scholarly journals Teachers’ Beliefs And Practices Of Cooperative Group Work Assessment: Selected Secondary School Teachers In Focus

2020 ◽  
Vol 45 (11) ◽  
pp. 1-16
Author(s):  
Abate Demissie Gedamu ◽  
◽  
Getu Lemma Shewangizaw ◽  
Keyword(s):  
Focus Group ◽  
Secondary School ◽  
Group Work ◽  
Group Process ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
School Teachers ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Work Assessment

This study aimed to investigate the beliefs and practices of group work assessment of secondary school teachers. For this reason, 213 teachers were selected randomly for a questionnaire survey. In addition, two teachers and five students were selected for interviews and focus group discussions at each site, respectively. A one-sample t-test was applied to analyze the data acquired through the questionnaire while the Pearson product-moment correlation was used to examine the relationship between the beliefs and practices of group work assessment. The data obtained through interviews and focus group discussion (FGD), were analyzed through thematic verbal descriptions. The findings showed favorable teachers’ beliefs towards group work assessment. On the contrary, teachers’ assessment practices were partial with focus on group product, with diminutive or no assessment of group process and individual contribution. Hence, Ethiopian Bureaus should conduct on- job training for teachers on the assessment of group work.

scholarly journals Secondary School Teachers’ and Students’ Perspectives on Cooperative Group Work Assessment Challenges in Ethiopia

2020 ◽  
Vol 9 ◽  
pp. 104-119
Author(s):  
Abate Demissie Gedamu ◽  
Getu Lema Shewangezaw
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
Data Gathering ◽  
Point Of View ◽  
Cooperative Group ◽  
School Teachers ◽  
Work Assessment ◽  
Teachers And Students

Cooperative Learning (CL) has been encouraged in Ethiopia’s secondary schools as an important strategy to facilitate effective student learning. However, the effectiveness of CL hinges, among other factors, on appropriate assessment of students’ group work. Challenges faced by teachers and students in implementing assessment of group work have remained an obstacle to the effective use of CL. The aim of this study was therefore to examine what Ethiopian secondary school teachers and students, respectively, consider to be problems and obstacles in the way of efficiently implementing student the cooperative group work assessment. Accordingly, 213 teachers and 212 students were randomly selected for a questionnaire survey. In addition, two teachers and five students were also interviewed and a focus group discussion (FGD) was carried out in each of the five schools selected for data gathering. The data acquired through the questionnaire was analyzed through one-sample t-test while the data obtained through interviews and FGD were analyzed through qualitative verbal descriptions. The findings indicate the main challenges from the point of view of the teachers to be their inadequate training on the assessment of group work process and individual contributions; uncertainty on what should be assessed, and heavy workloads. From the students’ perspective, the main challenges were inadequate teacher support and follow up and equal reward for unequal contribution by members to group work.

Conceptualizing national education and methods of teaching national education in Hong Kong

2021 ◽  
Vol 16 (1) ◽  
pp. 69-94
Author(s):  
King-Man Eric Chong ◽  
Jun Hu ◽  
Chi-Keung Eric Cheng ◽  
Ian Davies ◽  
Hei-Hang Hayes Tang ◽  
...  
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Teaching Methods ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
Relevant Literature ◽  
School Teachers ◽  
National Education ◽  
Academic Literature ◽  
Hong Kong Sar

This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

scholarly journals Determinants of Secondary School Teachers’ Job Satisfaction in Tanzania

2017 ◽  
Vol 2017 ◽  
pp. 1-7 ◽  
Author(s):  
Gilman Jackson Nyamubi
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Research Question ◽  
Group Discussion ◽  
Community Support ◽  
After School ◽  
Appraisal System ◽  
School Teachers ◽  
Workplace Conditions

This study examined teachers’ job satisfaction in Tanzania. It addressed one research question: what factors determine secondary school teachers’ job satisfaction? The study was conducted in eight secondary schools in two regions of Tanzania. It used focus group discussion as the data collection tool. Results show that teachers were satisfied by both monetary and nonmonetary incentives such as community support. They were pleased with fair remuneration packages that related to their labour input, opportunities for career development, a well-defined individual appraisal system, timely promotion, and requisite workplace conditions. The study also showed that teachers’ friendship and cooperation with coworkers and students as well as the respect of community members also enhanced their satisfaction in teaching. Also important to their satisfaction is their students’ success in and after school, which reveals the teachers’ sense of duty and responsibility. Teachers’ job dissatisfaction can lead to their search for other means to gain economically. It is recommended that care should be given to address teachers’ pertinent issues, especially salaries, workplace conditions, and timely promotion, to enhance teachers’ physical and mental attachment to their workplaces.

Sign in / Sign up

Export Citation Format

Share Document