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.

scholarly journals Aperçu Sur La Place De La Demarche D’investigation En Sciences Experimentales Dans L’enseignement Du Secondaire Qualifiant Cas De L’academie De La Ville De Fes

2017 ◽  
Vol 13 (7) ◽  
pp. 159
Author(s):  
Ihsane Kouchou ◽  
Fatiha Kaddari ◽  
Nezha Bennis ◽  
Rida Hajji Hour ◽  
Asmae Bouayad
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Exploratory Study ◽  
Secondary School Teachers ◽  
Earth Science ◽  
School Teachers ◽  
The Subject ◽  
Investigative Approach ◽  
Investigation Process ◽  
Research Studies

The investigative approach (DI) demonstrates more and more its potential in teaching. Indeed, it enables students to develop skills, attitudes and interests, which are necessary to live in a society increasingly dependent on the applications of science. This study falls within the framework of research studies questioning the application of the investigative approach in the teaching of science in Morocco. In this work, we aim to highlight the representations of secondary school teachers about the concept of investigative approach, see whether this approach is adopted or not in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry) and determine the constraints and the obstacles to its implementation. In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 45 teachers of experimental sciences practicing in different secondary schools in Fez city. The results of this survey reveal, firstly, that the teachers questioned seem to have confusions about the investigation process and secondly, they highlight the presence of a set of constraints and difficulties which prevent its application in the classroom.

scholarly journals Subject domain differences in secondary school teachers' attitudes towards grouping pupils by ability

2008 ◽  
Vol 40 (2) ◽  
pp. 369-387
Author(s):  
Susan Hallam ◽  
Judith Ireson
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Ability Grouping ◽  
Secondary School Teachers ◽  
Foreign Languages ◽  
Teaching English ◽  
School Teachers ◽  
Business Studies ◽  
The Subject ◽  
Teachers Attitudes

Previous research has revealed that teachers' attitudes to ability grouping are influenced by the type of ability grouping adopted in the school where they teach. This research aimed to compare the attitudes of teachers of different subjects teaching low, high or mixed ability classes in years 7 to 9 in 45 secondary schools. Over 1500 teachers from 45 secondary schools, with a range of subject specialisms completed a questionnaire which elicited their responses to statements of beliefs about ability grouping and its effects. Teachers of mathematics and modern foreign languages were more in favour of structured ability grouping than those teaching English and humanities. Science, arts and PE, and ICT, design and business studies teachers expressed intermediate attitudes. Attitudes were determined in part by conceptions of the nature of the subject but also by the type of ability groupings adopted by the school in which they taught. In taking decisions about the type of ability grouping to adopt consideration needs to be given to the nature of the subject matter to be taught and the attitudes of the teachers who teach that subject.

New Ideas for the Classroom: In-service institutes for mathematics teachers

1958 ◽  
Vol 51 (8) ◽  
pp. 613-614
Author(s):  
Paul Jorgensen
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Higher Learning ◽  
Secondary School Mathematics ◽  
Institutions Of Higher Learning ◽  
New Ideas ◽  
Extensive Program ◽  
Do So

The present proposals for revision of the mathematics curriculum of the secondary schools of America call for an extensive program of in-service education for secondary school mathematics teachers. It is the responsibility of our institutions of higher learning to provide such education, and to do so without delay. What follows is a description of just such a program.

scholarly journals Using Cartographies to Map Time and Space in Teacher Learning in and Outside School

2021 ◽  
Vol 20 ◽  
pp. 160940692199290
Author(s):  
Paulo Padilla-Petry ◽  
Fernando Hernández-Hernández ◽  
Joan-Anton Sánchez-Valero
Keyword(s):  
Secondary School ◽  
Teacher Learning ◽  
Secondary School Teachers ◽  
Leisure Activities ◽  
Visual Methods ◽  
School Teachers ◽  
Video Recordings ◽  
The Subject ◽  
Pedagogical Relations ◽  
Over Time

This article explores the relations between teachers’ visual cartographies and oral narratives to better understand the spatial and temporal relations on teacher learning. It builds on a research project whose main questions were: 1) How and where do secondary school teachers learn to teach? 2) What are the consequences of this learning in their pedagogical relations and their students’ learning processes and results? Since narrative research has been a common way of approaching the subject and have led to an emphasis on learning as a journey across contexts and over time, some of its contributions to explore teachers’ learning paths are theoretically discussed, and visual methods, particularly cartographies, are also examined. Furthermore, the article presents the analysis of cartographies and video recordings of 29 secondary school teachers focusing on the interactions in different spaces and moments in time described by them. Findings suggest that learning to be a teacher may happen in interactions with objects, people and spaces beyond the boundaries of school, university and formal places of training and learning. They also show that the rhizomatic character of the cartographies may not prevent teleological thinking or the idea that any kind of learning is purposeful. Finally, this paper concludes that teachers’ learning does not fit the representational frame that distinguishes between formal contents and leisure activities, classrooms and private spaces, lessons and bodies, emotions and knowledge.

Quality Management Practices and Performance of Public Secondary School Heads in Pangasinan, Philippines

2020 ◽  
Vol 1 (1) ◽  
pp. 6-13
Author(s):  
Jeger P. Paragas
Keyword(s):  
Quality Management ◽  
Secondary School ◽  
Secondary Schools ◽  
Management Practices ◽  
Department Of Education ◽  
The Public ◽  
Quality Management Practices ◽  
Public Secondary School ◽  
And Performance ◽  
School Heads

This is a descriptive study which determined and analyzed the quality management practices of public secondary school heads. The study included the school heads and teachers in all Schools Division in Pangasinan. The identified quality management practicesare based on the parameters of APPES Manual. Kendall’s tau correlation coefficient was utilized to identify the significant relationship in the quality management practices of public secondary school heads to the performance of their respective schools. The researcher used questionnaire, interview and google form to gather the needed data. Same set of questionnaire was utilized for the teachers and school heads as respondents of this study. Findings of the study revealed that stakeholders were truly a great agent in improving the public secondary schools. Therefore, school heads must be eager to do this to have a strong partnership and participation of the stakeholders in the school. They contribute a lot for the direction leading to greater learning outcomes. Also, it was found out that weak correlation was hardly related to the quality management practices of the school heads with regard to the performance of their respective schools. Further, a proposed plan of action with regard to the indicators that were found out moderate would be presented to public secondary schools for them to better identify the risk and opportunities so to attain and maintain quality management practices of school heads and school perfomance in the Department of Education.

Technology: a workshop on labor training

2022 ◽  
Author(s):  
Viktor Vygonov
Keyword(s):  
Primary School ◽  
Practical Work ◽  
School Teachers ◽  
Processing Methods ◽  
Primary School Teachers ◽  
Labor Training ◽  
Design Activities ◽  
The Subject ◽  
Additional Education

The textbook discusses the main types of practical work on the subject of "Technology", highlights various types of artistic, creative and design activities of children that underlie this aspect of teaching younger schoolchildren. Detailed material is given on the processing methods and the possibilities of using various types of paper and cardboard. It can be useful for primary school teachers, educators and counselors of children's recreation camps, students of pedagogical colleges, parents, teachers of additional education.

scholarly journals Spotlight on Leadership Path-Goal Theory Silos in Practice to Improve and Sustain Job-Oriented Development: Evidence from Education Sector

2021 ◽  
Vol 13 (21) ◽  
pp. 12324
Author(s):  
Atif Saleem ◽  
Ling Wu ◽  
Sarfraz Aslam ◽  
Tianxue Zhang
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Secondary School Teachers ◽  
Leadership Behavior ◽  
Pearson Correlation ◽  
School Context ◽  
Equation Modeling ◽  
Goal Theory ◽  
School Teachers

Sustainable development is a process occurring on several levels, which placed the expectations on educational institutions, especially secondary schools, change radically. Schools, therefore, are gradually likely to emphasize enhanced and sustainable teaching practices under the agenda of the United Nations 2030, sustainable future. Hence, the job-oriented development of teachers is a critical factor of the school leadership mechanism. Considering this, the present empirical research was designed to study the mechanism of path-goal theory (PGT) to sustain teachers’ job-oriented development in private secondary schools in Pakistan. The viewpoint of teachers, whose job performance is ultimately affected by the school leadership behavior and who perform the job at the front line in schools, was taken on board for the investigation. A total of 2469 secondary school teachers from 785 private secondary schools participated in the present study. Confirmatory factor analysis, t-test, Pearson correlation, and path analysis structural equation modeling analytics were mainly involved in the data analysis. Overall, the findings substantiated the constructive PGT mechanism, especially indicating that directive leadership is the most influential and effective leadership behavior in complex tasks, including when teachers are inexperienced. Moreover, the helpful role of supportive leadership and achievement-oriented leadership behaviors backs up the directive behavior. Although participative leadership behavior was problematic in the studied schools, it should be constructively adopted, as it was found to be a statistically significant predictor. Therefore, training programs for school leaders with good experience in participatory leadership functions can be productive for long-term teachers’ motivation. The literature shows that several secondary school teachers still perform poorly because of inadequate leadership, and the viewpoint of teachers on PGT was ignored in earlier studies. Hence, there was a dire need to conduct this research to address these concerns, especially in the non-Western, Asian context. In addition to pioneering academic research on leadership PGT in the secondary school context, the PGT elements were investigated, including teachers’ extrinsic and intrinsic motivation for the first time, adding new understanding about the theory.

scholarly journals Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

2021 ◽  
Vol 7 (1) ◽  
pp. 93-101
Author(s):  
Bakhtawer Nasrullah ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Public Sector ◽  
Primary School ◽  
Structured Interview ◽  
School Principal ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools

2005 ◽  
Vol 29 (2) ◽  
pp. 93-105 ◽  
Author(s):  
Michelle Pearce ◽  
Chris Forlin
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
School Structure ◽  
Creative Solutions

Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

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