This study examined the relationship between teacher gender and primary school pupils' achievement in mathematics in Kenya. The study found that there were more male than female mathematics teachers. Female teachers were found to contribute more to higher pupil achievement in mathematics compared to male teachers. Statistical analysis showed a significant relationship between teacher gender and pupil achievement, with female teachers associated with better pupil performance. The study concluded that increasing the number of female mathematics teachers through targeted recruitment and training could help improve pupil achievement in mathematics.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
Elephants, Butterflies and Moths in the Amazon Rainforest: High Epistemic Qua...Brian Hudson
The consideration of teacher education from a global perspective foregrounds the challenge of inequality as a core challenge for contemporary societies and for educational systems. The crucial role of education in relation to this challenge is highlighted in the UNICEF/UNESCO report on the Global Thematic Consultation in the Post-2015 Development Agenda, which stresses education as a “fundamental human right”. The report calls for two main education specific goals to be addressed as part of the future development framework: equitable access and equitable quality education. Accordingly this paper considers the relation between quality and learning and in particular that between epistemic quality and equitable learning. The work of Jo Boaler is especially relevant to the former in relation to her proposition about ‘the elephant in the mathematics classroom’. Of particular significance is her argument that in many maths classrooms a very narrow subject is taught to children, that is nothing like the maths of the world or the maths that mathematicians use. In our recent study on developing mathematical thinking we present this as an issue of epistemic quality (Hudson et al., 2015). High epistemic quality involves mathematics as fallible, refutable and uncertain, critical thinking, creative reasoning, multiple solutions and learning from errors and mistakes. In contrast low epistemic quality is characterised by mathematics as infallible, authoritarian, dogmatic, absolutist, irrefutable, certain, rule following of strict procedures and right or wrong answers. Additionally we consider how a thematic approach through the study of butterflies and moths in the Amazon rainforest resulted in mathematics becoming more accessible for all (Hudson, 2015). Such accessibility is central to equitable learning, which is seen as learning that produces educational justice (“Bildungsgerechtigkeit”). The paper concludes by considering how to redress the extent to which educational systems, and also everyday teaching practices and classroom interaction, reproduce inequality.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...INFOGAIN PUBLICATION
Belief-change among students in mathematics learning is an elemental source of concern in the field of mathematics education. In the Philippines, BS Mathematics is one of the programs less chosen by many students. In spite of the efforts of the schools to market the program, it remains in the last options for those who are planning to take mathematics in the tertiary level. This study, through a qualitative research, explores the beliefs and feelings of BS Mathematics students of De La Salle Lipa about engaging in and learning Mathematics. It presents the change in beliefs of the students particularly those who did not intend to enroll in the said program. The views and feelings expressed by the subjects during a face-to-face interview reflect the kind of experience they have in school. The findings of the study indicate that (negative) beliefs of the students about pursuing mathematics as a program and learning the subject can change with the sound support of the school to provide an encouraging and learning environment. Such can eventually promote positive reception and achievement in the subject among the students.
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
Building research and development partnerships between schools and Higher Edu...Brian Hudson
This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses.
References
Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233
Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press)
Hudson, B. (2012) Aiming for e-Learning Sustainability: Transforming Conceptions of Teachers’ Professional e-Learning, Educational Technology, 52, 2, 30-34.
Huberman, M. (1995) Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments, Teachers and Teaching: Theory and Practice, 1, 2, 193-211.
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
Effectiveness of Early Intervention in Improving Child Outcomes – current res...HEARnet _
Presentation given by HEARing CRC CEO Associate Professor Robert Cowan on the Longitudinal Outcomes of Children with Hearing Impairment study at the New Zealand Audiological Society‘s 38th Annual Conference (2-5 July 2014).
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
By;
Dr. Makingu Mondi
Directorate of eLearning
Kenyatta University
Dr. Mondi's seminal work on structural relationship between the learners' communication behaviour and their perceived e-learning experience, culminated in development of a 'Uses and Gratification Expectancy Model' (UGEM)
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...INFOGAIN PUBLICATION
Belief-change among students in mathematics learning is an elemental source of concern in the field of mathematics education. In the Philippines, BS Mathematics is one of the programs less chosen by many students. In spite of the efforts of the schools to market the program, it remains in the last options for those who are planning to take mathematics in the tertiary level. This study, through a qualitative research, explores the beliefs and feelings of BS Mathematics students of De La Salle Lipa about engaging in and learning Mathematics. It presents the change in beliefs of the students particularly those who did not intend to enroll in the said program. The views and feelings expressed by the subjects during a face-to-face interview reflect the kind of experience they have in school. The findings of the study indicate that (negative) beliefs of the students about pursuing mathematics as a program and learning the subject can change with the sound support of the school to provide an encouraging and learning environment. Such can eventually promote positive reception and achievement in the subject among the students.
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
Building research and development partnerships between schools and Higher Edu...Brian Hudson
This paper outlines the development of a project supported by the Scottish Government with the aim of promoting the development of mathematical thinking in the primary classroom. This was developed in collaboration with teachers and local authorities in North East Scotland during 2011-12 within the context of the Scottish Curriculum for Excellence reform. The project was set up within a design based research framework, which aimed to promote classroom-based action research on the part of participants and also research by the university researchers into the process of curriculum development. The teachers (n=24) were all involved in a jointly developed Masters course based on a blended learning approach within an open and flexible learning environment. This project was designed as a classic example of an “Open Collective Cycle” model of a professional learning community (Hudson, 2012; Huberman, 1995). Findings from the research study in relation to the teachers’ experience are reported in Hudson et al. (2015), which highlight the way the course had a transformational and emancipatory impact on these teachers concerning their levels of confidence and competence in relation to teaching mathematics. An example of the impact on student learning is reported in Hudson (2015a) based on one teacher-researcher’s action research project involving the development of a topic-based approach to teaching and learning mathematics. Findings from this study highlight the ways in which the children actively engaged in the class activity and also how the topic-based approach made the mathematics more widely accessible and led to an evolution in the development of mathematical thinking for all. Policy implications point towards the value of the Mathematics Specialist Teacher (MaST) approach in England, which informed the development of this project. In conclusion the paper outlines a potential approach to uncovering and documenting further impact on teachers and pupils involved in this and subsequent courses.
References
Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233
Hudson, B. (2015a) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest, Education and Didactique, Vol. 9, Issue 1. (In press)
Hudson, B. (2012) Aiming for e-Learning Sustainability: Transforming Conceptions of Teachers’ Professional e-Learning, Educational Technology, 52, 2, 30-34.
Huberman, M. (1995) Networks that Alter Teaching: Conceptualizations, Exchanges and Experiments, Teachers and Teaching: Theory and Practice, 1, 2, 193-211.
Presentazione di Adrés-Sandoval Hernandez relativa al suo intervento "Using Large Scale Assessments to improve schools" al convegno internazionale "Migliorare la scuola" (Napoli 14-15 Maggio) organizzato dall'Indire.
Effectiveness of Early Intervention in Improving Child Outcomes – current res...HEARnet _
Presentation given by HEARing CRC CEO Associate Professor Robert Cowan on the Longitudinal Outcomes of Children with Hearing Impairment study at the New Zealand Audiological Society‘s 38th Annual Conference (2-5 July 2014).
Pupils’ usability of multimedia-based eLearning resources, in Kenyan primary ...African Virtual University
By;
Dr. Makingu Mondi
Directorate of eLearning
Kenyatta University
Dr. Mondi's seminal work on structural relationship between the learners' communication behaviour and their perceived e-learning experience, culminated in development of a 'Uses and Gratification Expectancy Model' (UGEM)
Effects of Strategic Intervention Material on the Academic Achievements in Ch...neoyen
Chosen as the Best Thesis for Masters Degree batch 2012
Thesis on Effects of Strategic Intervention Material on the Academic Achievements in Chemistry of Public High School
Differentiated Instruction Action Research Proposalsammunks
An action research proposal on how to train teachers on Differentiated Instruction for implementation. It has detailed calendar events, surveys, documents for observations, coding of observations, goals, expected outcomes, and research of other's action research projects. This was completed for EDD 581 at the University of Phoenix.
Review of available evidence regarding the impact of ICT in education at different levels. Presented at École Centrale Paris with the support of Programme Action Marie Curie, FMSH.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
Pedagogical Influences on Students’ Academic Achievements in KCSE in Public S...paperpublications3
Abstract: This study was carried out in Nyamira South District, Nyamira County in the Republic of Kenya. This study was compelled by the frequent low performances of students in KCSE each year when results are released. The purpose of the study was establish the pedagogical influences on students’ academic achievements, teaching learning facilities, teachers’ motivation and teachers’ professional experience on students’ academic performance. The study established curriculum delivery based factors leading to differences exhibited by different secondary schools in the district. Descriptive survey design of the ex post facto type was used. The location of the study was Manga in Nyamira County- Kenya where dismally low performance has been perennially exhibited. The Districts Education Officers (DEOs), Head the Education department at the sub county while the county is under the County Director of Education. The population constituted 18 public secondary schools in Nyamira South District with a total 225 teachers and 2800 students. The sample constituted of secondary schools which have presented student for KCSE at any one time that is 18 public secondary schools 23 teachers , 280 students which is 10% the population (Mugenda & Mugenda 2003) and 1 District Education Officer. Simple random sampling was employed to obtain student sample obtained through stratified random sampling. It reveals that pedagogy influences performance, these findings indicate that different pedagogy employed determines the performance outcome. Majority of the respondents prefer that learners centred types of pedagogy are best related to good performance unlike the lecture- teachers centred teaching method which many felt is a factor towards poor performance and High level motivation of teachers increase morale in terms of rewards and remuneration will increase the morale of teachers hence committed to their work reducing absenteeism and changing their altitude which will lead to syllabus coverage and like of profession leading to learners confidence and eventually improved good performance in public secondary school in Manga in Nyamira County.
Enhancing Pupils’ Knowledge of Mathematical Concepts through Game and Poemiosrjce
The study investigated the effects of game and poem enhanced instruction on pupils’ knowledge of
mathematics concepts in mathematics (Fractions and decimals, Volume of, cylinder; triangular prisms and
sphere; Capacity and Weight). A total of 344 pupils from twelve (12) public primary schools of Ogbia and
Yenagoa Local Government Areas of Bayelsa State, Nigeria were involved in the study. A pretest-posttest
control group quasi-experimental design was adopted in the research. The moderating effects of gender were
also examined on the independent and dependent variables. Using ANCOVA statistics, the results revealed that
pupils exposed to game and poem enhanced instruction have better mean score in knowledge of mathematics
concepts than the control groups. Poem was found to be more effective in improving pupils’ knowledge of
mathematics concepts than game and a non-significant gender difference existed in the mean scores in
knowledge of mathematics concepts. There was no significant interaction effect of gender on pupils’ knowledge
of mathematics concepts. The implication of the findings was discussed and appropriate recommendations were
made.
Influence of Preschool Teachers’ Academic and Professional Qualification on E...paperpublications3
Abstract: Studies in Kisii Central Sub-County, Kenya shows a worrying trend in children’s academic achievement at preschool level, therefore the current study established how academically and professionally preschool teachers are prepared to effectively implement ECDE curriculum. This study was guided by descriptive survey design and Fullan (1991) Curriculum Implementation Model. The population sample included 58 primary head teachers and 52 preschool teachers. The validity of the instruments was determined through the expert judgement by the university lecturer. Reliability was established by calculating internal consistency using cronbach’s alpha formula and reliability of 0.826 was reported. The questionnaires and interview schedule were administered to collect data, for a period of 3 months. The quantitative data was analyzed using descriptive statistics such as frequencies and percentages. Qualitative data from interviews was analyzed thematically. The study findings were; that most preschool teachers had the necessary academic qualification as a foundation for training in ECDE curriculum implementation. The study also found that there was low extent of professional training among preschool teachers in Kisii Central Sub-county. The Kenyan Ministry of Education should design policies and programs that encourage preschool teacher training and in-service training of the preschool teachers to enhance their service offering techniques for effective implementation of the ECDE curriculum.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Foundations of Mathematics Achievement Sarah Vester
This is an article written by Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns about the fundamentals of kindergaten math.
Martha Cecilia Bottia, Stephanie Moller, Roslyn Arlin Mickelson, and Elizabeth Stearns
The Elementary School Journal, Vol. 115, No. 1 (September 2014), pp. 124-150
Published by: The University of Chicago Press
Article DOI: 10.1086/676950
Article Stable URL: http://www.jstor.org/stable/10.1086/676950
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
www.iiste.org
However Casey (2010) found out that if a female teacher has anxiety of her mathematics skills, then this will be
transferred more likely to female students who will acquire the impression that boys are better than girls in
mathematics and these will cause the students to perform poorer in mathematics. Walker and Walkerdine (1985)
were interested in exploring how it is that girls who start off as good as or better than boys in mathematics
gradually fall behind in the subject, generally ending up mathematically incompetent. They discovered gender
stereotyping of school knowledge. Mathematics and science are characteristically seen as objective, high level,
high status and quit essentially a male subject. Languages and the arts in contrast are seen as softer, less vigorous
subject for girls rather than boys. As another consequence of the stereotyping process, men typically end up
teaching the ‘male’ subjects and women the ‘female’ ones (Phillida, 1995). Where schools are segregated by
gender, the availability and quality of female teachers crucially affect enrolment, achievement and attainment.
Despite their predominance in teacher training colleges in the country, women are a minority in the teaching
force (Chege and Sifuna, 2006)
The need to juggle teaching duties and domestic responsibilities accounts for a reportedly high rate of
absenteeism, sometimes this leads to the abandonment of the profession or a decline in productivity among
female teachers (Chege and Sifuna, 2006). Female teachers if adequately trained can identify girls at risk of
dropping out and provide the special care and encouragement needed to keep them in school (Elsanabary, 1993).
Stake and Katz (2001) argued that female teachers were more positive that their male counterparts in their
attitudes and behaviors towards pupils. This had a direct bearing on achievement for classes taught by female
teachers. On the contrary, Driessen (2007) insisted that teachers’ sex had no effect whatsoever on the
achievement, attitude or behavior of pupils.
Purpose of the study
The purpose of this study was to determine and describe the nature of the relationship between teachers` gender
and its contribution towards pupils` achievement in mathematics at primary school level in Kenya. The results
would also inform policy formulation on affirmative action with respect to mathematics teacher education in
Kenya.
Research question
The study was guided by the following main research question:
Are there any significant differences in mathematics achievement of students (classes) that were taught by male
and female teachers?
Methodology and Research design
The study employed an ex-post facto research design in which from a total of 153 primary school teachers in
Vihiga district of Kenya, a total of 46 teachers comprising of 26 P1 (Primary 1) teachers, 16 ATS (Approved
Teacher Status) teachers and 4 graduate teachers who taught class 8 mathematics in public primary schools were
randomly selected to take part in the study. The sample constituted 12 females and 34 male teachers (See Table
1). A questionnaire for the mathematics teachers was developed and first presented to mathematics educators
who read through and endorsed it with respect to face, construct and content validity. Their views together with
the results of piloting in 2 primary schools in the neighboring district (number of teachers?) were used in
revising the instruments (See Appendix 1). The instrument yielded similar data from similar respondents over
time with reliability coefficient of 1.0. The rule of thumb is that alpha values of at least 0.7 are considered
optimal (Kulter, 2007).
Table 1: Gender of respondents
Gender
Number (%)
Male
34 (74%)
Female
12 (26%)
The researcher visited the 46 sampled schools and administered the questionnaire to the respondents in person.
Frequency counts of responses were presented in pie charts and contingency tables for teachers’ gender and
pupils’ achievement in mathematics was drawn and chi square value computed. Calculated chi square value was
compared with critical chi-square table value at 0.05 alpha level to establish if there were any associations
between teachers’ gender and pupils’ achievement in mathematics.
Data analysis
Chi-square statistic was used to analyze the data. A contingency table for teachers` gender and pupils`
achievement in mathematics was drawn and chi-square value computed. The calculated chi-square value was
compared with critical chi-square table value at a significance level of 0.05 to establish if there were any
123
3. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
www.iiste.org
associations between teachers’ gender and pupils’ achievement in mathematics.
Results and discussion
There were more male than female teachers of mathematics in the sampled schools. More male teachers (27.7%)
contributed to students’ below average performance in mathematics than female teachers (2.2%). None of the
female teachers contributed to above average performance while 14.3% of the female teachers contribution to
above average performance by pupils (See Table 2 & Figure 1).
Table 2: Teachers’ gender and their contribution to pupils’ achievement in JESMA 01 mathematics examination
Gender of No of teachers with above No of teachers with No of teachers with below Total
teacher
average performances
average performances
average performances
Female
0(0%)
11(23.9%)
1(2.2%)
12
Male
7(14.3%)
17(36.9%)
10(21.7%)
34
Total
7
28
11
46
Figure 1: Teachers’ contribution to pupils’ achievement in JESMA 01 mathematics examination
For most pupils, performance at primary school predicts subsequent mathematical achievement and ability to
manage the numerical demands of everyday life and adulthood (Kigotho, 2013). Whereas a child’s attainment in
mathematics could be influenced by family and school characteristics (Kigotho, 2013), socio- emotional
functioning of the child and teachers’ gender could have a far reaching impact (Krieg, 2005; UNESCO, 2005;
Thomas, 2006; all in Sanker and Chudgar, 2008).
To establish whether there was a relationship between mathematics teachers’ gender and students’ performance,
chi-square was calculated. The chi-square value calculated was 6.65 and was greater than the chi-square critical
value of 5.999 at significance level 0.05 for degree of freedom equals 2. This indicated that there was a
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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
www.iiste.org
significant relationship between mathematics teachers` gender and achievement of pupils in class 8 mathematics.
The findings are in concordance with studies supporting the view that regardless of gender student taught by
women perform better in mathematics than those taught by men (Barnett, 1980; Agrighabu, 2004; Krieg, 2005;
UNESCO, 2005 in Sanker and Chudgar, 2008). Stake and Katz (2001) also argued that availability and quality
of mathematics female teachers crucially affect achievement and attainment. To Thomas Dee (2006) in Sanker
and Chudgar (2008), girls do better in school when taught by women and boys do better when taught by men.
Although mathematics teaching in primary schools in Vihiga district was dominated by male teachers, there is
evidence that female teachers had a substantial influence on pupils’ performance in mathematics. This
phenomenon could be explained by general tendency on the part of female teachers of mathematics who could
be paying more efforts to preparing their lessons and creating more appropriate teaching aids. Besides, female
teachers are perhaps more willing than their male counterparts to change their presentation and speaking style to
be closer to pupils’ ways of speaking and build up closer relationship with their pupils hence better performance.
In deed research shows that female teachers have different teaching styles that are more favourable with young
children (Sanker & Chudgar, 2008).
Conclusion
Based on the results of the study, there was a significant relationship between teachers’ gender and their
contribution to primary school pupils’ achievement in mathematics. The results agree with findings of Barnett
(1980) as well as those of Sanker and Chudgar (2008). Consequently, as the ministry of education in Kenya
continues to seek ways of improving students’ achievement, the government should put in place specific policies
and strategies meant to encourage both the girl child and female college students to exhibit interest in learning
and teaching primary schools mathematics. UNESCO (2006) in Sanker and Chudgar (2008) argues in favour of
hiring more female teachers particularly in developing countries like Kenya so as to improve on girls’ enrolment,
learning and achievement. Affirmative action to encourage female students to enroll for teacher education
programme should be adopted to ensure an increase in the number of female teachers of mathematics in Kenya.
Barriers that may prevent women from teaching mathematics at any grade should be dropped (Barnett, 1980).
References
Agrighabu, A. A. and Mji, A. (2004). Is Gender a Factor in Mathematics Performance among Nigerian Preservice Teachers` Sex Roles? Vol.59 No. 11-12 Pp749-753.
Barnett, W.J. (1980). Effects of teacher gender on mathematics achievement of first Grade students, Unpublished
PhD thesis, Oregon State University, USA
Casey, J. (2010). Studying The Science Gender Gap at High School Level, Science in The Moment PNAS,
Pp143
Chege, F.N and Sifuna, D.N. (2006). Girls and Women Education in Kenya Nairobi: Unesco.
Chudgar, A. and Sanker, D. (2009). The Relationship Between Teacher Gender and Student Achievement
Evidence from five Indian States, A Journal of Comparative Education Vol.38 Pp 627-644
El-Sanabary, N. (1993). Middle East and North Africa in E.M King and M.A Hill (Eds) Women Education in
Development Countries Barriers Benefits and Policies.
Driesses, G. (2007). The Feminization of Primary Education Effects on Teachers Sex on Pupils Achievement
Attitudes and Behaviours International Review of Education Volume 52 No.2 Pp183-203.
Kigotho, W. (2013). Teaching Primary Mathematics (8), The Standard Newspaper, Sept 2013 pg 23
Kultar, S. (2007). Qualitative Social Research Methods, Sage Publications. Los Angeles.
Phillida, S. (1995). Psychology in the Classroom. Wellington Houston, London
Sanders, W. L. and Rivers, J. L. (1996). Cumulative and Residual Effects of Teachers on Future Academic
Achieved University Value Added Research and Assessments Centre.
Sanker, V. and Chudgar, A. (2008). The relationship between teacher gender and students’ achievement:
evidence from five Indian states, in Compare: a journal of comparative and international education,
38:5, 627 – 642
Stake, J. and Katz, J. (2001). Teacher-Pupil Relationship in the Elementary School Classroom Teacher Gender.
Walden, R. and Walkerdine, V. (1985). Girls and Mathematics from Primary to Secondary Schooling, Bedford
Way Paper No.9, London Institute of Education.
Woo, C. (2004). Applied Mathematics, Oxford University Press, London
Appendix 1: Mathematics teachers’ questionnaire
Dear colleague mathematics teacher, I am Kati Robert a post graduate student at MMUST conducting a research
within Vihiga District on the relationship between teacher factors and pupil achievement in mathematics for
class 8 pupils 2009. Please answer the questions as best as you can by ticking in the box corresponding to the
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5. Journal of Education and Practice
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.25, 2013
www.iiste.org
answer you give or by filling in the space provided. The information you give will be treated with utmost
confidentiality.
SECTION A
1. Gender
Male
Female
2. Indicate your highest academic achievement
a) CPE/K.C.P.E.
d) PI/PII
b) K.J.S.E.
e) Diploma
c). E.A.C.E./K.C.E./K.C.S.E.
3. What is your professional qualification?
a) P3/P2/91
f) Bed/Pgde
b) S.I./ATS/DIP
e) Others specify
d) MED
c) BED/PGDE
4. How many times have you prepared the class 8 pupils for K.C.P.E. mathematics?
a) Once
b) Between 1 – 4 times
c) Between 5 – 10 times
d) Over ten times
5. For how long had you been teaching Mathematics to the 2009 candidates’ class?
a) Since they were in class 4
b) Since they were in class 5
c) Since they were in class 6
d) Since they were in class 7
e) While in class eight only
6. Is teaching in your school vertical or horizontal? Vertical (you teach class 6, then move with them to class
8). Horizontal (you teach class 6 then somebody else teaches in class 7 etc)
Vertical
Horizontal
7. What was the class 8 mathematics mean score in JESMA 01 in 2009?--------------------1
Robert Kati is a member of Mathematics department at Vihiga High school in Vihiga district. He holds an MSc
degree in Mathematics Education from Masinde Muliro University of Science & Technology. He has several
years of experience as a teacher of Mathematics. He is currently a registered PhD (Mathematics Education)
student at Jaramogi Oginga Odinga University of Science & Technology. 2Dickson S.O. Owiti is a DAAD
scholar, a member of Kenya institute of Management (KIM) and Kenya DAAD scholars Association (KDSA).
He is a reviewer and an editorial board member of international Journals. He is a graduate of B.Ed in
Mathematics & Geography, an M.Phil in Mathematics Education and PhD in Mathematics Education at Moi
University Kenya. He won a research study scholarship award at the Institute of Mathematics, University of
Potsdam Germany in 2007/08. Currently, he is an Associate Professor of Mathematics Education at Rongo
University College where he teaches mathematics, mathematics education, research methods and micro teaching.
3
Omollo Ongati has several years of university teaching. He holds a B.Ed, MSc and PhD in Applied
Mathematics from University of Pretoria in South Africa. Omollo Ongati is currently a Professor of Applied
Mathematics and the dean School of Mathematics & Acturial Sciences, Jaramogi Oginga Odinga University of
Science & Technology, Bondo.
126
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