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1
Wagner, Charles Allen. "Academic optimism of Virginia high school teachers: its relationship to organizational citizenship behaviors and student achievement." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618390.
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For decades, educational leaders have sought to identify school-level variables that have a positive and significant impact on student achievement despite the indelible effects of student socioeconomic status and family background. The purpose of this is study was to investigate the relationship between an emergent attitudinal construct---academic optimism---and its relationship to organizational citizenship behaviors of teachers and student achievement among a sample of Virginia public high schools.;A convenience sample of 36 public Virginia high schools serving students in grades 9-12 was used to collect survey data from full-time teachers and faculty during regularly-scheduled faculty meetings during the 2006-07 school year. Derivative survey items for collective teacher efficacy, academic emphasis, faculty trust in students and parents, and organizational citizenship behavior in schools were obtained from existing instruments previously tested for reliability and validity. Student achievement data were obtained from 2006-07 Standards of Learning test results for Biology, United States History and English II Reading and Writing.;The initial factor analysis confirmed that academic optimism is a unified construct comprised of three dimensions: collective teacher efficacy, academic emphasis, and faculty trust in students and parents. Correlational analysis demonstrated positive significant relationships between academic optimism and student achievement. Additional regression analysis confirmed the significant relationships between academic optimism and student achievement in each of the four content areas measured, even after controlling for student socioeconomic status. In addition, academic optimism correlated strongly with organizational citizenship behavior in schools, but demonstrated stronger independent effects on student achievement than OCB.
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Wolfe, Kristen E. "The Core Plus Mathematics Project and high school students' mathematics achievement." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1216499106.
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Thesis (M.Ed.)--Cleveland State University, 2008.Abstracts. Title from PDF t.p. (viewed on Jan. 29, 2009). Includes bibliographical references (p. 22-23). Available online via the OhioLINK ETD Center. Also available in print.
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Snopkowski, Michael David. "Creating cost-effective structures to improve the use of data by math teachers at the secondary level." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 245 p, 2009. http://proquest.umi.com/pqdweb?did=1833621201&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Kos, Agnieszka. "High school teachers' perspectives on effective approaches for teaching biology to students with special needs." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/720.
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The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via in-depth interviews with 15 high school teachers in a Midwestern school district. The data were analyzed using open coding, axial coding, and selective coding procedures in accordance with the grounded theory approach. Essential model components included skills and training for teachers, classroom management strategies, teaching strategies, and student skills. The emergent substantive theory indicated that that teacher preparation and acquired skills greatly influence the effectiveness of inclusion implementation. Key findings also indicated the importance of using of a variety of instructional strategies and classroom management strategies that address students' special needs and their learning styles. This study contributes to social change by providing a model for teaching students and effectively implementing inclusion in regular science classrooms. Following further study, this model may be used to support teacher professional development and improve teaching practices that in turn may improve science literacy supported by the national educational reforms.
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Ringrose, Laura Chamberlin. "The Effects of Teacher Certification on Freshman High School Students' Algebra I Achievement." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4490/.
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The purpose of this study was to determine whether students taught by certified teachers and those taught by uncertified teachers had significantly different achievement on a state Algebra I End of Course examination. The specific research questions were: (1) Does type of teacher certification impact Algebra I End of Course (EOC) Exam scores for high school freshman when controlling for students' past mathematics success as measured by 8th grade TAAS mathematics test scores and teachers' years of experience? (2) Does type of teacher certification impact Algebra I End of Course (EOC) Exam passage rates for high school freshman when controlling for students' past mathematics success as measured by 8th grade TAAS mathematics test scores, socio-economic status, ethnicity, gender, and teachers' years of experience? This research was conducted in a large north Texas suburban school district. The entire population (N=1,433) of freshman students enrolled in year-long Algebra I was included for this study. Three statistical tests were used in data analysis for the first question. Analysis of covariance using student as well as teacher as the unit of analysis and hierarchical multiple regression were used to analyze students' specific scores. Logistic regression was used for the second research question. This study found that students in classes with non-certified teachers scored eight points lower on the Algebra I EOC Exam than those in classes with certified teachers. However, when controlling for students' prior mathematics achievement and other variables, the difference was of no practical significance. There was no practical significance in a student's odds of passing the examination between students in certified teachers' classrooms and those in uncertified teachers' classrooms. The results of this study offer further understanding of the debate over type of certification.
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Cheung, Lai-wah Monitta, and 張麗華. "Academic and social accommodation of S.1 hearing-impaired students in an ordinary secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961514.
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Jones-Smith, Dr Lolita. "Professional Development for High School Teachers on the Implementation of Response to Intervention." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/82.
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Professional Development for High School Teachers on the Implementation of Response to Intervention. Lolita M. Jones-Smith, 2015: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. ERIC Descriptors: Professional Development, Response to Intervention, Attendance, Achievement, Teacher Perception
The primary purposes of the study were to develop a response to intervention (RTI) professional development plan and to determine if implementation of the professional development plan changed educators’ perceptions on RTI from preimplementation to postimplementation. Since the inception of (RTI) in 2008 in the researcher’s school district, substantive, consistent, professional development initiatives for certified staff were minimally provided.The participants in the quantitative part of the study were a convenience sample of 50 educators at 1 high school in Georgia. These educators were certified regular education teachers who were content-area teachers, certified special education teachers who were content-area teachers, and department heads. The participants in the qualitative part of the study were a purposive sample of 5 department heads at the high school.
Data were collected for all participants with the Revised Survey of Teacher Perception of the RTI Process to respond to 5research questions. The intervention was the RTI professional development. The treatment period for the intervention was 10 weeks or 10 hours of training. There were 10 professional development training sessions based on a formalized and widely used RTI training curriculum by Windram, Bollman, and Johnson (2012).
The study used a convergent parallel mixed-methods approach. Quantitative data (preimplementation and postimplementation) were collected from 50 educators. Qualitative data (postimplementation only) were collected from 5 department heads. Pre- and postimplementation means, standard deviations, and effect sizes were calculated for each of the quantitative research questions. The inferential statistical model was the one-tailed t test for paired samples. Data analysis for the qualitative Research Question 4 followed a modified version of the constant comparative qualitative data-analysis procedures.
Findings for Question 1 showed the RTI professional development positively changed (1.64) educators’ perceptions of RTI related to students’ attendance and achievement, while for Research Question 2 the RTI professional development positively changed (1.94) educators’ perceptions related to the documentation of RTI procedures. Findings for Research Question 3 showed RTI professional development positively changed (3.00) educators’ perceptions of RTI related to involvement and support for RTI. Results for Research Question 4 revealed the department heads had different recommendations to improve the effectiveness of the RTI process and had mixed feelings on RTI’s effectiveness to improve the achievement of students. Findings for Research Question 5 revealed the qualitative data from the 5 department heads did not confirm the quantitative data from the 50 educators.
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Jacobs, James A. "School Climate: A Comparison of Teachers, Students, and Parents." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3476.
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This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018.
Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals.
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Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.
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Beati, Nada Y. "Smaller class size, tutoring, physical education, and professional development: Perception of Saudi Arabia female teachers for improving the academic achievement of Saudi Arabia high school girls." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/214.
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The Kingdom of Saudi Arabia, KSA, has invested ample resources to boost and enhance the environment and the outcome of its educational system. Using AlGodorat and AlTahsili, standardized tests used to evaluate students’ knowledge and skills, as a measurement to find discrepancies between girls and boys performance on these tests. This study investigated class size, tutorials, physical education and professional development as possible ways of improving the performance of Saudi Arabian girls. Further, the study conducted a survey targeting girls’ high school teachers in Saudi Arabia to get more prospective, opinions, and inclinations toward implementing these methods. Moreover, the study included recommendations for policy makers and leaders in the Kingdom of Saudi Arabia. The study found the majority of teachers were in favor of implementing these methods. Furthermore, we were able to find a correlation between teachers’ ages, locations, and experiences and their prospective toward these methods of improvement.
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Ortiz-Marrero, Floris Wilma. "Teacher Inquiry Group: The Space for (Un)packing Representations of Discourses of Achievement Gap and the Possibility of an Institutional Transforming Practice." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/64/.
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Wellman, Kristen Suzanne. "Students' Perceptions on the Impact of Teacher Expectation Bias on Classroom College Readiness Opportunities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157639/.
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As increasing emphasis is being placed on student college and career readiness, instructional approaches seek to develop content and skill proficiency. I gathered student perspectives on teacher expectations and instructional opportunities in core content classes in order to determine if expectation bias influences college readiness preparation in the classroom. Student academic self-concept and college readiness were examined alongside beliefs about teacher expectations and instructional opportunities in a conceptual framework for student perceptions. In this qualitative study, I utilized four focus groups of high school students from two cohorts to analyze perceptions across students from mostly on-level core classes and those from mostly advanced core classes. Findings showed students held high expectations of their own current and future performance, as well as perceived teachers generally hold high expectations, though this was shown through the development of relational capacity rather than instructional opportunities to develop college readiness skills or connect to students' future ambitions. The results of the study provide insight to educators seeking to create stronger connections for students between current educational experiences and future postsecondary opportunities.
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DeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.
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Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.
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Moyana, Hlengani Jackson. "Factors related to mathematics achievement of secondary school pupils." Diss., 1996. http://hdl.handle.net/10500/17527.
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This study investigated the relationships between diverse variables and secondary school pupils'
Mathematics achievement. It also dealt with the relative contribution of each variable to
Mathematics achievement and the significance of differences in Mathematics achievements when
pupils' gender and home background as well as teachers' experience, gender, education, in-service
education, homework assignment and testing frequency are taken into account.
A questionnaire was administered on 163 standard 8 pupils.
I
The most important findings of this study were: {1) There was a significant relationship between
pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept,
contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote
tests often (more than once per term) achieved significantly less than students who wrote tests
less oftenPsychology of Education
M. Ed. (Psychology of Education)
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Odeyemi, Bamidele Segun Donald. "Grade 9 learners’ perceptions of factors influencing their academic performance in mathematics in Tshwane Municipality, South Africa." Thesis, 2020. http://hdl.handle.net/10500/27202.
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The present study investigated Grade 9 learners’ perceptions of factors influencing their academic performance in Mathematics in Tshwane municipality, South Africa. The study was based on positivism paradigm. The quantitative research approach was used while the research design was a descriptive survey design. The sample was made up of 400 learners (280 females and 120 males). Convenient sampling method was employed as a result of the nature of data. A self-designed questionnaire was administered to collect data. Data were analysed using quantitative approach with the statistical package for the social sciences, version 24.0, and the few open ended data on strategies for improving learners’ performance were analysed deductively. Frequency tables and ratios were calculated to establish the rating of each item. A Chi-square test was used to establish relationships of the variables on learners’ Mathematics performance. The study revealed that the Grade 9 learners perceived the factors influencing their performance in Mathematics were teacher-learner relationship, school environment and influence of learners’ attitude towards their performance in Mathematics, while peer relationship and home background (parents’ relationship and support) were perceived as not having any relationship with learners’ academic performance. The following recommendations were made to improve the Grade 9 learners’ performance in Mathematics, they are: policies that may consider Mathematics as a compulsory subject in the place of maths numeracy; there should be a regular in-service training for Mathematics teachers; parents should give adequate attention and care to their children in their Mathematics assignments; there should be provision of additional classrooms and infrastructures by the government and other stakeholders; learners should be encouraged to cultivate a more positive attitude towards Mathematics as a subject. Lastly, the study proposed a model for improving Grade 9 learners’ academic performance in Mathematics in Tshwane municipality, South Africa.Psychology of Education
D. Ed. (Psychology of Education)
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(10703001), Kimberly J. Kamler. "Strategies for Teaching Mathematics to High School Students with Mild Disabilities." Thesis, 2021.
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Many high school math teachers are not trained for teaching students with mild disabilities. Math curriculum is not typically developed with the needs of students with mild disabilities in mind. Teachers may not be aware of the unique barriers for students with mild disabilities, and strategies to help them master mathematics. The purpose of this study was to identify research-based techniques used by general education and special education teachers for teaching math to high school students with mild disabilities. The study also investigated teachers’ perceptions of and willingness to implement specific strategies to teach math skills to students with mild disabilities. Academic research articles were reviewed to identify strategies. A survey was taken by nine high school general education and five special education teachers who teach math. The results showed a reasonable degree of knowledge, experience, and positive perceptions of evidence-based strategies, especially co-teaching. There were significant differences between the responses of teachers with math teaching licenses compared to those with special education licenses. Based on the existing literature and the survey results, a handbook of resources was created for teachers of secondary math classes to support learning for students with mild disabilities.
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Mwiria, David. "The relationship between the attitude of secondary school Mathematics educators towards school and the achievement of their learners." Diss., 2006. http://hdl.handle.net/10500/776.
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This research investigates the relationship between the attitude of senior secondary mathematics educators towards school and the achievement of their learners. A literature study examined research into the relationships between an educator's attitude towards his or her school management team, colleagues, learners, parents, the subject of mathematics and the factors influencing mathematics achievement. An empirical investigation used a quantitative research design to collect data from selected senior secondary schools in the Eastern Cape Province of South Africa. A questionnaire was used to gather data and a statistical data analysis was conducted to calculate frequencies and test hypotheses. Findings indicated the existence of a relationship between educators' attitudes towards school and the achievement of their learners. It was therefore recommended that school managers should be very sensitive to the climate prevailing in their schools in order to encourage mathematics educators and thus, indirectly, learners in this vital subject.Educational Studies
M. Ed. (Didactics)
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Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.
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Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.
This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.
The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.
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Ralejoe, Malehlanye Constrantinus. "The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities." Thesis, 2016. http://hdl.handle.net/10500/24439.
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Scholars emphasise the pivotal role that teacher perceptions play in the success of inclusive education (IE). Using Bourdieu’s (1985-1999) three conceptual tools of habitus, field and capital as a theoretical framework, this qualitative case study was designed to investigate secondary school teachers perceptions of IE – particularly with regard to the inclusion of children with disabilities in mainstream schools in the Maseru District of Lesotho. Data were collected using rural and urban focus-groups’ interviews. After analysing the data using categorical indexing, and discourse and comparative analysis methods, seven overriding themes emerged: teacher philosophical understanding of IE, teacher inclusion experiences and challenges, teacher classroom practices, teacher opinions about IE, key elements of IE, advantages of IE, and disadvantages of IE.
Both focus groups demonstrated similar, but diverse conceptualisations of IE: as an integration movement requiring students to adapt to the school environment; as a segregation movement justifying special schools for students with severe disabilities; and as an education-for-all movement requiring that schools adapt to individual learner needs. The teachers understood that IE had social benefits for learners who could not reap its academic benefits. They used their traditional nurturing approaches to teach learners with different abilities – such as by memorisation of concepts and maximising peer interactions for the purpose of peer tutoring. However, the teachers’ insistence on corporal punishment and forcing learners to speak English in schools seemed to compromise their inclusion efforts. The study also found that despite the culturally influenced, positive and nurturing instincts of teachers in relation to supporting the education of children with disabilities, they were confronted with numerous challenges. These included: lack of knowledge and skills to effectively implement IE, lack of resources, lack of collaborative support from parents and government, and lack of incentives to boost their morale.
It is recommended that teachers be equipped with theoretical knowledge of IE and with practical skills to implement it. Pre-service and in-service training was recommended in this regard. It is also recommended that all stakeholders in Lesotho secondary education bring together their resources, expertise, knowledge and enthusiasm – in an effort to make IE in Lesotho both successful and sustainable.Inclusive Education
D. Ed. (Inclusive Education)
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Lekhetho, Mapheleba. "The impact of the education management system on the effectiveness of secondary schools in Lesotho." Thesis, 2003. http://hdl.handle.net/10500/3117.
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The primary purpose of the study was to investigate the factors that cause most Lesotho
secondary schools to perform poorly in the Cambridge Overseas School Certificate
examinations. The findings of the study show that the problems that contribute to the
ineffectiveness of most secondary schools are multiple and interrelated. These problems
can be identified at the macro or policy-making level at the Ministry of Education, and at
the micro or the individual school level.
At macro level, there appears to be a lack of adequate capacity among the senior
management staff to perform the management and governance functions effectively, so
that substantive improvement could be realised in the day-to-day operations, and
academic results of schools. An upshot of this is that the professional support that the
Ministry of Education provides to secondary schools is inadequate. Furthermore, despite
the deepening poverty in Lesotho, the state does not provide textbooks to learners in
secondary schools. Consequently, many learners do not have all the textbooks, and this
affects their learning negatively.
At micro level, the problems that contribute to the ineffectiveness of most secondary schools include teacher tardiness, teacher absenteeism and a lack of learner
determination. It is contended that these factors indicate that the management of the school principals is weak. Moreover, because of poverty, many parents fail to pay school fees for their children on time. As a result, many learners are frequently sent back home by the principals to fetch money, and this reduces their academic learning time. The study also revealed that prior academic achievement of learners in primary schools is, to a large
extent, a major predictor of their achievement in secondary schools. In this regard, the highly effective schools, which have selective admission policies and accept mainly Form A applicants, tend to consistently outperform the average and less effective schools, which have open admission policies.
In order to improve the academic performance of secondary schools, it is recommended that the Ministry of Education officials, principals, teachers and learners should work more diligently and refocus their efforts on the core business of schools, namely, teaching and learning.Teacher Education
D. Ed. (Education Management)
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Akpo, Simon Eno. "The impact of teacher-related variables on students' Junior Secondary Certificate (JSC) mathematics results in Namibia." Thesis, 2012. http://hdl.handle.net/10500/6152.
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This study explored the link between teachers’ inputs and process and students’ academic achievement in Junior Secondary Certificate (JSC) Mathematics for the period 2006 to 2010.The outcome (teacher effectiveness) was obtained by means of value added measures (students’ aggregate JSC Mathematics scores for 2006 to 2010 by school). One hundred and fifty JSC schools out of a total of 573 constituted the units of analysis for the study. The data regarding teachers were obtained by means of self-administered questionnaires, and JSC Mathematics results from 2006 to 2010 were obtained from the Directorate of National Examinations and Assessment (DNEA).
Multi-correlation and regression techniques at alpha =0.001; 0.05 and 0.10 were used to analyse the link between teachers’ inputs and processes, and students’ academic achievement in JSC Mathematics. The null hypotheses formulated for the study were tested at the 0.05 (5%) level of significance. In summary, it appears that the various aspects of teachers’ inputs (teachers’ educational qualifications, teaching experience, subject specialisation etc.), processes (standards-based professional development, standards-based classroom activities, and classroom management beliefs) are related to students’ academic achievement in JSC Mathematics. In particular, a linear combination of the following variables had a significant and positive association with students’ academic achievement in JSC Mathematics: teachers’ major in Mathematics (teachers’ inputs); teachers’ usage of whole class discussion (standards-based classroom activities); perceived knowledge of algebra; teachers’ professional development in interdisciplinary instruction; teachers’ review of students’ homework/assignments; and students talking to other students about how to solve mathematics problems. Teachers’ pedagogical content knowledge (PCK) in general, and some classroom practices were not significantly related to students’ academic achievements. This study, therefore, recommends that teachers’ professional development should focus on the subject matter that the teachers will be teaching, as well as alignment of teachers’ learning opportunities with real work experience using actual curriculum materials and assessment.Educational Studies
D. Ed. (Didactics)
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Nesengani, Alidzulwi Thomas. "Management of high school learners academic performance in Chemistry." Thesis, 2017. http://hdl.handle.net/11602/878.
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DEd (Educational Management)Department of Educational Management
Performance of learners in Chemistry in South Africa has been below the international average. This study intended to investigate the management of high school learners’ academic performance in Chemistry as a component of Physical Science. The study employed mixed designs which are qualitative and quantitative. The population of this study comprised learners who were doing Physical Science, Physical Science teachers and school principals. The principals as participants were purposively sampled whereas teachers and learners were stratified random sampled. Data were collected through questionnaires which were distributed to learners and teachers, while school principals were orally interviewed. Data obtained from questionnaires were analysed using SPSS software. Qualitative data were analysed through identification of themes, development of codes and sub-themes. The improvement of teaching and learning will have a positive impact on the academic performance of high school learners in Chemistry. The findings showed that there are factors which affect the management of high school learners like (school location, inadequate physical resources, attitude and anxiety) contribute to the performance of learners in Chemistry. The findings also showed that factors influencing the academic performance of learners in Chemistry like (effective teaching, In-service Training of Chemistry teachers and Chemistry syllabus and content) contribute to the performance of learners in Chemistry. This study will give new insight to curriculum developers and implementers, and researchers regarding emerging issues on performance and influence the Ministry of Basic Education on policy formulation. Improved Chemistry performance will give learners opportunities to pursue science related courses in higher institutions of learning and middle level colleges.
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Chakandinakira, Joseph. "The role of school-based teacher incentives to improve student achievement : experiences from selected secondary schools in Manicaland Province, Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/22007.
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This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers’ low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District.Educational Foundations
D. Ed. (Socio-Education)
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Oyewo, Saheed Adekunle. "The challenges of teaching at-risk learners at a secondary school in Cape Town." Diss., 2021. http://hdl.handle.net/10500/27149.
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The study focused on the challenges of teaching at-risk learners at secondary schools. A qualitative investigation based on interviewing and observation was conducted with sixteen teachers teaching at-risk learners. Findings revealed that pre-service teacher training does not prepare teachers adequately to teach learners at risk constructively. Findings also revealed that at-risk learners have no control over themselves due to lack of parental support as parents show no commitment and support for their children’s education. Interventions to counter challenges with teaching at-risk learners relate to applicable preservice teacher training to engage with at-risk learners constructively and continuous in-service teacher training as professional development to empower teachers to engage with at-risk learners appropriately. At-risk learners must value second-chance education opportunities with schools ensuring that a supportive school culture prevails.
The study contributes to the discourse on effective teaching practices to support at-risk learners for acceptable academic attainment.Educational Management and Leadership
M. Ed. (Education Management)
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Shatumbu, Ndapanda Loide. "Teachers’ perceptions on learner-centred approach : a case of selected secondary schools in Namibia." Diss., 2019. http://hdl.handle.net/10500/27231.
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Namibia is one of the countries with distinct historical education systems that
shifted from the traditional teacher-centred approach to learner-centred
approach to improve learning outcomes. Despite for the call upon secondary
school teachers in Namibia to adopt the learner-centred approach, the pass
rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very
low with about 50% of the Grade 10 JSC learners failing to make it for senior
secondary level. Therefore, this study sought to explore science teachers’
knowledge, practice and perception of learner-centred approach. This study
employed a pragmatic approach using an explanatory sequential mixedmethods
design to collect quantitative data first and then explaining the
quantitative results with in-depth qualitative data. The structured questionnaire,
interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis
was used for the data collected by the questionnaire while qualitative data
analysis was used for the data collected by interview and the observation
protocols. The results showed an understanding of learner-centred approach
and most teachers use a mixed approach to teaching that incorporates both
learner-centred approach and teacher-centred approach. Furthermore, results
showed that teachers view learner-centred approach as effective but its
effectiveness is reduced by poor participation of learners, large class sizes and
inadequate instructional materials. Following the results, it was recommended
that the Ministry of Education and education policy makers must consider
strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance.Science and Technology Education
M. Ed. (Natural Science Education)
26
Ringani, Tsakani Gladys. "The academic performance of orphaned learners at high schools in Shamavunga Circuit, Limpopo Province, South Africa." Diss., 2018. http://hdl.handle.net/10500/25551.
Full textAbstract:
The study investigated the academic performance of orphaned secondary school learners between the ages of thirteen and eighteen in the Shamavunga Circuit. The study used the qualitative method. This included the sampling of ten orphaned learners from one school in the Shamavunga Circuit. The qualitative component of the study involved sampling three educators and three guardians of orphaned learners from one secondary school in the Shamavunga Circuit. This study was aimed at investigation the perceptions of educators and learners of the academic performance of orphaned learners at secondary schools in the Shamavunga Circuit, Limpopo province. The study found that the educators were of the view that, as compared to their counterparts, orphaned learners are more likely to display unruly behaviour, a lack of concentration and an inability to complete their written schoolwork. The educators also suggested that because the majority of orphaned learners were heading their families (child-headed), there was no one to monitor and supervise them. On the other hand, it has been suggested that the majority of orphaned learners were staying with their caregivers/guardians. The study also revealed that the educators were not well trained in terms of dealing with orphaned learners. In other words they lacked the proper skills and knowledge required to deal with orphaned learners. On the other words, the orphaned learners were of the view that some of the educators were not treating them well as they called them names and they were also not providing them with the support that they should have been receiving from adults who should be playing a parental role in their lives. Furthermore, some of the orphaned learners suggested that the caregivers (guardians) with whom they lived misused their grants for their own benefit. The study also revealed that the guardians of orphaned learners were often not coping and were uneducated. Accordingly, they were unable to adequately meet the needs of these orphaned learners. In conclusion, the study recommended interventions at the school, government as well as the community levels. For example, it is suggested that grandparents (guardians) be provided with support as they were becoming exhausted as a result of having to look after the orphaned learners. It is also suggested that the government build more drop-in centres and orphanages and also provide training for the educators who have to deal with the orphaned learners.Educational Leadership and Management
M. Ed. (Education Management)
27
Kabutu-Njekwa, Catherine. "Grade 9 teachers’ and learners' perceptions of the causes of poor mathematics performance and possible interventions in Durban's Ethusini Circuit." Diss., 2019. http://hdl.handle.net/10500/25956.
Full textAbstract:
This study investigated teachers' and learners' perceptions of the causes of poor performance in Mathematics among Grade 9 learners in Durban's Ethusini Circuit of KwaZulu-Natal Province. By using a phenomenographic research design, a sample of 15 Grade 9 learners who take Mathematics, one Grade 9 Mathematics teacher and one Mathematics head of department was selected purposively from three high schools in the Ethusini Circuit. The three schools are one former model C school, one ordinary government school and one private school. Focus group and semi-structured interviews were used to collect data from the participants. The data were analysed by transcribing the focus group and semi-structured interviews; thereafter, the transcriptions were coded into themes and categories. The results of this study indicate that teachers and learners perceive that poor performance in Mathematics in Grade 9 is due to CAPS curriculum challenges, such as overloaded and advanced content, and insufficient time to complete the curriculum. Parental support, English (first additional language) as a language of learning and teaching, methods of teaching (such as the talk and chalk method), and learners' negative attitude towards Mathematics were also cited. From these findings, recommendations for revisiting the CAPS curriculum and other areas of need, as well as topics for future research were suggested.Dinyakišišo tše di nyakišišitše ka ga maikutlo a barutiši le a baithuti ka ga dilo tšeo di bakago go se šome gabotse ka thutong ya Dipalo gareng ga baithuti ba Kreiti ya 9 ka Sedikothutong sa Ethusini ka Durban ka Phrobentsheng ya KwaZulu-Natal. Ka go šomiša mokgwa wa dinyakišišo wa fenomenokrafiki, sampole ya baithuti ba 15 ba Kreiti ya 9 bao ba ithutelago Dipalo, morutiši o tee wa Dipalo ka go Kreiti ya 9 le morutiši o tee yo e lego hlogo ya lefapha la Dipalo o kgethilwe ka maikemišetšo go tšwa dikolong tše di phagamego tše tharo ka Sedikothutong sa Ethusini. Dikolo tše tharo tše ke sekolo se tee seo se bego se le sa motlolo wa C, se tee sa tlwaelo sa mmušo le se tee ke sekolo sa phraebete. Sehlopha seo se nepišitšwego le dipoledišano tša dipotšišo tšeo di beakantšwego peleng di šomišitšwe go kgoboketša tshedimošo go tšwa go bakgathatema. Tshedimošo e sekasekilwe ka go ngwalolla dipoledišano tša dipotšišo tša sehlopha seo se nepišitšwego le tšeo di beakantšwego peleng; ka morago ga fao, dingwalollo tše di filwe dikhoutu go ya ka merero le magoro a tšona. Dipoelo tša dinyakišišo tše di laetša barutiši le baithuti ba bona gore go se šome gabotse ga baithuti ka thutong ya Dipalo ka go Kreiti ya 9 ke ka lebaka la ditlhohlo tša lenaneothuto la Setatamente sa Melawana ya Tekolo ya Lenaneothuto (CAPS), go swana le diteng tša thuto tšeo di tletšego kudu le tšeo di gatetšego pele kudu, le nako ye e sego ya lekana ya go fetša lenaneothuto. Thekgo ya batswadi, Seisemane (polelo ya gae ya tlaleletšo) bjalo ka polelo ya go ithuta le ya go ruta, mekgwa ya go ruta (ya go swana le mokgwa wa go bolela le go ngwala ka tšhooko letlapeng), le maikutlo ao a sego a loka a baithuti go Dipalo le tšona di filwe bjalo ka dilo tšeo di bakago se. Go dikutollo tše, ditšhišinyo tša go etela leswa lenaneothuto la CAPS le makala a mangwe ao o hlokago šedi, gammogo le dihlogotaba tša dinyakišišo tša ka moso le tšona di ile tša šišinywa.
Lolu cwaningo luphenye imibono yothisha kanye neyabafundi yezimbangela zokungasebenzi kahle esifundweni seziBalo kubafundi beBanga le-9 kuSekhethi yase-Ethusini eThekweni esifundazweni saKwaZulu-Natali. Ngokusebenzisa isakhiwo sokucwaninga esisezingeni eliphezulu, isampula yabafundi abayi -15 beBanga le-9 abathatha iziBalo, uthisha oyedwa weBanga le-9 kanye nomphathi oyodwa womnyango weziBalo bakhethwa ngenhloso ezikoleni ezintathu eziphezulu kuSekhethi yase-Ethusini. Lezi zikole ezintathu esisodwa semodeli C, esisodwa sikahulumeni ojwayelekile kanye nesisodwa isikole esizimele. Iqembu lokugxila kanye nezingxoxo ezihlelwe kahle zisetshenzisiwe ukuqoqa imininingwane evela kubahlanganyeli. Imininingwane yahlaziywa ngokubhalwa kweqembu okugxilwe kulo kanye nezingxoxo ezihlelwe kahle; emva kwalokho, imibhalo ivezwe ngendlela engaqondile ezindikimbeni nasezigabeni. Imiphumela yalolu cwaningo ikhombisa ukuthi othisha kanye nabafundi babona ukuthi ukungasebenzi kahle esifundweni seziBalo kuBanga lesi-9 kungenxa yezinselela yezifundo ezibandakanya isifundo esifundwayo seCAPS, njengokuqukethwe okugcwele kakhulu nokuthuthukile, kanye nesikhathi esinganele sokuphothula izifundo ezibandakanya isifundo esifundwayo. Ukusekelwa kwabazali, isiNgisi (ulimi lokuqala olwengeziwe) njengolimi lokufunda nokufundisa, izindlela zokufundisa (njengeyokufundisa lapho uthisha ebhala ebhodini), kanye nesimo sengqondo esingesihle sabafundi maqondana neziBalo nakho kuveziwe. Ukusuka kulokhu okutholakele, kuphakanyiswe ukuphinda kuphinde kufundwe izifundo ezibandakanya isifundo esifundwayo seCAPS kanye nezinye izindawo ezidingeka, kanye nezihloko zocwaningo lwakusasa ziphakanyisiwe.
Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)
28
Kotoka, Jonas Kwadzo. "An investigation of physics teachers’ technological pedagogical content knowledge and their learners’ achievement in electricity." Thesis, 2018. http://hdl.handle.net/10500/25601.
Full textAbstract:
The purpose of this study is to investigate physics teachers’ (TPCK) and their learners’ achievement in electricity. A purposive sample of 42 Grade 11 physics teachers and 1423 learners participated in the study. An explanatory mixed method research design was employed in the study to collect data. A survey questionnaire (PTTPCKQ), consisting of six-point Likert scale questions, was answered by participating teachers. Similarly, their learners responded to a confirmatory questionnaire (LCPTTPCKQ). The learners also responded to the Electricity Learning Confirmatory Questionnaire (LELCQ) and wrote an achievement test called Learner Electricity Achievement Test (LEAT). The data collected was analysed both quantitatively and qualitatively. Quantitatively, it was found that a positive, statistically significant relationship existed between physics teachers’ experience and their learners’ achievement [Spearman’s rho (42) = .39, p = .011] as well as physics teachers’ TPCK and their qualifications [Spearman’s rho (42) = .33, p = .003]. There was also a positive statistical relationship between physics teachers’ TPCK and learner achievement, yet this was not statistically significant. There were positive, statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK from the analysis of the PTTPCKQ. There were positive statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK, according to the analysis of the LCPTTPCKQ. Furthermore, comparing the learners’ responses on the LCTTPCKQ and their teachers’ responses on the PTTPCKQ, it was found that both learners and teachers provided similar responses for all the constructs of TPCK except TCK. Qualitative data analysis further revealed that the technologies used by these teachers were PhET Simulations, YouTube Videos, Power Point Presentations, Interactive White Boards, and Mindset Videos. Finally, between 12.9% and 5.2% of the learners reported that their teachers had neglected to teach some sections of the electricity in the curriculum.Mathematical Sciences
Ph. D. (Mathematics, Science and Technology Education)
29
Simelane, Sisana Gladys. "Stakeholder perceptions of effect of indiscipline on academic performance of learners in selected Bushbuckridge rural schools." Thesis, 2017. http://hdl.handle.net/10500/23200.
Full textAbstract:
Ongoing public concern has been expressed concerning the improvement of academic performance of learners in selected Bushbuckridge rural schools, South Africa. Statistics gathered since 2008 demonstrate that the overall performance of secondary schools in the Grade 12 examinations in this region has been consistently poor. This study focused on the stakeholder perceptions of effect of indiscipline on academic performance of learners in selected Bushbuckridge rural schools. Lack of learner discipline in this region prompted this investigation. The general aim of the study was to understand manifestations of indiscipline in relation to learner performance in selected Bushbuckridge rural schools. The study used qualitative research methods and the sample comprised four secondary schools selected by purposive sampling. Individual structured interviews and focus group interviews were used to gather data. In each school, one school management team (SMT) and three educators participated in individual interviews, while four learners participated in focus group interviews. The findings indicated that schools which yielded poor academic performance were faced with learners’ disciplinary problems, which manifested in poor class attendance, late coming, persistent class disruptions, learners’ retaliation when disciplined by educators, alcohol and drug abuse, mocking and ignoring educators and plagiarism. Educators in school C and D lacked a disciplinary mechanism to enforce discipline in their classes since corporal punishment was abolished, hence the poor academic performance of learners. The implementation of the Integrated Quality Management Systems (IQMS), a departmental strategy aimed at developing educators in order to equip them with all the necessary skills to ensure the success of their schools which is measured against the academic achievement of the learners, had predominantly failed in schools to reach its goal. Educators mainly relied on parental support to deal with serious learner offences but this strategy was largely inadequate. The conceptual framework, ‘putting a plan into practice’, was used to explain the importance of learner discipline for the betterment of academic performance by expounding the five pillars that can be used to attain quality schools. These pillars, if put into practice, create an organizational climate which provides both educators and learners with an opportunity to function as partners in defining and creating success in schools.Educational Studies
D. Ed.
30
Mathobela, Makoena Salome. "Factors that influence poor performance amongst Grade 12 learners in the Malebo-West circuit of Limpopo province." Diss., 2019. http://hdl.handle.net/10500/26388.
Full textAbstract:
It has become a norm that most learners from rural areas drop out of the school system early, and become beneficiaries of the welfare system at an early age to establish factors that could be contri buting to the low academic performance among grade 12 learners. The study examined the role of the principal, SMT and teachers in contributing factors of poor performance in grade 12 learners in rural high schools. A qualitative investigation at three publ ic high schools in the Maleboho done. Data were collected by means of document analysis and in-- West Circuit was depth interviews. The study revealed that learners and teachers are managed by ineffective management and support by SMT, challenges with teachi ng and learning, lack of parental involvement, the new progression policy of the department and ineffective leadership by Head of Departments. Recommendations were made on how SMT and teachers might solve these problems in the future. ivPolelo ye o e lego melomong ya batho ke gore ge o bona ngwana yo monnyane a boputse lesea, tseba gore o tswa dinagamagae fao tlala e ikepetsego ka medu Barutwana ba fao ba bona pelego e le lehumo la ka pejana la go ikhweletsa tshelete ya mmuso ya mphiwafela. Se se theosa seriti sa thuto, kudu seemo sa dipoelo tsa marematlou. Go rothisa dinala ga dihlogo tsa dikolo, dihlogo tsa dithutwana dikolong, le barutwana go bonala e le bona bahlodi ba mpherefere wow a dipoelo tsa go nyamisa tsa marematlou. Dinyakisiso tseo di tseneletsego ka ngalaba ye, di dirilwe dikolong tse tharo tseo di phagamego, tseo di abago thuto ya batho ka moka sedikothutong sa Maleboho Bosubela (MalebohoWest). Barutwana, barutisi le ditokomane di somisitswe go hwetsa dikarabo tsa maleba dinyakisison g tseo. Go hweditswe tseo di latelago. Barutwana le barutisi ba hlahlwa ke bafahlosi bao ba se nago bokgoni bjo bo tibilego thutong. Batswadi bao ba se nago maikemisetso thutong ya bana ba bona. Melawana ya thuto yeo e nyefisitswego, ya go fetisetsa barut ya ka pejana. wana mephatong Go hloka maitemogelo ga hlogo ya thuto ka mosomo wa gagwe. Ditshisinyo tseo di ka thusago go hlomola naga mootlwa mo thutong ya ban aba rena yeo e tsenetswego, di laeditswe ka botlalo.
Swi hundzukile ’ ntolovelo leswaku vadyondzi vo tala va le matiko xikaya va tsika xikolo eka malembe ya le hansi ya dyondzo, va hola mudende wa mfumo va ha ri vatsongo; lexi xi nga xin wana xa swivangelo swa mbuyelo wa le hansi wa vadyondzi va giredi ya khume mberhi. Tsalw a leri ri langutisile xiavo xa nhloko ya xikolo, vufambisi bya xikolo na vadyondzisi eka mbuyelo wa le hansi wa giredi ya khume mbirhi eka swikolo swa he henhla swa le matiko xikaya. Vukambisisi byi endliwile eka swikolo swa mfumo swi nharhu swa le henhla eka xifundzantsongo xa dyondzo xa Maleboho Vupeladyambu. Vuxokoxoko bya tsalwa leri byi kumiwile hi ku lavisisa ematsalweni ni ku burisana na vanhu vo karhi. Ku na mintlotlo yo tala hi tlhelo ra dyondzo, ku nga: vufambisi bya swikolo, vatswari a va khum beki hi tlhelo ra dyondzo ya vana va vona ’ ni polisi ya mapasiselo ya vadyondzi. Tsalwa leri ri humesile swibumabumelo leswi nga tirhisiwaku hi vufambisi bya swikolo nga tirhisiwaku hi vufambisi bya swikolo kun we ni vadyondzisi ku ololoxa mintlontlo ya dyo ndzo.
Educational Management and Leadership
M. Ed. (Education Management)