Pre-Service Teachers’ Perceptions of College Tutors’ Use of Student-Centred Approach of Teaching and Learning Mathematics (Published)
Citation: Mark Mishiwo(2022) Pre-service teachers’ perceptions of college tutors’ use of student-centred approach of teaching and learning mathematics, International Journal of Education, Learning and Development, Vol. 10, No.2, pp.56-66
Abstract: The study sought to explore pre-service teachers’ perceptions of tutors’ use of student-centred approach of teaching and learning Mathematics in Akatsi College of Education. The study also evaluated pre-service teachers’ learning experiences in relation to their active and passive learning.The study used descriptive survey design. A structured questionnaire was used to collect data from one hundred and ninety-seven pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that College tutors used both student-centred and teacher-centred approaches of teaching Mathematics. In addition, students’ learning experiences could be described as a mixed bag, incorporating both active and passive learning experiences, with most of the pre-services involved in active learning. Consequently, it was recommended that during the development and implementation of the subject course manuals, tutors should be encouraged to use student-centred approach of teaching and learning Mathematics in the Colleges of Education. Also, since stakeholders of Initial Teacher Education programme, made provision for 60% of continuous assessment marks in the implementation National Teacher Education Assessment Policy, tutors no matter the circumstances, should engage pre-service teachers in student-centred Mathematics lessons.
Keywords: Mathematics, Pre-Service Teachers, active learning, student-centred teaching and learning
Effect of Brain-Based Strategy on Senior Secondary School Students’ Performance in Mathematics in Ekiti State (Published)
The study examined the effect of brain-based strategy on senior secondary school students’ performance in Mathematics in Ekiti State. The study adopted the quasi-experimental of pre-test, post-test design. The population for the study consisted of all the Senior Secondary School three (S.S.S. II) students in all public Secondary Schools in Ekiti State, Nigeria. The sample consisted of 181 S.S.S. II found in intact classes of the four schools that were selected for the study through multistage sampling procedure. Mathematical Based Performance Test (MBPT) was used to collect the needed data for this study. The instrument consisted of 50 items to examine the performance of students in Mathematics. The experimental procedure for the study was in three stages: the pre-treatment stage (one week), the treatment stage (ten weeks) and the post-treatment stage (one week). The data collected were analysed using descriptive and inferential statistics. It was revealed that brain-based strategy was more effective and reliable than the conventional method. It was recommended among others that brain-based strategy should be adopted as a means of instruction during Mathematics class. This will enable Mathematics teachers to pay more attention to individual students in teaching-learning process.
Keywords: Mathematics, Performance, Students, brain-based
Learners’ Attitude and Senior Secondary School Students’ Achievement in Mathematics in Bayelsa State, Nigeria (Published)
The study was carried out to examine learners’ attitude and Senior Secondary School Students’ Achievement in Mathematics in Bayelsa State, Nigeria. Two research questions were posed and two corresponding hypotheses were equally formulated. The study adopted an ex-post-facto research design. The population of the study consisted of all the 10,818 S.S.2 students in the eight local government areas in Bayelsa State whereas the sample size of the study was 480 obtained through cluster random sampling techniques. Two instruments were used to obtain data for the study which include Mathematics Attitude Inventory (MAI) and Mathematics Achievement Test (MAT). The Mathematics Achievement Test was validated by two senior secondary school teachers while the reliability of the instrument was 0.77 obtained using alternate form reliability method. Other instrument was standardized instrument whose validation and reliability have been established over time. Mean, standard deviation and t-test statistics were used to answer the research questions and test the hypotheses respectively. Findings of the study revealed that there is a significant difference in the academic performance of students with positive and negative attitudes in mathematics in Bayelsa State secondary schools. The study recommended amongst others that Mathematics teachers should develop a very friendly attitudes to students during lesson, this could motivate students who possess low or no interest to mathematics.
Keywords: Achievement, Learners, Mathematics, Students, attitude
The Effect of Using Learner-Centered Approach (LCA) on Improving Secondary School Students’ Performance in English Language: A Case Study of Some Secondary Schools in Khartoum Locality (Published)
The study discussed gender parity in mathematics and entrepreneurship education for national development. It focused on: gender parity in mathematics education for national development; gender parity in entrepreneurship education for national development. And concluded that there is wide variation in gender participation in mathematics education in Nigeria. Reviewed studies showed that female participation in mathematics oriented courses is at a very low level compare to the males. Also owing to the present demand of the society, there is increase need for job creators. Although, there is still disparities in female and male involvement in entrepreneurship but females takes the rule entrepreneurship education involvement. The study recommended that institution should design appropriate responses to gender gap that exist in mathematics oriented courses from the primary and beyond, and awareness campaigns on entrepreneurship needs, training programmes, mentoring, coaching and support networks should be provided.
Keywords: Entrepreneurship education, Gender Parity, Mathematics, National Development
Gender Parity In Mathematics And Entreprenuership Education For National Development (Published)
The study discussed gender parity in mathematics and entrepreneurship education for national development. It focused on: gender parity in mathematics education for national development; gender parity in entrepreneurship education for national development. And concluded that there is wide variation in gender participation in mathematics education in Nigeria. Reviewed studies showed that female participation in mathematics oriented courses is at a very low level compare to the males. Also owing to the present demand of the society, there is increase need for job creators. Although, there is still disparities in female and male involvement in entrepreneurship but females takes the rule entrepreneurship education involvement. The study recommended that institution should design appropriate responses to gender gap that exist in mathematics oriented courses from the primary and beyond, and awareness campaigns on entrepreneurship needs, training programmes, mentoring, coaching and support networks should be provided.
Keywords: Entrepreneurship education, Gender Parity, Mathematics, National Development
Gender Differences in Performance in Mathematics among Pre-Service Teachers in the Brong-Ahafo Region of Ghana (Published)
The purpose of this study was to find out gender differences in performance in mathematics among Pre-service Teachers in the Brong-Ahafo Region of Ghana. A sample of one hundred pre-service teachers drawn by convenience sampling from the public College of Education was used for the study. The one hundred pre-service teachers which consist of fifty males and fifty females were conveniently selected from the second year form. The design for the study was a descriptive survey and for their performance in mathematics, pre-service teachers’ actual examination scores were collected from the public College of Education and were analysed using the t-test in SPSS. The test was done on performance of pre-service teachers. Based on the findings of this study, there was a significant difference in their performance. Finally, it was also recommended that administrators and mathematics tutors in the public College of Education in the Brong-Ahafo Region should adopt strategies that suggest to pre-service teachers that they have what it takes to go through their studies successfully, and should focus their attention on how to reduce skills disparities among pre-service teachers.
Keywords: Brong-Ahafo, Ghana, Mathematics, Performance; College of Education
Evaluating Teachers’ Professional Development for ICT Use: Towards Innovative Classroom Practices (Published)
This paper describes an evaluation study designed to investigate the impact of an ICT-Instructional digital innovation in teaching Mathematics, English and Integrated Science subjects from the teacher capacity building professional development programme to classroom implementation at senior high school levels in Ghana. Interviews and survey data were used for data collection following a week professional development programme on the instructional digital learning training. The study demonstrated that the teachers increased in ICT proficiencies but this was limited to their own professional development and not so much of classroom implementation of ICT which results when transfer of learning takes place from training to practice. The study reported that teachers faced a complex mix of factors that when combined, contributed to challenges in transferring the ideas gained in the training programme to the classroom situation. It was evident from the findings that more systematic efforts are needed at the school levels and at the level of stakeholders who implement in-service teachers’ professional development programmes to move the goal of transforming teaching and learning through ICT-based innovations. Based on the outcomes, the study discussed recommendations to help smoothen the transition from teacher professional development programmes to actual classroom implementations in Ghanaian senior high schools and such similar contexts.
Keywords: Classroom, Developmenr ICT, Digital Innovation, English, Ghana, Integrated Science, Mathematics, Teacher
Integration of Mathematics and Informatics as a Base for Training in Information Technology (Published)
This paper develops a proposal for a joint Mathematics-Informatics course as a means of improving information technology skills. The structure of such a course should be based on common content line, thesaurus, organizational forms and education methods, and application and programming facilities between the two disciplines
Keywords: Education, Informatics, Information Technology (IT), Mathematics, Training
Mathematics as a Tool for Achieving the Vision 20:2020 Goal of National Transformation (Published)
Mathematics education is crucial in the development of any nation and anchors as one of the implications for the attainment of vision 20:2020 by the Federal Government of Nigeria. This paper discusses the challenges of mathematics education programmes to the nation’s development as well as the importance of mathematics in facilitating the private and public sectors of the Nigerian economy towards the attainment of vision 20:2020. Finally, some recommendations were made on how to enhance the role of mathematics in the transformation of the nation.
Keywords: Economy, Mathematics, National Transformation, Nigeria, Vision 20:2020
Learning Trajectories in Mathematics and Chemistry on Secondary School Students’ Understanding of Word Problems in Rivers State, Nigeria (Published)
The study investigated the effects of using Learning Trajectories (LT) in Mathematics and Chemistry on secondary students’ understanding of word problems in Rivers State, Nigeria. The study used a quasi-experimental pre-test /post- test control design. A sample of 84 (54 male :30 female) senior secondary two (SS2) students was purposively selected from Federal College of Education (Technical) Demonstration secondary school Omoku in Ogba/Egbema/Ndoni local government area. Four research questions were answered and four research hypotheses were tested at 0.05 level of significance. Data was obtained through a Test of Basic Skills on Word Problems (TBSWP) designed by the researchers. The reliability coefficient index r=0.82.Mean scores were used in analyzing the research questions while z-test was employed in testing the hypotheses. The findings revealed that learning trajectories (LT) [rigid operational, flexible operational, basic operational levels etc] enhanced students’ academic achievements in mathematics. Based on the findings, it was recommended that the use of learning trajectories to teach mathematics should be encouraged in senior secondary schools.
Keywords: Learning Trajectories, Mathematics, Word problems., students’ understanding