The Availability and Use of Teaching Aids for Mathematics Teachers in the Primary Stage _Primary Classes as a Model_

2021 ◽  
Vol 28 ◽  
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Primary Schools ◽  
Mathematics Curriculum ◽  
Ministry Of Education ◽  
Validity And Reliability ◽  
Primary Stage ◽  
Teaching Aids ◽  
Study Population ◽  
Random Manner

Teaching aids (TA) are those tools that a math teacher uses to help students understand the concepts of a lesson. The current study aims to find out the availability and use of mathematics teachers for primary (first, second, third) grades of teaching aids in a series of updated mathematics curricula for the primary stage. The researcher followed the descriptive approach, and the study population consisted of all mathematics teachers in the Babel Education Directorate, and in a random manner, (115) male and female teachers were chosen. The researcher built a questionnaire to collect data and its validity and reliability were verified before distributing it to the research sample. The data was processed using the SPSS statistical package to extract arithmetic averages and standard deviations. The results of the study showed the lack of educational aids in primary schools and their lack of the simplest, the lack of use of educational aids by mathematics teachers and their dependence on the traditional method of teaching updated mathematics, and the presence of problems faced by mathematics teachers impede the use of educational aids. The researcher recommended the necessity of providing educational aids for mathematics by the Iraqi Ministry of Education and its Directorates, especially for the primary stage, preparing special training courses for teachers on how to produce and use educational aids and employing them in teaching mathematics, creating a suitable place for displaying and using educational aids in the classroom, providing a guide for the mathematics teacher specific on how to prepare and use educational aids. Keywords: teaching aids, mathematics teacher, updated mathematics curriculum, elementary school

scholarly journals GENRE APPROACH IN CREATIVE WRITING PEDAGOGY IN ENGLISH IN UPPER PRIMARY CLASSES IN KENYA

2021 ◽  
pp. 90-99
Author(s):  
Sophie Ahono Maninji
Keyword(s):  
Creative Writing ◽  
Primary Schools ◽  
Language Skills ◽  
Writing Pedagogy ◽  
Exploratory Research ◽  
Ministry Of Education ◽  
Validity And Reliability ◽  
Creative Writing Pedagogy ◽  
Inappropriate Use ◽  
Pedagogical Approaches

Writing can be used to measure learning of the other three language skills and written materials be used for reference in future. Creative writing (CW) is the production of texts which have an aesthetic rather than a purely informative, instrumental or pragmatic purpose. It is a personal writing where the purpose is to express thoughts, feeling and emotions in an imaginative, unique, and sometimes poetic way. Of all the four language skills, creative writing is a high order skill that calls for molding through appropriate pedagogical approaches. In Kenya, English is both an examinable subject and a language of instruction. CW accounts for 40% of the total score in English subject. However, over 62% of learners fail to achieve writing competence at the end of primary course. Primary schools in Vihiga County have persistently underperformed in CW with more than (70%) of Class 8 learners scoring below the average mean mark. Despite this underperformance, only a few studies on CW pedagogy are available. CW studies conducted in Kenya have established that 60 % of teachers find it difficult to teach CW while 75% of learners find it boring. These have implications for pedagogy and students’ writing enthusiasm. The objective of this study was to explore the use genre pedagogic approach and its effectiveness in the development of CW skills. Archer’s theory of reflexivity which views writing as internal and external conversations was used. The study used qualitative exploratory research design and the study was conducted in Vihiga County. The data collection tools were Lesson Observation Schedule and Interview Schedule whose validity and reliability were tested through triangulation. From Class 6-8, 30 lessons in 10 purposively selected schools were observed and 30 teachers whose lessons had been observed were interviewed. Data were analyzed thematically through transcription, coding and identification of themes. The key finding was: inappropriate use of genre approach due to teachers’ knowledge gaps on CW pedagogical approaches. The study recommended that teachers of English use genre approaches appropriately in CW pedagogy and the Ministry of Education to in-service teachers of English on CW approaches. The results are useful to teachers of English and Teacher Training Institutions. KEY WORDS: Approaches, Genre Approach Creative Writing and Upper Primary Learners.

Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools

2014 ◽  
Vol 3 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Anne Brosnan
Keyword(s):  
School Leadership ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Primary Schools ◽  
Mathematics Curriculum ◽  
Continuing Professional Development ◽  
Pilot Project ◽  
Lessons Learned ◽  
Content Type ◽  
Initial Resistance

Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

scholarly journals Strategies Used by Grade 6 Learners in the Multiplication of Whole Numbers in Five Selected Primary Schools in the Kavango East and West Regions

2020 ◽  
Vol 13 (3) ◽  
pp. 65
Author(s):  
Alex Mbonabi ILUKENA ◽  
Christina Nyarai UTETE ◽  
Chosi KASANDA
Keyword(s):  
Primary Schools ◽  
Traditional Method ◽  
Mathematics Curriculum ◽  
Ministry Of Education ◽  
Digit Number ◽  
Single Digit ◽  
Whole Numbers ◽  
Paper And Pencil ◽  
East And West ◽  
Short Method

This research paper reports strategies used by Grade 6 learners in multiplying whole numbers in five selected primary schools in Kavango East and West regions. A total of 200 learners’ mathematics exercise books were analysed in order to identify the commonly used strategies by learners in multiplying whole numbers. A total of ten teachers teaching grade 6 mathematics were also requested to complete a questionnaire which required them to indicate the strategies that they employed in class when teaching multiplication of whole numbers. The teachers indicated that they used a variety of strategies including repeated addition, complete-number (Including doubling), partitioning and compensation to teach multiplication of whole numbers. The results also disclosed that the majority of the learners’ mathematics exercise books reflected the use of the traditional method of repeated addition contrary to the teachers’ claims. It was also found that a few of the learners used other strategies such as long method, short method and learner “invented” strategies. Additionally, the mathematics curriculum for upper primary learners (Grade 4-7 mathematics syllabus) requires learners to use paper and pencil algorithms to carry out multiplication of whole numbers without calculators (Ministry of Education, Arts & Culture [MoEAC], 2015, p. 2). However, at Grade 6, learners were expected to use paper and pencil algorithms to multiply numbers within the range 0-100000. Analysis of the learners’ exercise books indicated that the majority were not able to multiply a two digit by a single digit, a two digit by a two digit and a three digit by a two digit number.

scholarly journals Assessing Mathematics Teachers’ Knowledge in Teaching Thinking Skills

2017 ◽  
Vol 9 (1-4) ◽  
Author(s):  
Zulhelmi Zulkpli ◽  
Mohini Mohamed ◽  
Abdul Halim Abdullah
Keyword(s):  
Quantitative Study ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Minimum Level ◽  
Level Of Knowledge ◽  
Teaching Thinking ◽  
Effective Teaching And Learning

Teaching of thinking skills, paramount in effective teaching and learning of Mathematics, requires sufficiently knowledgeable teachers for its delivery. As such, it is equally important to determine the minimum level of knowledge required of the teachers, so that, the intended tasks could be carried out successfully. Thus, this quantitative study was conducted with its aim to identify the level of teachers’ knowledge in teaching thinking skills. A total of 199 Mathematics teachers were selected as the respondents in this study. The  collected data was analyzed inferentially to identify the levels of teachers’ knowledge in teaching thinking skills across school categories. The results obtained showed that, Mathematics teachers in primary schools had a relatively lower level of knowledge in teaching thinking skills, compared to their peers in secondary schools. This study revealed the importance of teaching thinking skills to students. Teacher must gain the mastery of thinking skills themselves, so that they would be able to deliver the related lessons effectively. Thus, Mathematics teacher should always keep improving themselves to fully master the teaching of thinking skills to the students.

scholarly journals Availability of the Universal Human Rights Concepts in the Arabic Language Curricula in Palestine

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Mahmoud O. Jalambo ◽  
Najwa F. Saleh
Keyword(s):  
Human Rights ◽  
Primary Schools ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
Second Primary ◽  
Ministry Of Education ◽  
Economic Rights ◽  
Language Curriculum ◽  
Study Population ◽  
Language Textbooks

This study aimed at identifying the human rights concepts which should be included in the Arabic language textbooks of the primary schools in Palestine. It examines to which degree human rights concepts have been included in the Arabic language textbooks of the primary schools in Palestine. The study population consists of all the Arabic textbooks approved by the ministry of education for the academic year 2013-2014 in the primary schools, as the researchers’ sample is 12 textbooks. They used the descriptive analysis to identify the concepts contained in the Arabic textbooks, and the content analysis was used to identify the human rights concepts contained in the study sample. It was found that there is a realistic perception to integrate the human rights culture within the Arabic language curriculum in Palestine. It was also found that the Arabic language textbooks of the first and second primary grade focus on rights of essential freedoms over social and economic rights. Keywords: Arabic language curricula in Palestine; Human rights concepts;

scholarly journals APPROPRIACY OF PROCESS APPROACH IN THE TEACHING OF COMPOSITION WRITING IN UPPER PRIMARY CLASSES IN KENYA

2021 ◽  
pp. 67-75
Author(s):  
Sophie Ahono Maninji
Keyword(s):  
Primary Schools ◽  
Writing Pedagogy ◽  
Process Approach ◽  
Exploratory Research ◽  
Ministry Of Education ◽  
Validity And Reliability ◽  
Thick Description ◽  
Writing Difficulties ◽  
Product Approach ◽  
Lesson Observation

Imaginative composition writing skills (IMW) in Kenyan primary schools strengthen learners’ learning, thinking and reflect on their overall academic performance. However, achieving good composition writing is challenging especially to non-native learners of English because of its complexity and nature. Some factors attributed to learners’ writing difficulties are: the curriculum, the pedagogic approach used and teachers’ lack of ability in writing instruction. These factors are in tandem with the ICW status in Vihiga County where over (70%) of Class 8 learners’ composition score are unsatisfactory, 60 % of teachers are uncomfortable to teach ICW while 75% of learners find it boring. To address these ICW difficulties, this study assessed the process approach out of the three principal writing approaches because it’s seen as the best alternative to product approach and that genre approach is considered a newcomer. The objective of the study was to assess the effectiveness of process approach in developing composition writing. Archer’s theory of reflexivity guided the study which used qualitative exploratory research design and was conducted in Vihiga County. Data collection tools were Lesson Observation and Interview Schedules. Validity and reliability were tested through triangulation and thick description. From Class 6-8, 30 lessons in 10 purposively selected schools were observed and 30 teachers interviewed. Data were analyzed thematically through transcription, coding and identification of themes. The key finding was: ineffective utilisation of the process approach due to teachers’ knowledge gaps on the approach. The study recommended teachers to use process approach effectively in ICW and the Ministry of Education to in-service teachers on writing approaches. KEY WORDS: Process Approaches, Composition Writing, Pedagogy, in-service, and Upper Primary Learners

scholarly journals Penggunaan bahan bantu mengajar guru matematik sekolah rendah

2017 ◽  
Vol 7 (1) ◽  
pp. 32-46
Author(s):  
Mohd Suhaimi Omar ◽  
Noor Shah Saad ◽  
Mohd Uzi Dollah
Keyword(s):  
Social Sciences ◽  
Teacher Perceptions ◽  
Mathematics Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Computer Software ◽  
Survey Method ◽  
Teaching Aids ◽  
Qualitative Interpretation ◽  
Teaching Of Mathematics

This study was conducted to identify the level of frequency using of teaching aids among mathematics teachers. This study also aims to identify the mathematical teacher perceptions towards the use of teaching aids, restraints and challenges faced by them in the use of teaching aids. The respondents of this study consists of 70 teachers of mathematics from 20 primary schools in the District of Batang Padang, Perak. This study used a survey method that involves the review of quantitative and qualitative interpretation. The instrument used was a questionnaire. A set of questionnaires were distributed to the respondents to obtain the necessary information and data. All data were analyzed using computer software Statistical Package for Social Sciences SPSS version 22 ‘to get the frequency, percentage and mean. The results showed that the use of teaching aids in mathematics among teachers is high. In addition, the study also shows that the perception of teachers to use teaching aids are also positive. While the results of the analysis also shows that there are constraints and challenges faced by teachers in the use of teaching aids. A few suggestions are given to increase the use of teaching aids in the teaching of mathematics. Conclusions from the study reflects that the use of teaching aids is important for teachers to assist them in the process of teaching and learning. The study also demonstrates the use of teaching aids not only benefit the teachers, but they also have a major impact towards pupils.

scholarly journals The Perceptions of the Teachers of Islamic Education in Jordan Concerning the Use and the Challenges of Darsak Platform

2021 ◽  
Vol 10 (6) ◽  
pp. 23
Author(s):  
Mansour Hamed Al-Talhouni
Keyword(s):  
Random Sampling ◽  
Sampling Method ◽  
Islamic Education ◽  
Stratified Random Sampling ◽  
Ministry Of Education ◽  
Validity And Reliability ◽  
Comprehensive Review ◽  
Study Population ◽  
High Degree ◽  
Academic Year

This study aimed at identifying the perceptions of Islamic education teachers in Jordan concerning the use and the challenges of Darsak platform. The study sample consisted of (112) teachers of Islamic education at Marka Directorate of Education, Amman, during the academic year 2020/2021. The study sample, comprised of (30%) of the study population, was chosen using the stratified random sampling method. Questionnaire was used as a tool to gather data from the targeted group; after verifying the validity and reliability of the collected data. Appropriate statistical methods were used to analyze collected data. The study found that the perceptions of the teachers of Islamic education concerning Darsak platform lessons were generally average, whereas their perceptions concerning the platform challenges were of a high degree. The results of the study indicated that there were no statistically significant differences at the level of (α = 0.05) in the perceptions of the teachers of Islamic education concerning Darsak platform lessons and challenges attributed to the variables of gender, qualifications, and years of experience. Among the most prominent recommendations of the study were that the Ministry of Education should conduct a comprehensive review of the Islamic education lessons on Darsak platform to rectify the errors that were mentioned in some lessons. It should also reupload the modified versions of the lessons of Islamic education on the platform. Further, the Ministry of Education should employ variety of methods and strategies in presenting Islamic education lessons.

scholarly journals The Extent of Applying Effective Teaching Skills in Teaching Physical Education

2019 ◽  
pp. 1507-1514
Author(s):  
Mo’een Ahmad Oudat
Keyword(s):  
Physical Education ◽  
Classroom Management ◽  
Effective Teaching ◽  
Methods Course ◽  
Survey Method ◽  
Teaching Skills ◽  
Validity And Reliability ◽  
First Semester ◽  
Teaching Aids ◽  
Study Population

This study aimed to identify to the extent of applying effective teaching skills in teaching physical education. The researcher employed the descriptive survey method, and the study population consisted of all the students in enrolled in physical education teaching methods course during the first semester of the academic year 2018/2019 (N=83). The study sample consisted of all the study population participants (100%). A 35-item questionnaire was constructed, specially designed for the effective teaching skills (classroom management, planning, teaching aids, implementation, and evaluation). The scientific coefficients of the study instruments were calculated through obtaining the content validity and reliability (0.91); the means, standard deviation, T-test and One Way ANOVA to obtain the differences of the means and answer the questions. The results showed statistically significant differences at the (P≤0.05) level in the means of the effective teaching skills by gender, in favor of the males. There were statistically significant differences in the effective teaching skills, by academic years, in favor of the first year, and second years, respectively. The results further showed statistically significant differences in the effective teaching skills by academic department, in favor of the sport rehabilitation department.

scholarly journals Constructing A Scale For The Achievement Motivation In Learning Science At The Primary Stage Based On Atkinson Theory

2016 ◽  
Vol 12 (14) ◽  
pp. 329
Author(s):  
Manal Mohammed Khaleel Abu-Za’rour ◽  
Monim Abdulkareem Al-Sa’aideh
Keyword(s):  
Achievement Motivation ◽  
Internal Consistency ◽  
Learning Science ◽  
Total Degree ◽  
Validity And Reliability ◽  
Primary Stage ◽  
Scale Reliability ◽  
Consistency Results ◽  
Study Population ◽  
The Stability

The aim of this study is to construct a scale to measure the achievement motivation in learning science at the primary stage. The study population consists of the students of the third primary class. The study subjects were 193 students. The scale validity was confirmed through four methods: arbitrators’ validity, content validity, factor validity, and the correlation validity of the scale items with the total degree and domain degree. The scale reliability was ensured through two methods: test-retest and the internal consistency. Results showed acceptable significant validity and reliability of the scale. The coefficient values of the item saturation with their domains (factor validity) were 0.347-0.802. Co-efficient co-relations of items with the total degree were 0.332-0.550. Also, the correlations of items with their domains were 0.438-0.694. As for the scale reliability, the internal consistency value (Cronbach’s Alpha) was 0.703 and 0.802 by using the stability coefficient.

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