Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Martin C. Ekeh, S. Ramsaroop
{"title":"Mathematics subject supervisors’ role in ensuring quality teaching in preprimary and primary schools","authors":"Martin C. Ekeh, S. Ramsaroop","doi":"10.4102/sajce.v12i1.1220","DOIUrl":null,"url":null,"abstract":"Background: The need to examine mathematics subject supervisors’ roles in ensuring quality performance in mathematics learning is evident in the declining performance of learners in mathematics. This is attributed to various variables such as inadequate supervision, overcrowded classrooms, inadequate and obsolete resources, disillusioned teachers and poor pedagogical content knowledge. Hence, this study examines mathematics subject supervisors’ roles in ensuring quality teaching in preprimary and primary schools.Aim: This study aimed to enhance subject supervisors’ role in ensuring quality teaching in preprimary and primary school mathematics.Setting: Public preprimary and primary schools in the Owerri Educational Zone of Imo State, Nigeria, served as the research setting.Methods: The research adopted the quantitative research method and a descriptive survey research design. Questionnaires were used as the instruments for data collection and were validated by experts in mathematics education. The instruments’ reliability coefficients of 0.83 and 0.78 were determined using the Cronbach’s alpha reliability method. The generated data were analysed using four-point Likert scales, means and standard deviations.Results: The results showed that mathematics subject supervisors did enhance quality teaching in mathematics, although they were not effective in developing communities of practice among teachers. Furthermore, both mathematics teachers and mathematics subject supervisors faced challenges of inadequate learning resources, low teacher morale, insufficient professional development, low learner motivation for mathematics and poor learning infrastructure.Conclusion: The researchers recommend developing a community of practice among teachers and organising competitions among learners as a panacea to enhance desirable qualities in preprimary and primary mathematics teaching.","PeriodicalId":55958,"journal":{"name":"South African Journal of Childhood Education","volume":" ","pages":""},"PeriodicalIF":0.8000,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of Childhood Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4102/sajce.v12i1.1220","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Background: The need to examine mathematics subject supervisors’ roles in ensuring quality performance in mathematics learning is evident in the declining performance of learners in mathematics. This is attributed to various variables such as inadequate supervision, overcrowded classrooms, inadequate and obsolete resources, disillusioned teachers and poor pedagogical content knowledge. Hence, this study examines mathematics subject supervisors’ roles in ensuring quality teaching in preprimary and primary schools.Aim: This study aimed to enhance subject supervisors’ role in ensuring quality teaching in preprimary and primary school mathematics.Setting: Public preprimary and primary schools in the Owerri Educational Zone of Imo State, Nigeria, served as the research setting.Methods: The research adopted the quantitative research method and a descriptive survey research design. Questionnaires were used as the instruments for data collection and were validated by experts in mathematics education. The instruments’ reliability coefficients of 0.83 and 0.78 were determined using the Cronbach’s alpha reliability method. The generated data were analysed using four-point Likert scales, means and standard deviations.Results: The results showed that mathematics subject supervisors did enhance quality teaching in mathematics, although they were not effective in developing communities of practice among teachers. Furthermore, both mathematics teachers and mathematics subject supervisors faced challenges of inadequate learning resources, low teacher morale, insufficient professional development, low learner motivation for mathematics and poor learning infrastructure.Conclusion: The researchers recommend developing a community of practice among teachers and organising competitions among learners as a panacea to enhance desirable qualities in preprimary and primary mathematics teaching.
小学数学学科督导在保证小学数学教学质量中的作用
背景:研究数学学科导师在确保数学学习质量方面的作用的必要性在学习者数学成绩的下降中表现得很明显。这归因于各种变量,如监督不足、教室人满为患、资源不足和过时、教师失望以及教学内容知识贫乏。因此,本研究考察了数学学科导师在确保学前和小学教学质量方面的作用。目的:本研究旨在加强学科督导在确保学前和小学数学教学质量方面的作用。背景:尼日利亚伊莫州奥韦里教育区的公立学前和小学作为研究背景。方法:采用定量研究方法和描述性调查研究设计。问卷被用作数据收集的工具,并得到数学教育专家的验证。仪器的可靠性系数分别为0.83和0.78,采用Cronbachα可靠性方法确定。使用四点Likert量表、平均值和标准差对生成的数据进行分析。结果:研究结果表明,数学学科导师确实提高了数学教学的质量,尽管他们在培养教师的实践社区方面并不有效。此外,数学教师和数学学科主管都面临着学习资源不足、教师士气低落、专业发展不足、数学学习动机低下和学习基础设施差的挑战。结论:研究人员建议在教师中建立一个实践社区,并在学习者中组织比赛,以此作为提高学前和小学数学教学理想素质的灵丹妙药。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信