scholarly journals Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools

2019 ◽  
Vol 15 (2) ◽  
pp. 93-106
Author(s):  
Ukobizaba Fidele ◽  
Ndihokubwayo Kizito ◽  
Mukuka Angel ◽  
Uwamahoro Jean
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
School Students ◽  
Problem Solving Skills ◽  
Utilitarian Value ◽  
Teachers And Students ◽  
Mathematics Teaching And Learning ◽  
Mathematics Teaching Methods

Effective teaching and learning of mathematics are vital not only for examination or assessment purposes but also for empowering learners to live in a modern age of science, mathematics, and engineering and enable them to role-play to the social and economic development of the developing countries and the whole world as well. This study reveals insights of teachers and students regarding mathematics teaching and learning in Rwanda. The study was a survey designed involving 217 ordinary level secondary school students and 25 secondary school teachers who teach Mathematics, from 5 schools in Karongi District, Western Province, in Rwanda. The results analysis was confined to three components namely; preferred mathematics teaching methods, motivation to teach and learn mathematics, and the usability of mathematics in daily life. Descriptive statistics and all the statistical tables/graphs were generated using SPSS and MS Excel. As results, peer learning and group work and expository were found to be the most applied teaching methods in the selected schools. This study has underlined that not only parents but also siblings have an impact on their young brothers/sisters’ education. In terms of its utilitarian value, respondents revealed that mathematics increases critical thinking, problem-solving skills, and creativity of students. Teachers need to be more knowledgeable in the subject matter, through lesson preparations and linking mathematical concepts to real-world experiences.

scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

scholarly journals EXPLORING METACOGNITIVE REGULATION AND STUDENTS’ INTERACTION IN MATHEMATICS LEARNING: AN ANALYSIS OF NEEDS TO ENHANCE STUDENTS’ MASTERY

2020 ◽  
Vol 8 (2) ◽  
pp. 67-74
Author(s):  
Mohamad Ariffin Abu Bakar ◽  
Norulhuda Ismail
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Metacognitive Skills ◽  
Student Interactions ◽  
Learning Practices ◽  
Metacognitive Regulation ◽  
Teachers And Students ◽  
Regulation Strategies ◽  
Mathematics Teaching And Learning

Purpose of the study: This study is a survey of teachers’ and students' perceptions of mathematics teaching and learning practices. The purpose of this study was to determine the level of learning practice based on metacognitive regulation strategies and student interactions to increase student achievement. Methodology: A quantitative survey of 45 mathematics teachers and 52 Form 2 students using questionnaires was conducted to look at the level of mathematics teaching and learning practices and to obtain agreement on the need for learning metacognitive regulation strategies and student interactions. Findings: The findings show that teachers' level of knowledge about metacognitive regulation strategies, level of teaching and learning based on metacognitive regulation and student interaction strategies, and level of mastery and application of student mathematics skills are moderate. Implications: Furthermore, teachers and students agree that teaching and learning practices based on metacognitive regulation strategies and student interaction need to be implemented as a mathematics learning intervention to enhance students’ mastery in mathematics. Implications of this study led to the suggestion that metacognitive regulation strategies be used as a best practice and guide to transform teaching and learning methods. Novelty/Originality of this study: This study is an extension of the study of aspects of metacognitive skills by looking at both the view of the teacher and the student. Results show that students' metacognitive skills and interactions are related to and influence learning.

scholarly journals Chemistry in crisis? Perspectives on teaching and learning chemistry in Swedish upper secondary schools

1970 ◽  
Vol 7 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Karolina Broman ◽  
Margareta Ekborg ◽  
Dan Johnels
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
School Students ◽  
Advanced Level ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Subject Areas ◽  
Upper Secondary Level ◽  
Upper Secondary Schools

Explanations for a decline in the number of students studying chemistry at advanced level all over the world have been sought for quite some time. Many students do not find chemistry relevant and meaningful and there have been difficulties in developing school chemistry courses that engage students sufficiently and tempt them to further studies in the field. In this study, Swedish upper secondary school students (Ns=372) and their teachers (Nt=18) answered a questionnaire on their experiences of the content and the working methods of their chemistry course. They were also given the opportunity to express ideas on how to make chemistry courses more interesting and meaningful. The results point out some subject areas as both easy and interesting, e.g. atomic structure; while other areas are hard to understand but still interesting, e.g. biochemistry. The students find chemistry lessons teachercentred, something they appreciate. When teachers and students gave suggestions on how to improve the relevance of chemistry education at upper secondary level, more laboratory work and connections to everyday life were the most common proposals. But on the whole, these students seem quite satisfied with their chemistry courses.

2016 Focus Issue: Revealing the Facets of Assessment

2016 ◽  
Vol 23 (3) ◽  
pp. 125-126 ◽  
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Assessment ◽  
Special Issue ◽  
Teachers And Students ◽  
Mathematics Teaching And Learning

Assessment. The word captures the attention of educators across all roles. Based on the premise that assessment should “support the learning of important mathematics and furnish useful information to both teachers and students” (NCTM 2000, p. 22), for this special issue, the TCM Editorial Panel invited articles that focus on mathematics assessment, including the multiple facets in which assessment can support effective mathematics teaching and learning.

scholarly journals The Impact of Engineering Design Process in Teaching and Learning to Enhance Students’ Science Problem-Solving Skills

2018 ◽  
Vol 7 (1) ◽  
pp. 66-75 ◽  
Author(s):  
M. Syukri ◽  
L. Halim ◽  
L. E. Mohtar ◽  
S. Soewarno
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Engineering Design ◽  
Design Process ◽  
Teaching And Learning ◽  
School Students ◽  
Problem Solving Skills ◽  
Learning Module ◽  
Engineering Design Process ◽  
The Impact

This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak” teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak” module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.

scholarly journals Design and Technology in Malaysian Secondary Schools: A Perspective on Challenges

2022 ◽  
Vol 7 (1) ◽  
pp. 335-351
Author(s):  
Gloria Ajit ◽  
Terry Lucas ◽  
Ringah Kanyan
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Design And Technology ◽  
Structured Interviews ◽  
School Students ◽  
Early Implementation ◽  
Teachers And Students ◽  
Implementation Stages ◽  
The Subject

Design and Technology (D&T) is a relatively new curriculum in Malaysian secondary schools. The basic idea of a design-based curriculum is to facilitate deeper learning for learners to design and develop knowledge and application. However, knowing how design-based education is employed in schools is crucially essential. Therefore, this study aimed to obtain insights into the D&T curriculum implementation from students and teachers’ viewpoints. The study involved semi-structured interviews with four teachers and five secondary school students. Interviews were transcribed verbatim, while conclusions were drawn based on theme analysis. The findings indicated that students and teachers recognised the purpose and direction of the D&T curriculum. Nevertheless, challenges exist in various aspects, as the subject is still in the early implementation stages. Challenges such as teachers’ knowledge and skills, students’ lack of understanding in abstract topics and insufficient facilities, equipment, and resources offer opportunities for researchers to explore relevant approaches to assist teachers and students in teaching and learning. Previous studies demonstrated the effectiveness of technology-assisted interventions to ease and overcome problems involving cost and time constraints. Thus, suitable technology-assisted strategies should be developed and utilised to facilitate the students’ abstract details visualisation in technological application topics.

scholarly journals Analysis of Issues and Challenges in Developing Secondary School Students’ Skills in English Language

Al-Burz ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 1-15
Author(s):  
Dr. Muhammad Yousuf Sharjeel ◽  
Erum Khan ◽  
Abdul Nasir Kiazai ◽  
Dr. Zarina Waheed
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
English Language ◽  
Real Life ◽  
Secondary Level ◽  
School Students ◽  
English Curriculum ◽  
Trained Teachers

Several Pakistani secondary school students from various popular institutes undergo a variety of problems and difficulties due to their inability to demonstrate a genuine and natural skill to use English language in real life. The situation under which English at the secondary level is taught in Pakistan is not as favorable to teaching and learning of the language as it ought to be. The main reason is lack of trained teachers and effective and precise objectives of English curriculum. The majority of teachers teaching English language at schools depend upon outmoded instructional modus operandi. This paper serves as a measure to identify the current gaps in teaching of English at secondary school. It mainly compares the performance of students in four English skills (reading, writing, speaking, and listening) taught by traditional and skill-based English teaching methods. The findings reveal that there is no concept of skills-based language teaching among secondary school students and the subsequent testing of the expected skills across all secondary schools in Pakistan. This results in the lack of professional requirement for natural use of English amongst secondary school students.

Reflections on Practice: Redefining Success in Mathematics Teaching and Learning

2000 ◽  
Vol 5 (6) ◽  
pp. 378-386
Author(s):  
Margaret Schwan Smith
Keyword(s):  
Student Engagement ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematical Understanding ◽  
Mathematical Tasks ◽  
Starting Point ◽  
Teachers And Students ◽  
Current Reform ◽  
Mathematics Teaching And Learning ◽  
High Level

Amajor goal of current reform efforts is to help students learn mathematics with understanding. “Good” mathematical tasks are an important starting point for developing mathematical understanding, but selecting and setting up good tasks does not guarantee a high level of student engagement (Smith and Stein 1998). Using such tasks can, and often does, present challenges for teachers and students.

Sign in / Sign up

Export Citation Format

Share Document