There is no significant relationship between the proportion of teachers’ responses on their
conception of mathematical problem solving and academic qualification.
Both the result of the analysis and the contingency table are presented in Table 3. This result shows that teachers
who have NCE and post graduate qualifications have better conceptions than those with bachelor’s degree. This
result was found to be significant using a Chi square test hence we reject the null hypothesis at α = 0.05; X2
(7, N
= 226) = 15.520, p = .000. There is a significant relationship between the proportion of teachers’ responses on
their conception of mathematical problem solving and academic qualification.
Table 3: Contingency table and chi square for the test of no relation between teachers’ conception of
mathematical problem solving and academic qualification (n = 226; α = 0.05)
Conception Academic qualification Chi Square Test of Significance
NCE Bachelors Graduate
Degree
Total X2
Value DF Sig
Correct Observed
Expected
%Within
21
16.6
91.3
108
119.7
65.1
34
26.7
91.9
163
163.0
72.1
15.520 2 .000
Incorrect Observed
Expected
%Within
2
6.4
8.7
58
46.3
34.9
3
10.3
8.1
63
63.0
27.9
Correct Observed
Expected
%Within
23
23.0
100
166
166.0
100
37
37.0
100
226
226.0
100
Discussion
This study revealed that teachers who teach mathematics come from all imaginable disciplines. The result
showed a total of 22 distinct fields of study which are: food science, biology, engineering, statistics, special
education, biochemistry, physics, economics, business studies, science education, finance and banking,
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operational research, estate management, accounting, laboratory technology, geology, public administration, and
industrial technology. It is important to note that, not only that majority of these teachers did not major in
mathematics; they do not have any teaching certification. This finding supports Wise (1991) who found that
sixty percent of American secondary school mathematics teachers did not major in and are not certified to teach
mathematics. The result also showed that more female than male teachers teach mathematics at secondary school
level, and majority of the teachers hold a bachelor’s degree. Quite impressively, many of the teachers profiled
have taught mathematics for more than 10 years.
Teaching experience often plays an important role in instructional delivery. In this study, teaching experience
presented an interesting relationship with correct conception, with teachers of less than three years of experience
being similar with more experienced teachers who have more than nine years experience; both groups have
better conceptions than middle-experience teachers (four years to nine years). The fact that teachers who have
less than three years experience have better conceptions than those who have between four and nine years lends
credence to the saying that new broom sweeps best. Those who have between four and nine years experience
could be suffering from burnout or self doubt as to whether they should continue or leave teaching to try other
professions or go for higher degrees. It appears also that those who have experience of` ten years and above are
settled on their job, have accepted it well, and seems to be putting in their best efforts.
It helps if they have higher degrees or even NCE with many years of experience. Respondents with NCE have
similar conception with respondents with graduate degree, and the two groups have significantly better
conception than respondents with bachelor’s degree.
According to this study, the best years for all teachers are the first three years when they are still enthusiastic and
passionately ready to deliver their new knowledge, and the period beyond their ninth year in the classroom when
they have probably settled for a career in secondary school teaching.
Conclusion:
The result of this study has serious implications which suggest that many present approaches to addressing the
perennial poor performance in secondary school mathematics examinations are inadequate. Instead of focusing
mostly on students, classroom infrastructure, and experimental studies to test different teaching methods as is the
case now, researchers and mathematics educators should pay attention to professionalism. Government should
finance the training and employment of professional mathematics teachers. A situation where only 37% of
mathematics teachers studied mathematics education and even less 27% studied mathematics in the university
cannot yield the expected high performance in secondary school mathematics examinations, for as Ohuche and
Obioma (2003) had found school subjects must be taught by teachers who were trained and certified in those
subject. This is the sense in promoting professionalism and if teachers are serious about raising the bar of
professionalism in teaching, they must: acknowledge the unique nature of teaching and pay attention to
specialization and create standard for teachers.
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