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Factors Affecting Efficient Teaching and Learning of Mathematics in Senior High Schools in Wa
Susuoroka Gabina,
Bernard Jagri,
Atar Alphaa Mohammed,
Abu Ahmad Anass,
Al-hassan Abdul-Mumin,
Evelyn Agyei,
Cheyuo Boniface Domonaamwin
Issue:
Volume 6, Issue 3, September 2021
Pages:
81-88
Received:
9 June 2021
Accepted:
28 June 2021
Published:
15 July 2021
Abstract: A survey design was adopted in this study. Three senior high schools were randomly chosen for this study. Thirty (30) mathematics tutors and 100 learners were involved in the study. The Purpose of the study is to find out the factors that affect the actual teaching and learning of mathematics in senior high schools. To achieve this, three major questions were answered: (1) What quality teachers are teaching mathematics in our senior High schools? (2) What feelings do senior High School students display regarding the teaching and learning of mathematics? (3) What issues affect the efficient utilization of available instructional resources in the teaching of mathematics at the senior high schools? Questionnaire were used to collect data for the study. The results of the study showed that inadequate teaching and learning resources and quality tutors are some of the factors affecting the effective instruction and learning in mathematics the classroom at SHS level. From the results, the following were recommended; interactive methods of teaching mathematical concepts need to be used by mathematics teachers. In addition, stakeholders need to provide adequate teaching and learning resource to the various senior high schools.
Abstract: A survey design was adopted in this study. Three senior high schools were randomly chosen for this study. Thirty (30) mathematics tutors and 100 learners were involved in the study. The Purpose of the study is to find out the factors that affect the actual teaching and learning of mathematics in senior high schools. To achieve this, three major que...
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Practice and Research on Group Teaching in Agricultural Application-oriented Universities
Feng Shasha,
Zhang Xiaohong,
Tian Xiaoming
Issue:
Volume 6, Issue 3, September 2021
Pages:
89-93
Received:
3 August 2021
Accepted:
13 August 2021
Published:
26 August 2021
Abstract: Agricultural application-oriented colleges and universities often have great differences in the composition of students and uneven learning ability. The traditional classroom teaching mode dominated by teachers leads to low attendance and rise rate of students. How to give full play to students' enthusiasm and initiative and what teaching methods can improve the quality and effect of teaching are urgent problems to be solved. Combined with the author's teaching practice in agronomy related majors, this paper intends to carry out group teaching in the teaching of different courses such as subject basic courses, professional courses and practical courses, and use specific cases to illustrate the four aspects of curriculum design, group basis, project driven group teaching implementation and how to evaluate the effect of group teaching. The results show that group teaching has changed the situation that only teachers teach, mobilized students to actively participate, promoted the cognition, digestion, mastery and absorption of knowledge and skills in professional practice and independent thinking through division of labor and cooperation within groups and competition and answer between groups, and accumulated practical experience for future graduation design and future work, It is conducive to promoting the all-round development of students' comprehensive quality. Through the research of this project, we explore a set of scientific and effective group teaching methods for undergraduate agriculture related education in Colleges and universities.
Abstract: Agricultural application-oriented colleges and universities often have great differences in the composition of students and uneven learning ability. The traditional classroom teaching mode dominated by teachers leads to low attendance and rise rate of students. How to give full play to students' enthusiasm and initiative and what teaching methods c...
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The Concept and Development Strategies of the Primary Teachers’ Practical Knowledge
Issue:
Volume 6, Issue 3, September 2021
Pages:
94-100
Received:
8 August 2021
Accepted:
30 August 2021
Published:
6 September 2021
Abstract: Teachers’ practical knowledge (TPK) has become a research field of teacher education, but it has not been paid enough attention in the early stage of its formation, which is not conducive to the comprehensive and in-depth study of the development of TPK. The purpose of this study is to arouse enough attention of normal university students to acquire TPK, and to have a tool for in-depth analysis of the quality of TPK. This study mainly uses documentary method. By combing existing studies, this paper points out the disadvantages of naming TPK as the same as the stage of teachers’ professional development, and demonstrates the necessity of putting forward the concept of Primary Teacher’s Practical Knowledge (PTPK). It believes that PTPK has its own value and may be owned by all teachers, rather than the exclusive label of ordinary students and novice teachers. This paper describes and demonstrates the connotation, characteristics and value of PTPK based on a three-dimension framework which composed of representation, structure and level. PTPK truly needs to be optimized but neither in a linear way nor static superposition of experience, instead of diversified in representation form. From the dynamic perspective of the generation mechanism of TPK, this paper puts forward two development strategies of PTPK with the nature of “deliberation”: one is to criticize the PTPK temporarily away from the situation via explicit the PTPK in three representation, guide interns in a systemic structure and teach the theoretical courses focus on cultivating higher thinking; the other is to put it back in the context for testing by creating both virtual and real situations.
Abstract: Teachers’ practical knowledge (TPK) has become a research field of teacher education, but it has not been paid enough attention in the early stage of its formation, which is not conducive to the comprehensive and in-depth study of the development of TPK. The purpose of this study is to arouse enough attention of normal university students to acquir...
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Gender Responsive Pedagogy and Early Childhood Teacher Education: A Study of Pre-primary School Teachers in Nairobi County, Kenya
Issue:
Volume 6, Issue 3, September 2021
Pages:
101-108
Received:
13 August 2021
Accepted:
30 August 2021
Published:
6 September 2021
Abstract: Gender responsive pedagogy, sometimes referred to as gender sensitive or gender flexible pedagogy is a key area recognised in 2015 Sustainable Development Agenda. In this 21st Century, teachers continue to play a key role in the teaching and learning process, while being expected to transmit gendered values, knowledge and skills to learners in the most responsible and appropriate way/s. In addition, pre-primary teachers are charged with the responsibility of caring and rearing children in schools. This means that teacher’s ideas and beliefs whether gendered or not are more likely to impact on the pre-primary school children's lives differently. Since children in their formative years nurture values, attitudes, life skills and virtues given to them by teachers, it means that teachers with gendered knowledge are likely to shape children’s mindset in a positive way. The idea of integrating gender responsive pedagogy in teacher training curriculum is well stipulated in both national and international frameworks. In this paper the author will present and discuss findings of a study done among teachers in public pre-primary schools in Nairobi County. The aim of the current study was to examine the extent to which teachers are grounded on gender pedagogical discourses during their pre-service teacher training programmes. Findings reveal that although majority of pre-primary teachers are aware of gender issues, they seem to have limited knowledge on how to use gender responsive pedagogy. In this era of globalisation and with the introduction of Competency Based Curriculum in Kenya, there is a need to critically re-evaluate teacher’s in-service and pre-service training programmes in order to ascertain proper inclusion of gender related topics, courses or units, a way of facilitating achievement of gender equity and equality.
Abstract: Gender responsive pedagogy, sometimes referred to as gender sensitive or gender flexible pedagogy is a key area recognised in 2015 Sustainable Development Agenda. In this 21st Century, teachers continue to play a key role in the teaching and learning process, while being expected to transmit gendered values, knowledge and skills to learners in the ...
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