Download or read book Teacher Quality Factors and Pupils Achievement in Mathematics in Primary Schools of Kyondo Sub county Kasese District Uganda written by Ndungo Issa and published by GRIN Verlag. This book was released on 2018-06-18 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seminar paper from the year 2018 in the subject Didactics - Mathematics, grade: 6, Mountains of the Moon University, language: English, abstract: According to the National Assessment Program in Education (NAPE) report (2015), pupils’ proficiency (achievement) level in mathematics (numeracy) is low at primary six. Also teachers are essential to pupils’ achievement in mathematics; their characteristics such as commitment, qualification, teaching abilities are significant to pupils’ levels of achievement. The success or failure of any academic program depends largely on the teacher ability to deliver which is a function of teachers’ qualification, experience, and commitment. This study examined the teachers’ quality factors that are thought to affect pupils’ achievement in mathematics in primary six. The study used teachers and pupils, to obtain data, a total of 70 respondents were randomly selected from five primary schools of Kyondo sub-county, Kasese district. Basing on the findings of the study, it was revealed that first, the teachers’ qualification and experience are not significant to pupils’ level of achievement in mathematics. While teachers’ level of commitment is highly significant to the pupils’ level of achievement in mathematics. Therefore the low level of pupils’ achievement in mathematics at primary in Kyondo sub-county is mainly as a result of low levels of teacher commitment to classroom activities.
Download or read book Teacher Quality Factors and Pupil s Achievement in Mathematics in Primary Six written by Biira Majuma and published by GRIN Verlag. This book was released on 2018-06-07 with total page 61 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bachelor Thesis from the year 2018 in the subject Didactics - Mathematics, grade: 6, Mountains of the Moon University, language: English, abstract: This study aimed at establishing teachers’ quality factors that affect pupils’ achievement in mathematics. The study was based on two objectives; to establish the relative effect of teacher’s qualification and experience on pupils’ achievement levels, to establish the relationship between teachers’ commitment and pupils’ achievement in mathematics. The study tested the hypotheses; there is no correlation between teacher’s qualification and pupils’ achievement levels, there is no relationship between teachers experience and pupils’ achievement levels, there is no correlation between teachers’ commitment and pupils’ achievement in mathematics. The study used teachers, pupils and head teachers to obtain data, a total of 70 respondents were randomly and purposively selected from five primary schools of Kyondo sub-county, Kasese district. Basing on the findings and discussions, it was revealed that first, the teachers’ qualification and experience have nothing to do with pupils’ level of achievement in mathematics. Secondly, the teachers’ low level of commitment is responsible for the low levels of pupils’ achievement in Kyondo sub-county.
Download or read book Education Inputs in Uganda written by Harriet Nannyonjo and published by World Bank Publications. This book was released on 2007-01-01 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is based on a study prompted by the need for improved effectiveness in the use of education resources in Uganda. Uganda's problem with increasing resource constraints for education is common in many developing countries and the lessons learned in this study may be of broad interest. Currently, Uganda allocates over 31 percent of its discretionary recurrent expenditure to education and 67 percent of this is allocated to primary education. Given increasing pressures on the budgets, there is need to implement strategies focusing on those inputs most likely to improve student learning. A major impediment to rational decision making in this area is lack of knowledge about what interventions work best and under what circumstances. Without this knowledge, Government may continue spending scarce resources on inputs that may not directly contribute to student learning achievement.
Download or read book Pupil Teacher and School Factors that Influence Student Achievement on the Primary Leaving Examination in Uganda written by Pius Ochwo and published by . This book was released on 2013 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the multilevel factors that influence mathematics and English performance on the Primary Leaving Examinations (PLEs) among primary seven pupils (i.e., equivalent to the United States [U.S.] 7th graders) in Uganda. Existing student state test data from the Wakiso District were obtained. In addition, a newly created Teacher Quality Measure (TQM) was used to collect teacher data from the same district. Pupil data from primary seven (7th grade) and the TQM data were analyzed via Rasch Analysis, Analysis of Covariance, and Hierarchical Linear Modeling to investigate the following two main objectives: (1) Developing a behavioral frequency measure of teacher quality for Ugandan teachers, (2) Examining the relationship between pupil-, teacher-, and school-level factors on pupil achievement on the PLEs in Uganda. Specific to the first objective, it was found that a psychometrically sound measure of teacher quality can be developed. The results rendered a 38-question measure focusing on four domains: (1) Teacher Planning and Preparation, (2) Classroom Environment, (3) Teacher Instruction, and (4) Teacher Professionalism. The second objective found that there are no significant differences between boys and girls on English achievement controlling for prior ability in English. However, there were significant differences between the sexes on mathematics achievement, with boys having higher scores. Additionally, the results showed that there is a significant relationship between student SES (i.e., boarding and day schools) and student achievement, with higher SES students (i.e., boarding schools) having higher achievement. It was also found that teacher TQM scores were a significant predictor of student PLE mathematics and English test scores, with higher teacher quality rendering higher student mathematics and English scores. There was also a significant difference between school types (i.e., urban and rural) on student achievement in mathematics, with rural schools (i.e., lower SES schools) having higher means compared to urban schools. Future research should continue to define the network of relationships between pupil-, teacher-, and school-level factors and pupil achievement, and maintain the measure revision and validation process of the TQM. Assessment is becoming commonplace in the classroom in Uganda, and the need to examine the influence of the teacher on pupil achievement is in high demand. Results from this study can provide insight into the disparities involving sex, student SES, and school SES that influence pupil achievement in Uganda. The findings also support administrative demands for more efficient ways to monitor teacher quality, and in turn, meet educational standards and increase student achievement.
Download or read book Primary School Achievement in English and Mathematics in Zimbabwe written by Levi M. Nyagura and published by World Bank Publications. This book was released on 1993 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Zimbabwe's primary schools, higher achievement in math is associated with the amount of teacher training and instructional time, as well as the pupil- teacher ratio. Higher achievement in English is associated with the pupil- teacher and textbook- to- pupil ratios as well as the amount of teacher training.
Download or read book International Student Achievement Comparisons and Teacher Shortages in Math and Science written by United States. Congress. Joint Economic Committee. Subcommittee on Economic Goals and Intergovernmental Policy and published by . This book was released on 1984 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Quality Factors Mediating Achievement in High Poverty Schools written by Christopher Marcus Barnes and published by . This book was released on 2011 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of poverty on student achievement was thoroughly researched. Researchers have determined that poverty has a direct negative impact on student achievement. This study analyzed four aspects of teacher quality potentially mediating the relationship between achievement and poverty. The studied variables were (a) years of experience, (b) advanced degree status, (c) highly qualified status and (d) National Board Certification. North Carolina public schools with valid End-of-Grade test data for 2006-07, 2007-08 and 2008-09 were included. Descriptive statistics, cross tabulations, and the Fisher's Exact test were used to analyze the data. The Fisher's Exact Test was performed to examine the variables within a two by two framework. Twelve contingency tables were constructed to express the relationships among the variables for high poverty schools. The series of Fisher's Exact Tests indicated a significant relationship between teacher years of experience and achievement for high poverty schools for all three years of the study. The test did not indicate a significant association between advanced degree status and achievement for any of the years of the study. The test produced mixed findings for the final two variables, with one out of three years indicating a significant association between highly qualified status and achievement and two out of three years indicating a significant association between National Board Certification and achievement.
Download or read book Relationships Among Teacher Quality Characteristics and Reading and Mathematics Achievement in Title I Schools in the Alabama Black Belt Region written by Sharon Denise Streeter and published by . This book was released on 2012 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine relationships existing among teacher quality characteristics and reading and math achievement on the Alabama Reading and Math Test in Title I schools in the Western and Midwestern regions of Alabama. The population identified was 57 schools in 13 school districts (seven feeder schools, five schools with sixth grade only, one school with fifth through sixth grades, and one school with fourth through sixth grades). The sample consisted of 29 schools and 9 school districts and a sample of 284 teachers. This study used descriptive statistics, bivariate (Spearman) correlation, and multiple regression to analyze data to answer three research questions addressing relationships among teachers' pedagogical knowledge, educational background, years of experience, grade level configuration (assignment) and professional development (independent variables), and reading/mathematics achievement (dependent variables) on the Alabama Reading and Math Test. A field test was conducted in a neighboring school district to assist the researcher in evaluating the participants' responses to survey questions, to determine whether the survey questions had the potential to produce the desired data, and to evaluate the wording of the questions on the survey. Particularly, this study verified that teachers' grade level configuration is significantly related to the students' math and reading achievement on the Alabama Reading and Math Test. In the same way, this study also confirmed that teachers' years as a full-time teacher is a significant predictor of student math achievement and teachers' years taught in the public school sector is a significant predictor or student reading achievement. Also, this study confirmed that teachers' professional development components such as Alabama Reading Initiative Training (ARI) is negatively significant to reading achievement on the Alabama Reading and Math Test. These findings were consistently constructed based on statistical analyses, which may have important and practical implications. In effect, such information may be useful for school administrators to continue to examine teacher quality characteristics to determine, which teacher quality characteristics influence student achievement. Furthermore, these findings may guide strategic decisions, mostly those referred to implement policies to improve teacher quality as well as other education policies to motivate high-quality teaching.
Download or read book Chinese Students Higher Achievement in Mathematics written by Dacheng Zhao and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shares insights into the achievement gap in mathematics between East Asian and Western countries, and the ways to improve students' mathematics achievements. Especially, it highlights the importance to integrate case studies with large-scale international comparative studies in general, and comparative studies of mathematics education in particular. This book is a must-read for mathematics teachers, mathematics educators, educational researchers, education administrators, curriculum developers, assessment designers, and student teachers who are interested in mathematics education and how to improve students' mathematics achievements.
Download or read book School Effectiveness in Uganda written by Harriet Betty Nannyonjo and published by . This book was released on 2005 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Uganda{u2019}s education sector has had a troubled history, including a sharp deterioration during the 1970s. The Education Policy Review Commission put in place in 1987 culminated into a white paper, which made recommendations for implementation of the Universal Education (UPE) Policy. The UPE policy resulted in massive increases in enrolment, which could not be matched by rate of provision of inputs with limited funding available to the sector. This study was prompted by the need for improved efficiency in use of education resources. The hypothesis is that school factors vary across schools depending on organization and management systems. Further, the level of educational inputs, and student background characteristics influence pupils{u2019} scholastic achievement. This study used a sample of 3950 primary six pupils in Uganda, selected from 200 schools to study the relationship of various factors with pupils{u2019} test scores. Both qualitative and quantitative methods were used in data collection and analysis. Results of this study point to some critical areas where improvements need to be made in order to improve pupil performance possibly with fewer resources. The results specifically apply to primary six pupils in Uganda. Results of this study suggest considerable variation in level of inputs by school ownership and location. There is also a considerable variation in pupil performance. School inputs like funding per pupil, time spent teaching a subject, availability of textbooks, had a positive but small correlation with pupils{u2019} text scores. On the other hand, class size, number of pupils per bench, had a negative but small correlation with pupils{u2019} test scores. Teacher and head teacher qualification, except for university education appear to have little influence on primary six pupils{u2019} test scores in Uganda. In-service training has little influence on test scores, and the possibility is lack of linkage between primary teacher education and the primary education curriculum. Teacher experience and age have a positive, but non-linear relationship with pupils{u2019} test scores. Other factors found to have a positive influence on pupils{u2019} test scores include parental education, speaking both vernacular and English at home, number of books at home. Factors that have a negative influence on pupil{u2019}s test scores include; family size, repetition and pupil{u2019}s age, number of books at home, distance of school from pupil{u2019}s home. This study provides some evidence that provision of school inputs alone explains a small proportion of the variation in pupils{u2019} performance. This study also emphasises the need for a balance between availability and usage of resources, a point clearly demonstrated in case of textbooks, where textbook availability at the school level as a positive but small correlation with test scores, whereas pupils{u2019} use of their own textbooks and the number of textbooks at home have a significant relationship with test scores.
Download or read book Primary Mathematics for Uganda written by Ministry of Education Staff and published by . This book was released on 1987-04 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This course has been compiled by the writing panel of the National Curriculum Development Centre. Each pupil's book is complemented by a teacher's guide covering methodology and teaching notes.
Download or read book Investigating the Effects of Using a Variety of Teaching Methods in Teaching and Learning of Secondary School Mathematics written by Thom Phiri and published by . This book was released on 2019-04-14 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic Paper from the year 2019 in the subject Mathematics - Didactics, language: English, abstract: This paper aims at finding out the effects of using a variety of teaching methods in teaching and learning of Mathematics in Malawian secondary schools. The main objective of the research paper will be to investigate the effects of using a variety of teaching methods in the teaching and learning of secondary school Mathematics in Malawi. Mathematics has always been given special attention in school as the nature of the subject is related to many other fields and disciplines. Moreover, students' mathematics achievement has often been the focus and is seen as a critical global issue in many countries. Besides being perceived as a tough subject, problems in mathematics learning have also been related to the lack of regulation skills among students in learning mathematics. Self-regulation is a broad construct which covers before, during and after phases learning. The rapid changes of the education system and delivery methods give a huge impact to students.This situation requires students to learn effectively and in a more self-directed manner. To achieve this, teachers are encouraged to use a variety of teaching methods when teaching mathematics. This leads to student motivation which is a very important element in the learning process as it is an inducer and propeller for one to do a task successfully. Therefore, motivation is essential for an individual to successfully face challenges in academic setting. Moreover, motivation will be used by students as the attribution or determinant to their behaviour in learning and performance. Behaviours that are related to academic motivation such as the desire to do difficult tasks and stay longer in difficult situations will be the determinant for students' ability in facing daily school life challenges. It has been observed that there is still poor performance in mathematics despite the use of a variety of methods by teac
Download or read book The Determinants of School Achievement written by Ernesto Schiefelbein and published by . This book was released on 1981 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Education for Inclusion written by Chris Forlin and published by Taylor & Francis. This book was released on 2010 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools around the world. The book considers themes including social and political challenges regarding teacher education, and innovative approaches to teacher training.
Download or read book Elementary Real and Complex Analysis written by Georgi E. Shilov and published by Courier Corporation. This book was released on 1996-01-01 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt: Excellent undergraduate-level text offers coverage of real numbers, sets, metric spaces, limits, continuous functions, much more. Each chapter contains a problem set with hints and answers. 1973 edition.
Download or read book Factors Influencing Poor Performance in Science Subjects in Secondary Schools in Shinyanga Municipality written by SHIMBI MAJO and published by GRIN Verlag. This book was released on 2018-01-12 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2016 in the subject Pedagogy - General, grade: B (3.0), , course: Masters of Art in Educational Management, language: English, abstract: The study aimed at investigating on the factors influencing poor performance in science subjects in secondary schools in Shinyanga Municipal Council. The study used survey research design by applying quantitative technique. Six public secondary schools out of eighteen public secondary schools were sampled for the study; it involved 415 respondents. The form four National Examination results for the past five years in selected secondary schools were used to show trend of performance in science subjects. Structured questionnaires were used to obtain information, and the criterion used in sampling was simple random method. The study found out that the factors influences poor performance were; Inadequate number of teachers, Lack of teaching and learning materials, Poor teaching methods (theory) and students’ attitudes towards science subjects. Also the study found out that the suggested solutions to the problem of poor performance in science subjects in secondary schools in Shinyanga municipal council were; presence of adequate teachers, availability of science teaching and learning materials. The study conclude that Scarcity of qualified Science subjects’ teachers and inadequate availability of teaching and learning materials are the major factors influencing poor performance in science subjects in secondary schools in Shinyanga municipality. The study recommends the following; the ministry should ensure enough availability of qualified science subjects’ teachers in secondary schools, and to make sure there is availability of adequate teaching and learning materials like books, teaching aids, specimens, chemicals and laboratory apparatuses, with conducive learning and friendly environment at schools.
Download or read book Problems in Real and Complex Analysis written by Bernard R. Gelbaum and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text covers many principal topics in the theory of functions of a complex variable. These include, in real analysis, set algebra, measure and topology, real- and complex-valued functions, and topological vector spaces. In complex analysis, they include polynomials and power series, functions holomorphic in a region, entire functions, analytic continuation, singularities, harmonic functions, families of functions, and convexity theorems.
