scholarly journals STUDENTS’ ATTITUDES AND PERCEPTIONS TOWARDS MATHEMATICS: THE CASE OF SECONDARY SCHOOLS IN BORANA ZONE, ETHIOPIA

2020 ◽  
Vol 3 (2) ◽  
pp. 169-180
Author(s):  
Awol Assen
Keyword(s):  
Secondary Schools ◽  
Classroom Climate ◽  
Teaching Practice ◽  
Poor Performance ◽  
Course Development ◽  
Daily Lives ◽  
Attitude Towards Mathematics ◽  
Comprehensive Picture ◽  
The Subject ◽  
Students Attitudes

Mathematics is an essential field of science applied in nearly all areas of knowledge and individuals’ daily lives. Therefore, understanding students’ attitudes towards it and affecting their mathematics performance is an essential step for appropriate intervention to make the subject enjoyable. This paper aims to give a comprehensive picture of students’ attitudes towards mathematics and factors that affect their attitude and achievement. To achieve this objective, purposive and random sampling techniques were used. A questionnaire measuring students’ attitudes and their achievement in the subject was distributed to sample students in secondary schools. Data were collected using a questionnaire that was validated, pilot tested, and its reliability was determined. The data were analyzed using descriptive statistics. Students were asked to respond to a 5-point Likert scale questionnaire that includes factors that affect the teaching practice, teachers’ attribution, classroom climate, and students’ concern as a contributing factor for their attitude towards mathematics. Besides, five free-response questions were also included to get an in-depth view of students towards mathematics. Results indicated that students have an almost positive attitude towards mathematics. Factors contributing to poor performance include lack of practice, language deficiency, societal influence, comprehensive content of the subject, lack of background on the course, development of examination in mathematics, absence of tutorial, the need for more recreation, and lack of confidence. Students’ attitude towards mathematics has determined students’ achievement directly as well as the perspective of students, and their achievements are interdependent.

scholarly journals Attitude, Self-Efficacy and Students’ Academic Performance in Mathematics

2014 ◽  
Vol 12 (1) ◽  
Author(s):  
Neryl Joy D. Alpacion ◽  
Cristian T. Camañan ◽  
Arlyn Jane L. Gregorio ◽  
Jun Mark R. Panlaan ◽  
Randy A. Tudy
Keyword(s):  
Academic Performance ◽  
Significant Influence ◽  
Self Efficacy ◽  
Positive Attitude ◽  
Poor Performance ◽  
Correlation Study ◽  
Correlational Research ◽  
Significant Difference ◽  
Attitude Towards Mathematics ◽  
The Subject

Mathematics is an interesting but a very challenging subject. Several studies reported different factors which lead to students’ poor performance in this subject. This study aimed to determine the influence of attitude and self-efficacy towards academic performance in Mathematics for Grade 8 students. It employed causal correlational research design. The findings revealed that the level of academic performance of the students was satisfactory. In terms of the level of attitude towards Mathematics subject, it is either positive or negative. As to the students’ self-efficacy, it is neither high nor low. No significant difference was found on the level of attitude and self-efficacy when grouped according to gender. It was also discovered that only attitude towards Mathematics manifested significant influence to academic performance. Students who have shown positive attitude towards the subject tend to perform well. Hence, performance in Mathematics can be improved by developing a positive attitude towards the subject. Parents, teachers and other stakeholders have the responsibility of helping the students in this aspect.   Keywords - Mathematics, self-efficacy, attitudes towards Mathematics, correlation study, Philippines

Students’ Attitudes and Motivation towards Learning Literature in English in Zanzibar Secondary Schools

2018 ◽  
Vol 1 (3) ◽  
pp. 206-220
Author(s):  
Mary A Mosha
Keyword(s):  
Secondary Schools ◽  
Learning Environment ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Teaching Literature ◽  
Positive Attitudes ◽  
Reading Materials ◽  
The Subject ◽  
Students Attitudes

This paper investigated students’ attitudes and motivation towards learning literature in English in three government secondary schools in Zanzibar (one in urban and two in rural areas). The study had a sample of 96 people; 45 boys, 45 girls, and 6 teachers who were teaching literature in English at the selected schools. They were selected through purposive sampling technique. Mixed method was used. Data were collected through interview, observation, and questionnaires. Predictable variables were number of teachers teaching the subject and their qualifications, learning environment, teaching and learning materials, and students’ attitudes and motivation towards learning the subject. Findings revealed that there was shortage of teachers teaching the subject, and some of them were not trained. Students had positive attitudes and motivation towards learning the subject because it was a source of information not only from their own society but also from the world at large. Additionally, literature in English was found a means of entertainment as well as educating the students. However, students’ positive attitudes and motivation towards learning the subject were hindered by unfavourable conditions such as shortage of literature books, difficult English vocabularies, large class sizes, limited time to read suggested literature books, poor teaching methods, and teachers themselves. As a result the study suggests the provision of appropriate and adequate reading materials to all secondary schools, expose teachers to more training so as to be more knowledgeable about various suitable methods of teaching the subject, and improve classroom learning environment.

scholarly journals Perceived Causes of Students’ Poor Performance in Mathematics: A Case Study at Ba and Tavua Secondary Schools

2021 ◽  
Vol 7 ◽  
Author(s):  
Samlesh Chand ◽  
Kaylash Chaudhary ◽  
Avinesh Prasad ◽  
Vishal Chand
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Poor Performance ◽  
School Teachers ◽  
The Subject ◽  
Achievement In Mathematics ◽  
School Heads

Poor achievement in mathematics is an issue of great concern for many countries across the globe. Fiji is one of the countries in the South Pacific experiencing the same trends, pressures, and concerns. This study aims to seek the views of stakeholders (students, teachers, heads of departments, and school heads) with regards to the causes of poor achievement in mathematics at the senior grades of secondary schools in the districts of Ba and Tavua, Fiji. A descriptive design using both quantitative and qualitative approaches were utilized whereby data were collected from 201 upper secondary school respondents comprising 171 students, 16 mathematics teachers, 7 department heads, and 7 school heads from seven randomly selected schools in the districts of Ba and Tavua. The study found that the students had a negative attitude toward mathematics. It was also found that an ineffective mathematics curriculum in secondary schools was the reason behind poor performance in the subject. Moreover, many of the primary school teachers lacked potential and competence to teach mathematics at primary school levels, and this largely contributed toward the lack of interest amongst students, hence translating into poor achievement at both upper and lower secondary levels. On the other hand, however, it was gathered that secondary school teachers were rather positive, good quality, performing, and fully qualified as far as the teaching of mathematics and delivery of the subject matter was concerned. Review and amendments to the year 12 and 13 mathematics curriculum, use of technologies to teach mathematics, improving the quality of primary school mathematics teachers, reducing the emphasis on exams, introducing internal assessments, projects, and field work in the mathematics curriculum were a few of the significant recommendations made from this study.

A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

2020 ◽  
Vol 7 (2) ◽  
pp. 93-103
Author(s):  
Gretchen Slover
Keyword(s):  
Medical Students ◽  
Counseling Services ◽  
Student Responses ◽  
Counselling Services ◽  
School Of Medicine ◽  
Comprehensive Picture ◽  
Fourth Year Medical Students ◽  
The Subject ◽  
The University ◽  
Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies.  Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles.  The subject of offering counseling on a regular basis was randomly discussed with the students.  From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results:  The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit.  With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion:  This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges.  More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

Assembling Archaeology

2020 ◽  
Author(s):  
Hannah Cobb ◽  
Karina Croucher
Keyword(s):  
Resource Management ◽  
Undergraduate Student ◽  
Teaching Practice ◽  
Cultural Resource Management ◽  
First Century ◽  
Cultural Resource ◽  
Archaeological Practice ◽  
Material Turn ◽  
The Subject ◽  
New Perspective

This book provides a radical rethinking of the relationships between teaching, researching, digging, and practicing as an archaeologist in the twenty-first century. The issues addressed here are global and are applicable wherever archaeology is taught, practiced, and researched. In short, this book is applicable to everyone from academia to cultural resource management (CRM), from heritage professional to undergraduate student. At its heart, it addresses the undervaluation of teaching, demonstrating that this affects the fundamentals of contemporary archaeological practice, and is particularly connected to the lack of diversity in disciplinary demographics. It proposes a solution which is grounded in a theoretical rethinking of our teaching, training, and practice. Drawing upon the insights from archaeology’s current material turn, and particularly Deleuze and Guattari’s concept of assemblages, this volume turns the discipline of archaeology into the subject of investigation, considering the relationships between teaching, practice, and research. It offers a new perspective which prompts a rethinking of our expectations and values with regard to teaching, training, and doing archaeology, and ultimately argues that we are all constantly becoming archaeologists.

Career Development Theory: An Integrated Analysis

2020 ◽  
Author(s):  
Julia Yates
Keyword(s):  
Career Choice ◽  
Subject Matter ◽  
Academic Disciplines ◽  
Development Theory ◽  
Integrated Analysis ◽  
Theoretical Frameworks ◽  
Wide Range ◽  
Comprehensive Picture ◽  
The Subject ◽  
Career Practice

Career theories are developed to help make sense of the complexity of career choice and development. The intricacy of the subject matter is such that career theories most often focus on one or two aspects of the phenomenon. As such, the challenges of integrating the theories with each other, and integrating them within career practice, are not insignificant. In this chapter, an overview of the theoretical landscape is offered that illustrates how the theories align with each other to build up a comprehensive picture of career choice and development. The chapter introduces a wide range of theoretical frameworks, spanning seven decades and numerous academic disciplines, and discusses the most well-known theorists alongside less familiar names. The chapter is structured around four concepts: identity, environment, career learning, and psychological career resources. Suggestions are offered for the incorporation of theories in career practice.

The Efficiency of the Modern Practice of Teaching the Critical Analysis of Historical Sources in Russian Teachers' Self-Assessments

2021 ◽  
pp. 226-235
Author(s):  
Olga M. Khlytina ◽  
Keyword(s):  
Teaching Practice ◽  
Internet Survey ◽  
Historical Knowledge ◽  
Historical Sources ◽  
History Teachers ◽  
Functional Literacy ◽  
Low Level ◽  
The Past ◽  
Dominant Feature ◽  
The Subject

The article summarizes the results of an Internet survey of history teachers, in which 216 teachers from 31 regions of Russia took part. The author considers the development of the subject-oriented ability to work with historical sources in the context of the development of schoolchildren's functional literacy as a priority task of the modern Russian school. The aim of the study is to characterize the methodological ways of teaching schoolchildren the methods of analyzing historical sources dominant in teachers' work based on expert teachers' assessments of how well graduates of the 9th and 11th grades mastered the ability to critically analyze historical sources, identify their effectiveness, suggest options for improving mass teaching practice. The analysis of literature has shown that the ability to analyze historical sources is interpreted as the basis for the development of historical and critical thinking, a person's ability to independently cognize the past. Methodological science has substantiated various models of student analysis of historical sources based on the methodology of modern historical science and focused on the development of schoolchildren' subject and metasubject skills, functional literacy. At the same time, the results of the survey indicate that the vast majority of the teachers organize work with sources outside any system and sequence, and no more than once or twice during the term. Explaining the reasons for this, the teachers point to work overload, lack of high-quality didactic support of courses, and a low level of student learning. They also say they need advanced training in teaching schoolchildren to work with historical sources. The teachers note the low level of their students' mastery of the basic procedures for analyzing historical sources: according to the teachers' assessments, in 60-80% of classes in Russian schools, less than half of the students mastered the basic ability to “read” sources (extract explicit and implicit information). According to a third of the teachers, no more than 20% of their students are able to complete tasks on commenting on a historical source when a student, relying on knowledge of the context, begins to understand the past, think as historians think. Another quarter of the teachers indicated an interval of 30-40%. When working with sources, the dominant feature is the formation of historical knowledge, and the tasks of the students' learning the activity- and value-based components of educational historical knowledge are not solved effectively enough, which ultimately makes it difficult for students to achieve results in the subject and complicates the solution of the complex tasks of improving the quality of education that Russian education is faced with today.

Neformalni obrazovni kontekst i nastava prirode i društva u izmenjenom društvenom kontekstu – metodički pristup i značaj

2021 ◽  
Author(s):  
Milana Pivaš
Keyword(s):  
Social Context ◽  
Teaching Practice ◽  
Practical Implication ◽  
Integrative Approach ◽  
Future Research ◽  
Social Phenomena ◽  
The Subject ◽  
Traditional Paradigm ◽  
Informal Context

Equally effective and demanding for all students, the traditional paradigm prevents independent acquisition of knowledge in a changed social context. Students should be able to independently research and analyze natural and social phenomena and processes. The role of the teacher is to create a complete picture, and not to interpret the content knowledge as biological, geographical, or historical. To avoid the passivity of students in the teaching process, it is necessary to choose an informal context and adapt it to the content being learned. In this paper, we have tried to point out the importance of an integrative approach in the non-formal educational context within the content of the subject Science and Social studies. We have presented the practical implication regarding natural and social contents. Lack of resources, time and interest of teachers are cited as obstacles to this way of working. In addition to pointing out the effective application of the informal context in a changed social context, we also provided suggestions for future research to improve teaching practice.

Knowledge and effects of dysmenorrhoea among female adolescents in selected secondary schools in Lagos

2021 ◽  
Vol 15 (4) ◽  
pp. 1-10
Author(s):  
Ogechi Helen Abazie ◽  
TE Oshinyemi ◽  
RY Ayanniyi
Keyword(s):  
Secondary Schools ◽  
Poor Performance ◽  
Good Treatment ◽  
Reproductive Age ◽  
Daily Activities ◽  
Female Adolescents ◽  
Treatment Seeking ◽  
Psychosocial Effects ◽  
Cross Sectional ◽  
Level Of Education

Background Dysmenorrhoea is the leading cause of absenteeism from school among menstruating adolescents. It is a common health problem among women of reproductive age and it is known to have psychosocial effects on women and their interactions with others during such periods. This study assessed knowledge and effects of dysmenorrhoea among female adolescents in Lagos. Methods This non-experimental descriptive cross-sectional study involved 676 female adolescents attending secondary schools, who were selected using multistage sampling. A self-structured questionnaire (reliability r=0.79) was used for data collection. Data were analysed using the statistical package for social sciences software version 20. Descriptive and inferential statistics were presented in tables, charts and analysed using the Chi-squared test. Significance was set at P=0.05. Results The result showed that 62.8% of the respondents were 15–18 years old. The majority (64.8%) had poor knowledge of dysmenorrhoea, although 92.6% agreed that dysmenorrhoea affects their daily activities and 68.5% had good treatment-seeking methods. There was a significant association between knowledge of dysmenorrhoea and students' age (P<0.001), level of education (P=0.004) and department (P<0.001). There was also a significant association between treatment-seeking method and age (P<0.001), level of education (P=0.010) and department (P<0.001). Conclusions Dysmenorrhoea is a main cause of poor performance in daily activities among female adolescents in Lagos, although many have good treatment-seeking methods. Adopting good and effective treatment methods will go a long way in mitigating the effect of dysmenorrhoea.

Using Teachers as Change Agents in the Control of Tropical Diseases—An Extra-Curricular Approach

1986 ◽  
Vol 6 (4) ◽  
pp. 323-333 ◽  
Author(s):  
Helen E. Ekeh ◽  
Joshua D. Adeniyi
Keyword(s):  
Health Education ◽  
Secondary Schools ◽  
School Environment ◽  
Learning Experiences ◽  
Change Agents ◽  
Professional Preparation ◽  
Tropical Diseases ◽  
Endemic Diseases ◽  
The Subject

For years the teaching of health education has always been a problem in the Nigerian schools either due to the absence of the subject on the curriculum or inadequate professional preparation of teachers to handle it. This study introduces an extracurricular approach using four endemic diseases as an example in the teaching of health education in five secondary schools. The findings revealed that: 1) teachers can be successfully used as informal agents in the school environment if exposed to appropriate health education techniques, and 2) endemic diseases can be controlled through the provision of learning experiences in the school environment where feasible.

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