African Journal of Educational Studies in Mathematics and Sciences最新文献_第8页

Determination of the Tetramer-Dimer Equilibrium Constant of Rabbit Hemoglobin 兔血红蛋白四聚体-二聚体平衡常数的测定

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI: 10.4314/AJESMS.V5I1.38616

J. Babalola, O. Oyelakin, K. Okonjo, K. Brown-Acquaye

引用次数: 1

Sex-Differences in Attitudes towards Mathematics of Junior Secondary School Pupils in the Central Region of Ghana 加纳中部地区初中生数学态度的性别差异

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI: 10.4314/AJESMS.V5I1.38610

S. Asare-Nkoom

引用次数: 2

Examining the Link between BECE Papers and Mathematics Curriculum Standards in Ghana 考察加纳BECE试卷与数学课程标准之间的联系

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI: 10.4314/AJESMS.V3I1.38605

Ek Awanta

引用次数: 0

Influence of Teachers' Teaching Experience on Students' Learning Outcomes in Secondary Schools in Ondo State, Nigeria 尼日利亚翁多州中学教师教学经验对学生学习成果的影响

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI: 10.4314/AJESMS.V5I1.38609

To Adeyemi

{"title":"Influence of Teachers' Teaching Experience on Students' Learning Outcomes in Secondary Schools in Ondo State, Nigeria","authors":"To Adeyemi","doi":"10.4314/AJESMS.V5I1.38609","DOIUrl":"https://doi.org/10.4314/AJESMS.V5I1.38609","url":null,"abstract":"This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the State. Out of the population, a sample of 180 schools was drawn through the process of stratified random sampling technique. An inventory and a semi-structured interview schedule were the instruments used to collect information for the study. The data collected were analysed using the chi square test, correlation analysis and t-test. The semi-structured interview was conducted with selected principals and education officers. Their responses were analysed through content analysis. The findings revealed that teachers' teaching experience was significant with student' learning outcomes as measured by their performance in the SSC\u0000examinations. Schools having more teachers with five years and above teaching\u0000experience achieved better results than schools having more teachers with less than five\u0000years teaching experience. Considering the findings, it was recommended that government\u0000should encourage experienced teachers to stay on the job through the provision of incentives such as better promotional prospects, better welfare package and better conditions of service. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 9-19","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124653954","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}

引用次数: 20

On the Minimum Norm Solution to Weber Problem 韦伯问题的最小范数解

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI: 10.4314/AJESMS.V5I1.38611

I. Osinuga, O. Bamigbola

引用次数: 8

Early Number Competencies of Children at the Start of Formal Education 儿童早期接受正规教育时的数字能力

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI: 10.4314/AJESMS.V3I1.38600

J. Eshun-Famiyeh

{"title":"Early Number Competencies of Children at the Start of Formal Education","authors":"J. Eshun-Famiyeh","doi":"10.4314/AJESMS.V3I1.38600","DOIUrl":"https://doi.org/10.4314/AJESMS.V3I1.38600","url":null,"abstract":"In Ghana, like many other countries, mathematics is compulsory throughout the preuniversity period of education. However, a good proportion of pupils and students at\u0000basic secondary levels of education find the subject very difficult, while at the same\u0000time, those who profess not to be good in it take pleasure in doing so. The teaching and\u0000learning of mathematics have therefore been the concern of mathematics educators,\u0000teachers, parents and indeed all those who manage education. Addition and subtraction\u0000occupy a central position in the Primary Mathematics Curriculum in Ghana. The\u0000question then is: do pupils come to formal school without sufficient knowledge in\u0000counting and strategies for solving addition and subtraction problems? The focus of this\u0000study was to investigate pupils' counting strategies and how these influenced their\u0000procedures for solving addition and subtraction tasks at the start of formal school. A\u0000qualitative case study approach was adopted for the collection of data form BS1 pupils of\u0000two primary schools in Winneba. These pupils were just beginning their formal basic\u0000education in September. Findings from the two-site case study evidence were analysed\u0000for their significance. The results of the study suggest that pupils possess varied abilities\u0000and competencies in counting when they start formal school. The findings also revealed\u0000that pupils have and demonstrate a fair knowledge of addition and subtraction concepts.\u0000Another issue that came to light was the impact the socio-economic background of the\u0000home has on pupils' early number competence. Summary and conclusions of the study\u0000were based on the evidence of these findings. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 21-29","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131172503","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}

引用次数: 7

An Evaluation of the University of Education, Winneba Student Internship Programme 温内巴教育大学学生实习计划评估

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI: 10.4314/AJESMS.V3I1.38606

E. Kwame-Asante

{"title":"An Evaluation of the University of Education, Winneba Student Internship Programme","authors":"E. Kwame-Asante","doi":"10.4314/AJESMS.V3I1.38606","DOIUrl":"https://doi.org/10.4314/AJESMS.V3I1.38606","url":null,"abstract":"In recent years, school-based mentoring for student teaching interns through School-University partnerships has become an increasingly important aspect of the process by which teacher trainees learn how to teach. However, sustainable partnerships require careful consideration and thoughtful research if they are to be effective and efficient in the long-term. This paper reports on the evaluation of the University of Education, Winneba, (UEW) Student Internship Programme (SIP) based on a ‘school-university partnership' approach. The data were collected through questionnaires completed by 226 mentors and 443 mentees (i.e. student teaching interns) throughout the ten regions of Ghana; and also through semi-structured interviews in a sample of 24 schools in the Ashanti, Greater Accra and Central regions involving 120 mentors, 250 mentees, 24 Heads of schools and 40 UEW lecturers. The evaluation revealed that: (1) all stakeholders believe that the internship programme is a more effective method of preparing teachers than the traditional teaching practice; (2) the internship is contributing towards a change in the culture of schools and in the role perception and professionalism of teachers; (3) the programme is impacting\u0000positively on the professional development of practising teachers in the partnership schools.\u0000Suggestions for future modifications to the programme are also offered. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 83-87","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121176792","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}

引用次数: 0

The nature of Formal Reasoning among Ghanaian Basic School pupils in General Science Logic Tasks 加纳小学学生在普通科学逻辑任务中的形式推理性质

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI: 10.4314/AJESMS.V3I1.38599

Mk Amedeker, L. Abdul-Rahman

{"title":"The nature of Formal Reasoning among Ghanaian Basic School pupils in General Science Logic Tasks","authors":"Mk Amedeker, L. Abdul-Rahman","doi":"10.4314/AJESMS.V3I1.38599","DOIUrl":"https://doi.org/10.4314/AJESMS.V3I1.38599","url":null,"abstract":"Many Psychologists have considered early formal thinking among adolescents as signs of normal development. As it is not known for certain at what age Ghanaian Junior\u0000Secondary School (JSS) pupils achieve formal operational capabilities, the study seeks to\u0000find out the relationship between Piagetian theory of development and the extent of\u0000formal thinking among adolescent pupils, especially in General Science Logic tasks. This study thus used two sets of questionnaire involving “General Knowledge Logic Tasks” and “General Science Logic Tasks” based on topics chosen from the JSS science syllabus to test the logical reasoning of pupils between ages of 13 and 15 years. A total of 60 pupils were selected randomly from four junior secondary schools and tested on the questionnaire. The sample was made up of 15 pupils (with 5 from each of JSS 1 to\u0000JSS 3) from each school. They were then served with the same items. The marks they\u0000obtained on the two examinations were used to determine the extent of their formal\u0000reasoning as well as their maturity. It was found, rather surprisingly, that the older\u0000pupils did less formal reasoning than the younger ones. That is, the younger pupils in\u0000JSS 1 (age 13-14 years) performed better on the tests than those in JSS 2 (ages 14-15\u0000years) and JSS 3 (ages 15 –16 years). It was also found that on the average all pupils\u0000performed better on the General Knowledge tasks than on the General Science tasks,\u0000implying that pupils' formal reasoning was not subject oriented. This anomaly may be\u0000attributed to the fact that many pupils resort to rote learning and as a result forget soon\u0000afterward what they had learned while their knowledge of happenings around them\u0000lasted longer. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 9-19","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126557381","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}

引用次数: 0

The Influence of 8ative Language on Ghanaian Junior Secondary School Students' Understanding of some Science Concepts 母语对加纳初中生对某些科学概念理解的影响

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI: 10.4314/AJESMS.V3I1.38602

E. Ngman-Wara

{"title":"The Influence of 8ative Language on Ghanaian Junior Secondary School Students' Understanding of some Science Concepts","authors":"E. Ngman-Wara","doi":"10.4314/AJESMS.V3I1.38602","DOIUrl":"https://doi.org/10.4314/AJESMS.V3I1.38602","url":null,"abstract":"The purpose of the study was to investigate the effect of the native language of Junior Secondary School (JSS) students on the meanings they give to science words when used in and out of science context. Two multiple choice tests involving twenty-five common\u0000words in science were administered to 1028 students (573 males and 455 females) from\u0000twelve Junior Secondary Schools (6 urban and 6 rural) in Northern Ghana. The tests first\u0000sought to find out the extent to which the students' understand the science concepts and\u0000secondly to find out how their native language influenced this understanding. The\u0000general performance of the students was very low. They performed better on ‘science\u0000concepts with native language equivalent words' than those without ‘native language\u0000equivalent words' with percentage mean scores of 32.2% and 29.1% respectively. In this\u0000light, the paper argues that the native language of the learner has an influence on the\u0000students' understanding of science concepts and that the native language of the student\u0000can not be ignored during science instruction. There is therefore the need to develop\u0000language register for science instruction. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 43-52","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134214557","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}

引用次数: 2

Junior Secondary School Students' Ideas of Chemical Change 初中学生的化学变化观念

African Journal of Educational Studies in Mathematics and Sciences Pub Date : 2008-11-19 DOI: 10.4314/AJESMS.V5I1.38617

J. Azure

{"title":"Junior Secondary School Students' Ideas of Chemical Change","authors":"J. Azure","doi":"10.4314/AJESMS.V5I1.38617","DOIUrl":"https://doi.org/10.4314/AJESMS.V5I1.38617","url":null,"abstract":"The study examined Junior Secondary School students' ideas about chemical change. The study also focused on the identification of misconceptions that students might harbour on this concept. It also sought to examine the implications of such ideas for teaching and learning of science at the basic level. Students selected for the study were from well-established and poorly-established schools in the Awutu-Efutu-Senya District in the Central Region of Ghana. In all 464 students were randomly sampled for the study. Instruments used in the study consisted of a test and an interview schedule. The t-test statistic for independent sample was used to test the null hypothesis of the research question. The study found no significant differences between students from both well-endowed and poorly-endowed schools on the ideas they held about chemical change.\u0000Students from both well-established and poorly established schools showed common\u0000misconceptions about chemical change. Analysis of test and interview revealed the following\u0000misconceptions (i) that the burning of a candle is a physical change and (ii) the blackening of a glass rod is due to vapour from the flame. African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 77-86","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130579062","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}

引用次数: 0