Factors Affecting Efficient Teaching and Learning of Mathematics in Senior High Schools in Wa

The study sought to assess factors affecting teaching and learning of mathematics in some selected senior high schools (SHS) in Kumasi Metropolis of the Ashanti Region of Ghana. A descriptive survey was the research design used for the study. In all, a total of 90 respondents; made up of 10 SHS mathematics teachers and 80 SHS elective mathematics students were selected from five (5) SHS in the Metropolis. A purposive sampling technique of the non-probability sampling procedure was used to select the respondents for the study. Data obtained were analysed using both quantitative and qualitative data analysis methods. It was revealed that lack of mathematics laboratories/practical rooms; lack/inadequate mathematics practical activities and the use of lecture method in teaching mathematics were the three (3) major factors affecting SHS students in the learning of mathematics in the selected schools. Again, it was observed that lack of TLMs; heavy workload on mathematics teachers and lack of mathematics laboratories/practical rooms were three (3) major factors affecting mathematics teachers in the teaching of mathematics. Finally, it was revealed that provision and use of appropriate TLMs in teaching mathematics; and engaging students in hands-on and minds-on oriented lessons were some of the strategies that could be used to improve SHS students’ academic performance in mathematics. It was therefore, recommended that Government of Ghana and other stakeholders in SHS education should build mathematics laboratories/practical rooms in all SHS in the country and also equip them with requisite TLMs so that students can learn mathematics in more practical-oriented manner instead theoretical approach being used in senior high schools.

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Factors Affecting the Achievement of Students in Economic Subject

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i3.904 ◽

2021 ◽

Vol 12 (3) ◽

pp. 1330-1336

Author(s):

Siti Hadijah Che Mat Et.al

Keyword(s):

Teaching Methods ◽

Teaching And Learning ◽

Mean Value ◽

General Interest ◽

Factors Affecting ◽

Teaching And Learning Environment ◽

Learning Techniques ◽

Economic Program ◽

The Subject ◽

High Level

There are various factors influencing a student’s academic achievement at any level, either primary, secondary or tertiary. These factors include attitudes, learning techniques, general interest in the subject matter, factors related to teacher, family or friends, previous achievements, teaching and learning environment and facilities, infrastructure, and teaching methods. This article explores factors affecting the achievement of student of a course offered in the economic program of universitiutaramalaysia. For this article, a total of 220 students who registered for macroeconomics course at universitiutaramalaysia were randomly selected to be the study sample. of the 220 responses, only 211 were analysed because some questionnaire forms was returned with incomplete information. these students consist of second, third and fourth year students. The study found that among the items in the lecturer preparation factor which came with high mean scores is the item "lecturer shows dedication in teaching". There is no denying that teaching and learning methods incorporating the latest technology and trends are desirable but the study shows that teaching using longstanding approach like using whiteboards is still preferable among students and gives the highest mean value of 7.44, which is a high level score. In terms of learning techniques, the study found that students are not consistent between the goals to achieve excellence with the appropriate effort taken by them. although they want to achieve high excellence in this subject but their efforts and actions are not inclined to that desire

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Professional Development In Kosovo – Research Of Training Programs And Tests

Pedagogika-Pedagogy ◽

10.53656/ped2021-7.10 ◽

2021 ◽

Author(s):

Bekim Samadraxha ◽

Veton Alihajdari ◽

Besim Mustafa ◽

Ramë Likaj

Keyword(s):

Professional Development ◽

Workforce Development ◽

Teaching And Learning ◽

Training Programs ◽

Continuing Professional Development ◽

Added Value ◽

Factors Affecting ◽

Career Structure ◽

Teacher Professional ◽

And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

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DISCIPLINE IN EDUCATION: CAUSES AND POSSIBLE STRATEGIES TO CURB EXAMINATION MALPRACTICES IN SENIOR HIGH SCHOOLS

European Journal of Education Studies ◽

10.46827/ejes.v8i11.3982 ◽

2021 ◽

Vol 8 (11) ◽

Author(s):

Ben Adzrolo ◽

Kenneth Asamoah-Gyimah ◽

Andrews Cobbinah ◽

Ruth Annan-Brew

Keyword(s):

High Schools ◽

Academic Success ◽

Teaching And Learning ◽

Work Performance ◽

Survey Design ◽

Simple Random Sampling ◽

Academic Work ◽

Teaching And Learning Environment ◽

Teaching Learning ◽

Descriptive Survey

This paper investigated the causes and possible strategies to minimize examination malpractices in Senior High Schools (SHSs) in Ghana. A descriptive survey design with a quantitative approach was used for the study. Proportional stratified and simple random sampling techniques were used to select a sample of 335 respondents which comprised 302 students and 33 teachers. Frequencies, percentages, means and standard deviations were used to analyse the data gathered. The findings revealed that the leading cause of examination malpractices was ‘insufficient students’ preparation for WASSCE and Public education on effects of examination malpractices has also emerged as the number one strategy to minimize the menace. It was concluded that in schools where a conducive environment and teaching/ learning materials are not provided for effective academic work, performance falls below what is expected, to achieve academic success, students and teachers engage in examination malpractices to raise the academic image of the school. It was recommended that school authorities provide a conducive teaching and learning environment to ensure effective academic work in schools to minimize the menace. Article visualizations:<img src="/-counters-/edu_01/0896/a.php" alt="Hit counter" />

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The effectiveness of Information and Communication Technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province

South African Journal of Education ◽

10.15700/saje.v38ns2a1483 ◽

2018 ◽

Vol 38 (Supplement 2) ◽

pp. 1-11

Author(s):

OA Ojo ◽

◽

EO Adu

Keyword(s):

High Schools ◽

Information And Communication Technologies ◽

Teaching And Learning ◽

Communication Technologies ◽

Eastern Cape Province ◽

Eastern Cape ◽

Information And Communication

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Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan

Jurnal Penelitian Pendidikan ◽

10.17509/jpp.v21i2.36972 ◽

2021 ◽

Vol 21 (2) ◽

pp. 1-11

Author(s):

Ratih Apri Sari ◽

Bachrudin Musthafa ◽

Fazri Nur Yusuf

Keyword(s):

High School ◽

High Schools ◽

Learning Process ◽

Teaching And Learning ◽

Structured Interview ◽

Project Based Learning ◽

Vocational High School ◽

Learning Models ◽

High School English ◽

Model Project

AbstrakPembelajaran berbasis proyek merupakan salah satu model pembelajaran yang direkomendasikan untuk digunakan dalam pembelajaran menurut kurikulum 2013. Pelaksanaan proses pembelajaran di Sekolah Menengah Kejuruan (SMK) memiliki karakteristik yang berbeda dengan pelaksanaan pembelajaran di Sekolah Menengah Atas (SMA). Guru SMK harus mampu mengembangkan model pembelajaran yang dapat menghasilkan aspek keterampilan kerja. Salah satu masalah paling kritis dalam proses belajar mengajar Bahasa Inggris di Sekolah Menengah Kejuruan adalah keengganan dan kreativitas guru yang kurang untuk menemukan cara agar pembelajaran lebih kreatif dan menyenangkan. Untuk mengetahui sejauh mana pemahaman siswa tentang suatu materi yang telah diajarkan dalam proses belajar mengajar, guru harus memberikan tugas kepada siswa. Penugasan dapat dilakukan dengan model Pembelajaran Berbasis Proyek (PjBL). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana persepsi guru tentang pembelajaran berbasis proyek. Penelitian ini dilakukan dalam desain deskriptif kualitatif yang melibatkan tiga guru Bahasa Inggris SMK di Kabupaten Indragiri Hilir, Provinsi Riau sebagai responden. Penelitian ini menggunakan wawancara semi terstruktur sebagai instrumen pengumpulan data. Hasil analisis menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berbasis proyek. Dapat ditarik kesimpulan bahwa pembelajaran berbasis proyek perlu dilakukan oleh guru di kelas Bahasa Inggris sebagai salah satu model dalam proses belajar mengajar karena berfokus pada siswa.Kata Kunci: Pembelajaran Berbasis Proyek, Persepsi Guru, dan Sekolah Menengah Kejuruan. AbstractProject-based learning is one of the recommended learning models to be used in learning according to the 2013 curriculum. The implementation of the learning process in Vocational High Schools have different characteristics from the implementation of learning in Senior High Schools. Vocational high school teachers must be able to develop learning models that can produce aspects of work skills. One of the most critical problems in teaching and learning English at Vocational High School is teachers’ unwillingness and less creativity to find ways to make learning more creative and fun. To find out what extent students understand about the material that has been taught in the teaching and learning process, the teachers must give assignments to the students. The assignments can be done with the model Project-Based Learning. The aim of this study was to investigate how teachers’ perception about project-based learning. This research conducted in descriptive qualitative design which involved three vocational high school English teachers in Indragiri Hilir Regency, Riau Province as respondents. This research used semi-structured interview as an instrument to collect the data. The result of the analysis showed that teachers have positive perception toward project-based learning. The conclusion can be drawn that project-based learning was needed to do by the teachers in EFL classroom as one of the models in teaching and learning process because its focus on student-centered.Keywords: Project-Based Learning, Teachers’ Perception, and Vocational High School.How to cite (APA Style): Sari, R., Musthafa,B., Yusuf, F.N. (2021). Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan. Jurnal Penelitian Pendidikan, 21 (2), 2021. 1-11. doi: https://10.17509/jpp.v21i2.36972

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[Factors Affecting Motivation on Learning Arabic] Faktor-Faktor yang Mempengaruhi Motivasi terhadap Pembelajaran Bahasa Arab

Jurnal Islam dan Masyarakat Kontemporari ◽

10.37231/jimk.2015.10.2.112 ◽

2015 ◽

Vol 10 ◽

pp. 82-97 ◽

Cited By ~ 1

Author(s):

Abdul Hakim Bin Abdullah ◽

Ab. Aziz Bin Sulaiman ◽

Wan Ismail Bin Wan Abdullah

Keyword(s):

Quantitative Research ◽

Teaching And Learning ◽

Pearson Correlation ◽

Secondary Level ◽

Good Interest ◽

Self Awareness ◽

Validity And Reliability ◽

Factors Affecting ◽

And Performance ◽

High Level

The purpose of this study is identify factors that affect students motivation in learning Arabic among lower secondary level students at Naim Lilbanat National Religious Secondary School (SMKA), Kota Bharu, Kelantan. To achieve this purpose, four objectives have been outlined; to identify the level of students performance in Arabic, to identify the level of students interest towards Arabic, to identify factors that affect students motivation towards Arabic and to evaluate the relationship between motivation and students performance in Arabic. This quantitative research used questionnaires for collecting data. 93 students at lower secondary level at SMKA Naim Lilbanat were selected by simple random technique as the sample that represent 40% of the research population. A pilot study was conducted to ensure the quality of feasibility, validity and reliability of the instrument. The validity of items was obtained by referring to 10 experts of the subject matter. Coefficient of reliability value was obtained at a high level that is 0.86 through Cronbach Alpha test using SPSS version 19. The study found that 88 (94.6%) respondents have a good performance in Arabic and 78 (83.9%) respondents have a good interest towards Arabic. According to this study, five factors that affect students motivation in descending order are: attitude toward Arabic as they consider it as important, Arabic environment, attitude toward Arabic as they consider it as easy to learn and understand, self-awareness and the effectiveness of teaching and learning in the classroom. The Pearson correlation test showed that there is a positive significant relationship at a moderate level between level of interest and performance of Arabic among lower secondary level students at SMKA Naim Lilbanat. Kajian ini bertujuan untuk mengenal pasti faktor-faktor yang membentuk motivasi terhadap pembelajaran bahasa Arab dalam kalangan pelajar peringkat menengah rendah di Sekolah Menengah Kebangsaan Agama (SMKA) Naim Lilbanat, Kota Bharu, Kelantan. Bagi mencapai tujuan tersebut, empat objektif telah digariskan iaitu mengenal pasti tahap pencapaian pelajar bagi mata pelajaran Bahasa Arab, mengenal pasti tahap minat pelajar terhadap mata pelajaran Bahasa Arab, mengenal pasti faktor-faktor yang mempengaruhi motivasi pelajar terhadap mata pelajaran Bahasa Arab dan menguji hubungan tahap motivasi pelajar dengan pencapaian Bahasa Arab. Kajian ini berbentuk kuantitatif dan menggunakan soal selidik sebagai alat pengumpulan data. Seramai 93 orang pelajar peringkat menengah rendah di SMKA Naim Lilbanat telah dipilih secara rawak mudah sebagai sampel yang merupakan 40% daripada jumlah populasi kajian. Satu kajian rintis telah dijalankan bagi menjamin kualiti kebolehlaksanaan, kesahan dan kebolehpercayaan instrumen. Kesahan instrumen diperoleh secara merujuk kepada 10 orang pakar bidang. Nilai keefisienan kebolehpercayaan item diperoleh pada tahap tinggi iaitu 0.86 daripada ujian Alpha Cronbach menggunakan perisian SPSS versi 19. Kajian ini mendapati 88 orang (94.6%) responden mempunyai pencapaian yang baik dalam mata pelajaran Bahasa Arab. Kajian ini juga mendapati 78 orang (83.9%) responden mempunyai tahap minat yang baik terhadap mata pelajaran Bahasa Arab. Lima faktor yang paling mempengaruhi motivasi pelajar secara turutan menurun ialah: sikap terhadap mata pelajaran Bahasa Arab yang dianggap penting, persekitaran bahasa Arab, sikap terhadap mata pelajaran Bahasa Arab yang dianggap mudah dipelajari dan difahami, kesedaran diri dan keberkesanan pengajaran dan pembelajaran dalam bilik darjah. Ujian korelasi Pearson memperlihatkan wujud hubungan positif yang signifikan pada kadar sederhana antara tahap motivasi dan pencapaian Bahasa Arab dalam kalangan pelajar peringkat menengah rendah di SMKA Naim Lilbanat.

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Factors affecting the implementation of information literacy education in Malaysian primary schools

10.26686/wgtn.17008336.v1 ◽

2021 ◽

Author(s):

◽

Saidatul Akmar Ismail

Keyword(s):

Information Literacy ◽

Primary Schools ◽

Teaching And Learning ◽

Research Problem ◽

School Curriculum ◽

Literacy Education ◽

Training System ◽

Structured Interviews ◽

Factors Affecting ◽

Social And Cultural Factors

Information literacy (IL) is one of the 21st century survival skills. The concept of IL has spread widely, and IL programmes have appeared in many countries in formal settings such as schools and higher education institutions, workplaces, and community and continuing education programmes. Information literacy education (ILE) in Malaysia is officially integrated into the school curriculum. Though the Malaysian government claims that IL has been implemented in the country’s education system, anecdotal evidence suggests that the extent of ILE is uneven across schools.Thus, the goal of this qualitative study has been to identify the factors affecting the implementation of ILE in Malaysian primary schools and to explore how these factors are facilitating or hindering the process. The first stage in the research was to develop a preliminary model based on three theories: Hall and Hord’s Concerns Based Adoption Model (CBAM), Chen’s Action Model and Fullan’s Theory of Educational Change. CBAM provided a guide to identify the stages of implementation and factors that could affect ILE implementation within schools. The other two theories were used to identify and understand potential factors internal and external to the school ecology. Also incorporated into the model were other factors identified from the literature, such as teachers’ lack of time and resources. The interpretive paradigm was chosen in order to produce deep insights into the research problem. To explore how ILE was being implemented and to identify factors that were facilitating or hindering its implementation, case studies were conducted involving four primary schools of different types in Malaysia. Documentary evidence was gathered and semi-structured interviews were conducted with staff in these schools and with key stakeholders in education administration. Analysis of the transcripts of the interviews showed that the development and progress of ILE implementation is slower than might be expected. Hence, a range of factors hindering and facilitating ILE implementation have been identified. Most interviewees had positive attitudes towards ILE. They believed that ILE was important and had the potential to make teaching and learning activities more engaging and fun. The interviewees however also reported that there were problems in implementing ILE. These problems were associated with individual, organisational, social and cultural factors. It was also noted that there were different priorities accorded to ILE implementation in the case study schools. This was related to the different linguistic settings. Findings from this study are significant to reorient the education and training system in the country so that students are able to develop the knowledge, skills and expertise essential to fully participate in today’s digital environment. Findings also provide insight into ILE implementation in different social and cultural contexts, so contribute new perspectives to existing, Western dominated theory.

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Management of an Industry Standard Class in Vocational High Schools

Jurnal Pendidikan Teknologi dan Kejuruan ◽

10.21831/jptk.v24i1.14710 ◽

2018 ◽

Vol 24 (1) ◽

pp. 46-51

Author(s):

Suroto Suroto ◽

Nguyen Tien Hung

Keyword(s):

High Schools ◽

Qualitative Study ◽

Teaching And Learning ◽

The Third ◽

Industry Partner ◽

Industry Standard ◽

Learning Evaluation ◽

Vocational High Schools ◽

Using Data ◽

Selection Of

To remove a growing gap between students’ skills received in vocational high schools and real demands in the workforce, industries should be actively involved not only as external users but to work in curriculum development and learning evaluation. This study describes the process of planning, implementation, and supervision of an industry standard class resulted from collaboration between the school and the industry. This study was a qualitative study using data collection techniques of interviews, observation and documentation. The results revealed (1) the industry and the school were partners in planning the industry standard class including development of curriculum, facilities, infrastructure, teachers, and materials, (2) implementation of the class included theoritical and practical learning, and industry practices, (3) supervision was performed by the industry partner administrating industry standard competency tests, and (4) management of the class consisted of three sequenced stages namely selection of students in the third semester, implementation of industry standardized teaching and learning process from the third semester to the sixth semester, and a competency test in the sixth semester.

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Factors Affecting The Use Of Information Communication Technology In Teaching And Learning In Saudi Arabia Universities

Psychology and Education Journal ◽

10.17762/pae.v58i1.849 ◽

2021 ◽

Vol 58 (1) ◽

pp. 1012-1022

Author(s):

Edrees A. Alkinani

Keyword(s):

Machine Learning ◽

Saudi Arabia ◽

Educational System ◽

Teaching And Learning ◽

Resistance To Change ◽

Digital Age ◽

Structured Interview ◽

Information Communication ◽

Factors Affecting ◽

Learning And Teaching

Technology and machine learning are becoming increasingly important in Saudi Arabia educational system. There is a growing demand for educational institutions to use machine learning to teach the skills and knowledge students need for the digital age towards Saudi Vision 2030. The integration and adoption ofdigital technologies into learning and teaching brings more opportunities for Saudi universities students and teachers to better embrace the globalized digital age. There is huge potential for the Saudi educational system to perceive the key role of digital technologies inenhancing the education process quality. The aim of this article is investigating the barriersthat affectteachers’ integration and adoptionof information communication technologies(ICT) in universityclassroom. The study adopted a qualitative research design to collect the data through the semi-structured interview. The sample of the study is four Saudi ICT-experts professors from four public universities in Saudi Arabia. The findings of the study showed that there are three types of barriers namely; teachers’ level barriers e.g. attitudes, knowledge, access, resistance to change. Technology level barriers e.g. compatibility, perceived of useful, institutional barriers. Institutional level e.g. leadership support, resources. The recommendation and suggestion for studies were suggested in light of the findings.

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