African Journal of Educational Studies in Mathematics and Sciences最新文献

{"title":"Students’ desires for high-level teaching and learning opportunities: Views of Namibian Grade 11 students observed to have difficulties in learning mathematics","authors":"S. Hamukwaya","doi":"10.4314/AJESMS.V16I1.2","DOIUrl":"https://doi.org/10.4314/AJESMS.V16I1.2","url":null,"abstract":"This study focusses on the views of students in learning grade 11 mathematics in terms of their needs and aspirations regarding access to high-level mathematics teaching and learning opportunities. Students who participated in this study (88 grade 11 Namibian students) were identified as having learning difficulties by their mathematics teachers, but these students did not (themselves)consider that they had difficulties. The author attempts to understand why students believed they do not have difficulties in learning mathematics. A qualitative method was employed, and the students were investigated via semi-structured interviews. The transcripts were analysed using an interpretational analysis. This study revealed that students display interest in learning mathematics and that they tend to feel comfortable with the subject despite certain influencing factors. The students’ perceptions are that their learning processes were negatively affected by aspects of systemic factors, teachers’ and students’ own factors, and access to learning resources. The students feel that they lack high-level access to teaching and learning, and this limits their potential for achieving the level at which they are expected to perform and be academically successful. In addition to the implications that emerged, this study makes recommendations on what should be done to address the negative factors perceived by the students.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"121 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129422457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ conceptual understanding of electricity and magnetism and its implications: A review","authors":"Agnes Mbonyiryivuze, LakhanLal Yadav, M. Amadalo","doi":"10.4314/ajesms.v15i2.5","DOIUrl":"https://doi.org/10.4314/ajesms.v15i2.5","url":null,"abstract":"Physics subject continues to be considered as difficult and unattractive by students. This leads to the development of negative attitudes towards the subject. Electricity and magnetism as one of the most important areas in physics is particularly considered as difficult due to their abstract nature. Different studies on students’ conceptual understanding of electricity and magnetism have been conducted and several instructional strategies for a conceptual change in this subject matter have been provided. However, there are still some persisting misconceptions even after being treated by those suggested instructional strategies. By using diagnostic tests and remedial approaches to sort out learning barriers, there is a possibility that students’ performance might improve, which would likely lead to disappearing these learning barriers and retaining the appropriate concepts over time scales beyond the assessment schedule of individual classes. Therefore, after reporting on the impact of students’ preconceptions on learning, this review paper also highlights some existing studies on students’ misconceptions in electricity and magnetism. The paper also updates physics educators and researchers on some conceptual tests and assessments used to test students’ misconceptions in electricity and magnetism and some suggested strategies for remedying those misconceptions. Some educational implications and practical recommendations for effective teaching and learning in electricity and magnetism are also outlined.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121403807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria","authors":"M. A. Akanmu","doi":"10.4314/ajesms.v15i2.9","DOIUrl":"https://doi.org/10.4314/ajesms.v15i2.9","url":null,"abstract":"The performance of Nigerian students in the Senior School Certificate Mathematics Examinations over the years has not been encouraging. Studies have indicated that this is partly due to students’ lack of in-depth knowledge of some selected topics in mathematics. Pieces of evidence abound in literature and WAEC Chief examiner’s reports indicating that students performed poorly in set theory with Venn diagram. Therefore, this study examined the effects of think-pair-share on senior school students’ performance in mathematics in Ilorin, Nigeria. The objectives of this study were to examine: (i) the performance of students’ taught set theory using think-pair-share cooperative instructional strategy; (ii) the difference in the performance of students taught using think-pair-share instructional strategy based on gender and score level; (iii) the influence of think-pair-share instructional strategy on students’ retention in set theory. The researcher employed a quasi-experimental design for the study. The sample consisted of 118 SS II students. The instruments used for the study was Mathematics Performance Test (MPT). The instruments yielded reliability values of 0.78 using Pearson Product Moment Correlation procedure. The data collected were analyzed using independent sample t-test, and Analysis of Covariance (ANCOVA). Findings of the study showed: (i)  a statistically significant difference in the performance of students taught set theory using think-pair-share compared with their counterparts in the control group in favour of think-pair-share group, (ii) no statistically significant difference in the performance of male and female students taught set theory in Mathematics using think-pair-share; (iii) no statistically significant difference in the performance of students taught set theory in Mathematics using think-pair-share based on scoring levels; and (iv) a statistically significant difference in the knowledge retained by students taught set theory in Mathematics using think-pair-share compared with their counterparts in the control group in favour of think-pair-share group. The study concluded that the use of think-pair-share improved students’ performance in Mathematics, gender of a student does not affect his or her performance in Mathematics, and the use of think-pair-share improved the retention ability of the students. It was recommended among others that the use of think-pair-share be encouraged for teaching and learning of Mathematics at all levels of education.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124311322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship between drawing and figures on students’ argumentation and proof","authors":"Patrick Tchonang Yaoukap, Judith Njomgang Ngansop, D. Tieudjo, B. Pedemonte","doi":"10.4314/ajesms.v15i2.7","DOIUrl":"https://doi.org/10.4314/ajesms.v15i2.7","url":null,"abstract":"In this article, we wish to explore the influence of the figure and the drawing on students’ argumentation and proof during the solving problem. Our research is based on both Toulmin’s model and Vinner’s concept image and concept definition. After analysing the arguments with the Toulmin model, we analyse the personnel concept definition, concept image evoked about the figure and the effect of drawing which intervene in students’ arguments. Our data suggest that wrong student’s arguments seem to be based on their concept image evoked on the figure manipulated which is in contradiction with the formal axiomatic system. Moreover, the data of the arguments seem to come from an abusive interpretation of the drawings. Observations that emerge from students’ oral and written speeches reveal continuities and gaps between their argumentation and proof.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131772883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools","authors":"Ukobizaba Fidele, N. Kizito, Angel Mukuka, Uwamahoro Jean","doi":"10.4314/ajesms.v15i2.8","DOIUrl":"https://doi.org/10.4314/ajesms.v15i2.8","url":null,"abstract":"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.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132326458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception of learning science: the case of females offering STEM majors in Ghana","authors":"Darko Kwaku Amponsah, Maigari Salifu Mohammed","doi":"10.4314/ajesms.v15i2.12","DOIUrl":"https://doi.org/10.4314/ajesms.v15i2.12","url":null,"abstract":"The study investigated the differences among female students pursuing selected STEM programmes in a Science and Technology university in Ghana, in their perception of learning science. Three hundred and twenty-eight (328) final year female students offering computer science and information and communication technology, engineering, pharmacy, and medicine formed the sample. The research design was a descriptive cross-sectional survey, and a questionnaire was utilised for data collection. The reliability coefficient obtained using Cronbach alpha formula was 0.85. The study discovered that female students in STEM majors were goal-oriented and extraordinarily impressive with their academics however lacked the capacity to have fun as a result of the loaded curriculum. Again, the study showed specific differences in self-perception among students of the four STEM majors, when analysed using ANOVA and Post hoc analyses. It was revealed that pregnancy is no longer a barrier to educate the girl child as a result of unique interventions put in place by the government of Ghana. It was recommended among others that the Ghana Education Service intensifies the STEM training Clinics in the rural areas of Ghana to enhance rural female students’ involvement in STEM Majors at Tertiary level.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132455700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of problem-based learning on Colleges of Education students’ achievement in probability and attitude towards solving probability related problems","authors":"Hamidu Ibrahim, S. Asiedu-Addo","doi":"10.4314/ajesms.v15i2.13","DOIUrl":"https://doi.org/10.4314/ajesms.v15i2.13","url":null,"abstract":"This paper deals with the effect of Problem-Based Learning on Colleges of Education students’ achievement in, and attitude toward Probability in Tamale Metropolitan of Ghana. The research design was quasi-experimental pre-test post-test two-group design. Convenience and simple random sampling techniques were employed to obtain a sample of 100 students which comprised of 51 students in the control group and 49 in the experimental group. Tests, questionnaire and semi-structured interview were the instruments used for data gathering. Descriptive, Independent samples t-test, ANCOVA and paired samples t-test were used in analysing data. The results indicated that there was a statistically significant difference between students of the experimental group exposed to Problem-Based Learning approach and control group exposed to Traditional Method. Problem-Based Learning developed students critical thinking, good problem solvers and self-directed learners which would lead to life-long memory of Probability concepts and its applications to real-life situations.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132711141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sixty years of teacher education in Ghana: Successes, challenges and the way forward","authors":"D. K. Mereku","doi":"10.4314/ajesms.v15i2.6","DOIUrl":"https://doi.org/10.4314/ajesms.v15i2.6","url":null,"abstract":"This paper was a presentation made at the launching of the 60th Anniversary Celebration and the Annual Graduation Ceremony of Peki College of Education, on Friday, 13th June 2014. The paper examined the history of the development of initial teacher training institutions in Ghana since 1835 when the first (i.e. Presbyterian Training College [PTC]) was established by the Basel Mission at Akropong in the Eastern Region. It explains that currently there are 38 public and 3 private colleges of education in the country producing teachers for basic schools. It argues that even though the 41 colleges of education have been elevated to tertiary status to offer programmes leading to diploma in basic education, they are still being run like the old missionary teacher training schools. These and several other factors had led to concerns about the quality of the products of the colleges in terms of the generic and subject-specific competences as well as the capacities of the institutions to meet the increasing demand for basic school teachers. It is therefore suggested that the boarding system in the Colleges of Education be scrapped, and instead, few (about 10) of the colleges selected for development and upgrading into Teacher Education Universities. It is further suggested that special incentives are introduced to attract the top candidates to the colleges of education and also the institutions should review their programmes and study modules to ensure pre-service teachers develop practical skills in teaching the core competencies in basic education. ","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121236499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Senior high school mathematics teachers’ perception and use of assessment in the classroom","authors":"Mavis Okyere, Ernest Larbi","doi":"10.4314/ajesms.v15i2.4","DOIUrl":"https://doi.org/10.4314/ajesms.v15i2.4","url":null,"abstract":"The study investigated senior high school mathematics teachers’ perception and practices of classroom assessment since assessment is considered a critical tool for assessing the achievement of learning objectives in particular and educational goals in general. The study adopted a mixed-methods design. Sixty-two mathematics teachers were sampled from the selected schools to participate in the study. The instrument used in the data collection was a questionnaire. The internal consistency of the instrument designed had a calculated Cronbach alpha reliability coefficient of 0.74. The quantitative data gathered were analysed using descriptive statistics. The results from the study revealed that mathematics teachers had a positive perception about classroom assessment as most of them indicated that assessment is a tool to inform teaching and learning. There were, however, few teachers who still had a negative perception about assessment. Their reasons being that assessment had always been a tool for assigning grades and also used to promote students, hence had little benefit to teaching and learning process. The study also showed that the mathematics teachers’ practices of classroom assessment did not match up to the views they held about classroom assessment. Retraining of teachers through seminars and workshops were therefore recommended.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115415889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ role and learners’ responsibility in teaching and learning science and elementary technology in Rwanda","authors":"J. Nzeyimana, Kizito Ndihokubwayo","doi":"10.4314/ajesms.v15i2.1","DOIUrl":"https://doi.org/10.4314/ajesms.v15i2.1","url":null,"abstract":"The aim of the present study is to reveal teachers’ role in teaching and learners’ responsibility in learning Science and Elementary Technology in Rwanda. The source of information is the classroom observation (Upper Primary) from 6 schools purposively selected in Kayonza District. The Flanders Interaction Analysis Categories System analysis research tools revealed that: The instructors’ role in the learning was found, information giver. Teachers had low facilitation to learning and were deciding alone on the content to be taught; concerning the learners’ responsibility and their encouragement for learning, it was found that the results are far from the expectations related to a learner-centred situation: low pupils’ participation, lacking initiatives from pupils and teachers not motivating/encouraging them. The learners were found passive in the classroom interaction, and only responding to teachers’ questions. From the above findings, we affirm that the “teacher-centred approach” dominates in the science classrooms in Rwanda.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":"138 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128794474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}