Teacher Quality Factors And Pupils Achievement In Mathematics In Primary Schools Of Kyondo Sub County Kasese District Uganda
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Teacher Quality Factors And Pupils Achievement In Mathematics In Primary Schools Of Kyondo Sub County Kasese District Uganda
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Author : Ndungo Issa
language : en
Publisher: GRIN Verlag
Release Date : 2018-06-18
Teacher Quality Factors And Pupils Achievement In Mathematics In Primary Schools Of Kyondo Sub County Kasese District Uganda written by Ndungo Issa and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-06-18 with Education categories.
Seminar paper from the year 2018 in the subject Didactics - Mathematics, grade: 6, Mountains of the Moon University, language: English, abstract: According to the National Assessment Program in Education (NAPE) report (2015), pupils’ proficiency (achievement) level in mathematics (numeracy) is low at primary six. Also teachers are essential to pupils’ achievement in mathematics; their characteristics such as commitment, qualification, teaching abilities are significant to pupils’ levels of achievement. The success or failure of any academic program depends largely on the teacher ability to deliver which is a function of teachers’ qualification, experience, and commitment. This study examined the teachers’ quality factors that are thought to affect pupils’ achievement in mathematics in primary six. The study used teachers and pupils, to obtain data, a total of 70 respondents were randomly selected from five primary schools of Kyondo sub-county, Kasese district. Basing on the findings of the study, it was revealed that first, the teachers’ qualification and experience are not significant to pupils’ level of achievement in mathematics. While teachers’ level of commitment is highly significant to the pupils’ level of achievement in mathematics. Therefore the low level of pupils’ achievement in mathematics at primary in Kyondo sub-county is mainly as a result of low levels of teacher commitment to classroom activities.
Teacher Quality Factors And Pupil S Achievement In Mathematics In Primary Six
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Author : Biira Majuma
language : en
Publisher: GRIN Verlag
Release Date : 2018-06-07
Teacher Quality Factors And Pupil S Achievement In Mathematics In Primary Six written by Biira Majuma and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-06-07 with Education categories.
Bachelor Thesis from the year 2018 in the subject Didactics - Mathematics, grade: 6, Mountains of the Moon University, language: English, abstract: This study aimed at establishing teachers’ quality factors that affect pupils’ achievement in mathematics. The study was based on two objectives; to establish the relative effect of teacher’s qualification and experience on pupils’ achievement levels, to establish the relationship between teachers’ commitment and pupils’ achievement in mathematics. The study tested the hypotheses; there is no correlation between teacher’s qualification and pupils’ achievement levels, there is no relationship between teachers experience and pupils’ achievement levels, there is no correlation between teachers’ commitment and pupils’ achievement in mathematics. The study used teachers, pupils and head teachers to obtain data, a total of 70 respondents were randomly and purposively selected from five primary schools of Kyondo sub-county, Kasese district. Basing on the findings and discussions, it was revealed that first, the teachers’ qualification and experience have nothing to do with pupils’ level of achievement in mathematics. Secondly, the teachers’ low level of commitment is responsible for the low levels of pupils’ achievement in Kyondo sub-county.
Education Inputs In Uganda
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Author : Harriet Nannyonjo
language : en
Publisher: World Bank Publications
Release Date : 2007-01-01
Education Inputs In Uganda written by Harriet Nannyonjo and has been published by World Bank Publications this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007-01-01 with Education categories.
This report is based on a study prompted by the need for improved effectiveness in the use of education resources in Uganda. Uganda's problem with increasing resource constraints for education is common in many developing countries and the lessons learned in this study may be of broad interest. Currently, Uganda allocates over 31 percent of its discretionary recurrent expenditure to education and 67 percent of this is allocated to primary education. Given increasing pressures on the budgets, there is need to implement strategies focusing on those inputs most likely to improve student learning. A major impediment to rational decision making in this area is lack of knowledge about what interventions work best and under what circumstances. Without this knowledge, Government may continue spending scarce resources on inputs that may not directly contribute to student learning achievement.
Pupil Teacher And School Factors That Influence Student Achievement On The Primary Leaving Examination In Uganda
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Author : Pius Ochwo
language : en
Publisher:
Release Date : 2013
Pupil Teacher And School Factors That Influence Student Achievement On The Primary Leaving Examination In Uganda written by Pius Ochwo and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with Academic achievement categories.
This study examined the multilevel factors that influence mathematics and English performance on the Primary Leaving Examinations (PLEs) among primary seven pupils (i.e., equivalent to the United States [U.S.] 7th graders) in Uganda. Existing student state test data from the Wakiso District were obtained. In addition, a newly created Teacher Quality Measure (TQM) was used to collect teacher data from the same district. Pupil data from primary seven (7th grade) and the TQM data were analyzed via Rasch Analysis, Analysis of Covariance, and Hierarchical Linear Modeling to investigate the following two main objectives: (1) Developing a behavioral frequency measure of teacher quality for Ugandan teachers, (2) Examining the relationship between pupil-, teacher-, and school-level factors on pupil achievement on the PLEs in Uganda. Specific to the first objective, it was found that a psychometrically sound measure of teacher quality can be developed. The results rendered a 38-question measure focusing on four domains: (1) Teacher Planning and Preparation, (2) Classroom Environment, (3) Teacher Instruction, and (4) Teacher Professionalism. The second objective found that there are no significant differences between boys and girls on English achievement controlling for prior ability in English. However, there were significant differences between the sexes on mathematics achievement, with boys having higher scores. Additionally, the results showed that there is a significant relationship between student SES (i.e., boarding and day schools) and student achievement, with higher SES students (i.e., boarding schools) having higher achievement. It was also found that teacher TQM scores were a significant predictor of student PLE mathematics and English test scores, with higher teacher quality rendering higher student mathematics and English scores. There was also a significant difference between school types (i.e., urban and rural) on student achievement in mathematics, with rural schools (i.e., lower SES schools) having higher means compared to urban schools. Future research should continue to define the network of relationships between pupil-, teacher-, and school-level factors and pupil achievement, and maintain the measure revision and validation process of the TQM. Assessment is becoming commonplace in the classroom in Uganda, and the need to examine the influence of the teacher on pupil achievement is in high demand. Results from this study can provide insight into the disparities involving sex, student SES, and school SES that influence pupil achievement in Uganda. The findings also support administrative demands for more efficient ways to monitor teacher quality, and in turn, meet educational standards and increase student achievement.
Primary School Achievement In English And Mathematics In Zimbabwe
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Author : Levi M. Nyagura
language : en
Publisher: World Bank Publications
Release Date : 1993
Primary School Achievement In English And Mathematics In Zimbabwe written by Levi M. Nyagura and has been published by World Bank Publications this book supported file pdf, txt, epub, kindle and other format this book has been release on 1993 with Academic achievement categories.
In Zimbabwe's primary schools, higher achievement in math is associated with the amount of teacher training and instructional time, as well as the pupil- teacher ratio. Higher achievement in English is associated with the pupil- teacher and textbook- to- pupil ratios as well as the amount of teacher training.
School Effectiveness In Uganda
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Author : Harriet Betty Nannyonjo
language : en
Publisher:
Release Date : 2005
School Effectiveness In Uganda written by Harriet Betty Nannyonjo and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Education categories.
Uganda{u2019}s education sector has had a troubled history, including a sharp deterioration during the 1970s. The Education Policy Review Commission put in place in 1987 culminated into a white paper, which made recommendations for implementation of the Universal Education (UPE) Policy. The UPE policy resulted in massive increases in enrolment, which could not be matched by rate of provision of inputs with limited funding available to the sector. This study was prompted by the need for improved efficiency in use of education resources. The hypothesis is that school factors vary across schools depending on organization and management systems. Further, the level of educational inputs, and student background characteristics influence pupils{u2019} scholastic achievement. This study used a sample of 3950 primary six pupils in Uganda, selected from 200 schools to study the relationship of various factors with pupils{u2019} test scores. Both qualitative and quantitative methods were used in data collection and analysis. Results of this study point to some critical areas where improvements need to be made in order to improve pupil performance possibly with fewer resources. The results specifically apply to primary six pupils in Uganda. Results of this study suggest considerable variation in level of inputs by school ownership and location. There is also a considerable variation in pupil performance. School inputs like funding per pupil, time spent teaching a subject, availability of textbooks, had a positive but small correlation with pupils{u2019} text scores. On the other hand, class size, number of pupils per bench, had a negative but small correlation with pupils{u2019} test scores. Teacher and head teacher qualification, except for university education appear to have little influence on primary six pupils{u2019} test scores in Uganda. In-service training has little influence on test scores, and the possibility is lack of linkage between primary teacher education and the primary education curriculum. Teacher experience and age have a positive, but non-linear relationship with pupils{u2019} test scores. Other factors found to have a positive influence on pupils{u2019} test scores include parental education, speaking both vernacular and English at home, number of books at home. Factors that have a negative influence on pupil{u2019}s test scores include; family size, repetition and pupil{u2019}s age, number of books at home, distance of school from pupil{u2019}s home. This study provides some evidence that provision of school inputs alone explains a small proportion of the variation in pupils{u2019} performance. This study also emphasises the need for a balance between availability and usage of resources, a point clearly demonstrated in case of textbooks, where textbook availability at the school level as a positive but small correlation with test scores, whereas pupils{u2019} use of their own textbooks and the number of textbooks at home have a significant relationship with test scores.
Investigating The Effects Of Using A Variety Of Teaching Methods In Teaching And Learning Of Secondary School Mathematics
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Author : Thom Phiri
language : en
Publisher:
Release Date : 2019-04-14
Investigating The Effects Of Using A Variety Of Teaching Methods In Teaching And Learning Of Secondary School Mathematics written by Thom Phiri and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-04-14 with categories.
Academic Paper from the year 2019 in the subject Mathematics - Didactics, language: English, abstract: This paper aims at finding out the effects of using a variety of teaching methods in teaching and learning of Mathematics in Malawian secondary schools. The main objective of the research paper will be to investigate the effects of using a variety of teaching methods in the teaching and learning of secondary school Mathematics in Malawi. Mathematics has always been given special attention in school as the nature of the subject is related to many other fields and disciplines. Moreover, students' mathematics achievement has often been the focus and is seen as a critical global issue in many countries. Besides being perceived as a tough subject, problems in mathematics learning have also been related to the lack of regulation skills among students in learning mathematics. Self-regulation is a broad construct which covers before, during and after phases learning. The rapid changes of the education system and delivery methods give a huge impact to students.This situation requires students to learn effectively and in a more self-directed manner. To achieve this, teachers are encouraged to use a variety of teaching methods when teaching mathematics. This leads to student motivation which is a very important element in the learning process as it is an inducer and propeller for one to do a task successfully. Therefore, motivation is essential for an individual to successfully face challenges in academic setting. Moreover, motivation will be used by students as the attribution or determinant to their behaviour in learning and performance. Behaviours that are related to academic motivation such as the desire to do difficult tasks and stay longer in difficult situations will be the determinant for students' ability in facing daily school life challenges. It has been observed that there is still poor performance in mathematics despite the use of a variety of methods by teac
The Determinants Of School Achievement
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Author : Ernesto Schiefelbein
language : en
Publisher:
Release Date : 1981
The Determinants Of School Achievement written by Ernesto Schiefelbein and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1981 with Education categories.
Teacher Education For Inclusion
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Author : Chris Forlin
language : en
Publisher: Taylor & Francis
Release Date : 2010
Teacher Education For Inclusion written by Chris Forlin and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Education categories.
The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools around the world. The book considers themes including social and political challenges regarding teacher education, and innovative approaches to teacher training.
Elementary Real And Complex Analysis
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Author : Georgi E. Shilov
language : en
Publisher: Courier Corporation
Release Date : 1996-01-01
Elementary Real And Complex Analysis written by Georgi E. Shilov and has been published by Courier Corporation this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996-01-01 with Mathematics categories.
Excellent undergraduate-level text offers coverage of real numbers, sets, metric spaces, limits, continuous functions, much more. Each chapter contains a problem set with hints and answers. 1973 edition.