Contribution of Zonal Quality Assurers’ Feedback in Improving Secondary Schools Teachers’ Preparation of Professional Documents in Rombo District (Published)
This study investigated contribution of zonal quality assurers’ feedback in improving instruction in secondary schools in Rombo District. The study was guided by four research questions. Cross sectional survey design under quantitative approach used. Stratified and simple random sampling techniques used to select the sample of this study. Questionnaires, interview schedule and document analysis schedule were used during data collection process whereby the validity of the research instruments was ensured through the use of experts of Mwenge Catholic University. The researcher gives the instruments together with the research questions to two expects at MWECAU. Reliability of the instruments was ensured by using Cronbach’s alpha. Quantitative data is presented in tables and figures. The study found out that the QASOs feedback help teachers in developing creativeness and be innovative when teaching students. The findings revealed that teachers require the technical guidance and suggestions from quality assurance that are essential for enhancing their performance since they highlighted the strengths and limitations of certain teachers. The study found out that QASOs feedback improve teacher’s preparation of professional documents since help in delivering content knowledge for determining in large measure what goes on in a class and for assessing what students do and do not learn. Based on the findings it was concluded that report and recommendations from QASOs enabling teachers in developing creativeness and be innovative when teaching students. The researcher recommended that there is a need for the government through Ministry of Education Science and Education (MOEST) to employ more QASOs based on the number of secondary schools in the country.
Citation: Maryfaustina F. Urio, Catherine Muteti, Eugene Lyamtane (2022) Contribution of Zonal Quality Assurers’ Feedback in Improving Secondary Schools Teachers’ Preparation of Professional Documents in Rombo District, British Journal of Education, Vol.10, Issue 11, pp.14-28
Keywords: Feedback, Professional documents, Quality Assurance, Teaching and Learning Process
Gender, Feedback with Remediation and Students’ Attitude towards Mathematics (Published)
This study investigated the effects of feedback and remediation as instructional strategies and gender on junior secondary school students’ attitude towards mathematics. The sample for the study consisted of 237 junior secondary two (JSS II) students in intact classes of three co–educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi–experimental design with treatment at three levels namely: Formative Test with Feedback and Remediation, Formative Test with Feedback only and Formative Test without feedback and remediation which served as control. The treatment levels were crossed with students’ gender (male and female). Four research instruments including three Mathematics Formative Tests I. II, III and Mathematics Attitude Scale (MAS) were constructed, validated, and used for the collection of all relevant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post–Hoc Analysis. Result from the study shows a significant effect of treatment on students’ attitude towards mathematics. However, there was no significant effect of gender on students’ attitude towards mathematics.
Keywords: Attitude Towards Mathematics, Feedback, Formative Test, Gender, Remediation
Am I Right? The Effects of Feedback on the Performance in a Mental-Rotation Test in Children (Published)
Gender differences in paper-and-pencil mental-rotation tests are usually larger than in chronometric versions. Different task characteristics such as time constraints, number of items, or feedback could partly be responsible for these varying gender differences. In the present study, 40 male and 59 female fourth-grade children participated in a chronometric mental-rotation test. In the feedback condition, children got individual item-wise feedback while children in the non-feedback condition got no feedback about their performance. For reaction time, boys outperformed girls and overall, children in the feedback condition reacted faster than children who got no feedback. On a closer look, only boys but not girls benefited from the feedback and gender differences in favour of boys appeared only in the feedback condition. Results indicate that feedback encouraged boys to solve the items faster while it made no difference for girls. For mental-rotation as a spatial task that is perceived as more male-stereotyped, boys could have been more confident in their own ability. The feedback could then have enhanced this confidence so that boys felt sure enough to react faster. It seemed that girls were not able to use the feedback to reduce their own uncertainty.
Keywords: Feedback, Gender differences, mental rotation
Gender, Feedback with Remediation and Students’ Attitude towards Mathematics (Review Completed - Accepted)
The study investigated the effects of feedback and remediation as instructional strategies and gender on junior secondary school students’ attitude towards mathematics. The sample for the study consisted of 237 junior secondary two (JSS II) students in intact classes of three co–educational schools purposively selected from Akure South Local Government Area of Ondo State. The study employed quasi–experimental design with treatment at three levels namely: Formative Test with Feedback and Remediation, Formative Test with Feedback only and Formative Test without feedback and remediation which served as control. The treatment levels were crossed with students’ gender (male and female). Four research instruments including three Mathematics Formative Tests I. II, III and Mathematics Attitude Scale (MAS) were constructed, validated, and used for the collection of all relevant data. The data collected were analyzed using Analysis of Covariance (ANCOVA) and Scheffe’s Post–Hoc Analysis. Result from the study shows a significant effect of treatment on students’ attitude towards mathematics. However, there was no significant effect of gender on students’ attitude towards mathematics
Keywords: Attitude Towards Mathematics, Feedback, Formative Test, Gender, Remediation