卢旺达穆汉加地区中学教师认为教材对学生学习科学科目的影响

Etienne Twizeyimana, John Gacinya, Balthazard Dufitumukiza, Gratien Niyitegeka
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引用次数: 0

摘要

本研究旨在调查卢旺达中学教师对教学材料的使用与学生对科学学科学习态度之间的关系。研究有目的性地选取了穆汉加地区的 63 名理科中学教师作为样本。研究采用了描述性研究设计,并使用谷歌表格在线设计调查问卷收集数据。作为研究工具,使用了教师使用教学材料量表问卷和学生表现出的态度问卷,每份问卷都包含七个肯定性陈述。参与者的回答采用李克特五点量表,以披露他们对调查主题的看法。皮尔逊乘积矩相关性(r)的结果表明,所使用的构念具有强相关性、中等相关性和少数弱相关性。使用插图、照片和直观教具来演示概念可以增强学生对教学内容的记忆和保持,因此这些变量表现出很强的相关性(r = .923; .803)。在实验过程中使用实验室设备和试剂、使用模型和图画来说明概念与学生的课堂参与度呈中度相关(r = .449; r = .785)。创造性和创新性与将视听教具融入课堂有很强的相关性(r = .947)。在课堂实践中使用技术工具(r = .871)、使用各种教学材料(r = .901)与创造性和创新性之间也有很强的相关性。有趣的是,印刷材料、直观教具和视听教具的使用改善了学生的课堂互动,并与教师将视听教具和学具融入课堂密切相关(r = .889)。本研究的结果为验证教师使用教学材料与学生在学习过程中的态度之间的关系提供了依据。因此,我们建议教师在课堂实践中最大限度地使用各种教学材料。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Secondary School Teachers’ Perceived Influence of Instructional Materials on Students’ Learning Science Subjects in Muhanga District in Rwanda
The study aims at investigating the relationship between teachers’ utilization of instructional materials and students’ attitudes towards learning science subjects in Rwandan secondary schools. The sample size comprised sixty-three science secondary school teachers in Muhanga district that were selected purposively to participate in the study. A descriptive research design was used and data were collected using an online designed survey using google form. Teachers Scale Questionnaire for the use of Instructional materials and students’ exhibited attitudes questionnaire each contained seven affirmative statements were used as the research tools. Participants’ responses were based on the five point Likert scale to disclose their perceptions in relation to the topic being investigated. The findings from Pearson’s Product Moment Correlations (r) indicated that constructs used were strongly correlated, moderately correlated, and few were weakly correlated. Use of illustrations, use of photographs and visual aids to demonstrate concepts enhance students’ remembering and retention of instructions therefore the variables exhibit strong correlations (r = .923; .803). Use of laboratory equipment and reagents during experimentation, use of models and drawings to illustrate concepts exhibited a moderate correlation with students’ classroom participation (r = .449; r = .785). Creativity and innovation and integration of audio-visual aids into lessons were strongly correlated (r = .947). Strong correlations were found between use of tech-tools during classroom practices (r = .871), use of a variety of instructional materials (r = .901) and creativity and innovation. Interestingly, use of printed materials, visual aids, and audio-visual aids lead to improved students’ classroom interaction, and was strongly correlated with teachers’ integration of audio-visual teaching and learning aids into lessons (r = .889). The findings of this study constitute the basis to validate the relationship between teachers’ use of instructional materials and students’ attitudes in the learning process. We therefore recommend teachers to maximize the use of variety of instructional materials during classroom practices.
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