The Perceived Need for Inservice Training to Improve the Teaching of Mathematics in Primary Schools in Bendel State of Nigeria PDF Download
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Author: Gabriel Ogochukwu Iloh
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 152
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Book Description
Purpose: The study assessed the perceived need for inservice training to improve the teaching of mathematics in primary schools in Bendel State of Nigeria. Specifically, the study sought to know where and when the primary school mathematics teachers need inservice training to improve their standards of teaching elementary mathematics. The areas assessed were: the need for more knowledge, curriculum management, teaching strategies, behavior management, evaluation procedures, instructional materials, and the time preferred for inservice training. One hundred and forty-four (144) primary school teachers served as subjects in the study. There were 67 males and 77 females. Procedure: Three questionnaires (A, B and C) were designed to obtain the following information from the primary school teachers: (1) personal information, (2) professional education, (3) professional experience, (4) perceived need for inservice training to improve the teaching of mathematics in primary schools. Information obtained from 144 returned questionnaires (100%) was tabulated and the data were examined using descriptive statistics (mean and standard deviation) and the Pearson Product Moment Correlation to compute the reliability of 26 duplicated items in the questionnaire. Findings: The 144 primary school teachers who took part in the study expressed their need for training ranging from extensive to very little in the areas investigated. The subjects indicated a higher need for training in the area of curriculum management than the other areas investigated. One major finding from this study was that the test is made up of reliable items. The reliability of the individual items accepted ranged from .50 (moderate) to 1.00 (very dependable relationship). The primary school teachers who took part in the study agreed that elementary math inservice education would help them to know better how to teach elementary mathematics to their primary school students. The implications for the mathematics inservice training of these elementary school teachers were discussed and future research suggestions were also recommended.
Author: Gabriel Ogochukwu Iloh
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 152
Get Book Here
Book Description
Purpose: The study assessed the perceived need for inservice training to improve the teaching of mathematics in primary schools in Bendel State of Nigeria. Specifically, the study sought to know where and when the primary school mathematics teachers need inservice training to improve their standards of teaching elementary mathematics. The areas assessed were: the need for more knowledge, curriculum management, teaching strategies, behavior management, evaluation procedures, instructional materials, and the time preferred for inservice training. One hundred and forty-four (144) primary school teachers served as subjects in the study. There were 67 males and 77 females. Procedure: Three questionnaires (A, B and C) were designed to obtain the following information from the primary school teachers: (1) personal information, (2) professional education, (3) professional experience, (4) perceived need for inservice training to improve the teaching of mathematics in primary schools. Information obtained from 144 returned questionnaires (100%) was tabulated and the data were examined using descriptive statistics (mean and standard deviation) and the Pearson Product Moment Correlation to compute the reliability of 26 duplicated items in the questionnaire. Findings: The 144 primary school teachers who took part in the study expressed their need for training ranging from extensive to very little in the areas investigated. The subjects indicated a higher need for training in the area of curriculum management than the other areas investigated. One major finding from this study was that the test is made up of reliable items. The reliability of the individual items accepted ranged from .50 (moderate) to 1.00 (very dependable relationship). The primary school teachers who took part in the study agreed that elementary math inservice education would help them to know better how to teach elementary mathematics to their primary school students. The implications for the mathematics inservice training of these elementary school teachers were discussed and future research suggestions were also recommended.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 606
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Book Description
Author: Uju Nkwocha Afulezi
Publisher: University Press of America
ISBN: 9780761818519
Category : Reference
Languages : en
Pages : 342
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Book Description
A Bibliography of Doctoral Dissertations and Some Masters Degree Theses at American, Canadian, Australian, and European Universities, 1945-1999 - Volume I.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 428
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Book Description
Author: 'Bukonola Mabogunje Osibodu
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 596
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 574
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 780
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Book Description
Author: Tendekai Don Makande
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 202
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Book Description
The purpose of this study was to determine the need for mathematics inservice training for untrained and trained teachers in K-7 rural schools in Manicaland, Zimbabwe. The auxiliary teachers do not have any professional preparation before entry into the teaching profession. The study sought to determine the mathematics areas needed most by the primary school teachers during inservice training to improve the quality of mathematics instruction in their schools. A 28-item questionnaire was employed to measure the mathematics inservice needs of 120 teachers in grades 1-7. Six general areas were identified: mathematics knowledge, mathematics curriculum, mathematics training for teachers, instructional strategies, inservice training, the concept of rural education, and updated information from the field of mathematics education. Respondents were asked to indicate the extent of their perception of need for improvement in each of the 28 items on the questionnaire. The questionnaires were also designed to obtain the following information from K-7 teachers: demographic information which included personal information, professional education, experience, and perceptions of needs to improve mathematics instruction in K-7 rural schools in Manicaland, Zimbabwe. Information obtained from 120 returned questionnaires (100%) was tabulated, and the data were examined using descriptive statistics: frequencies and percentages of responses to each item, individual scores of the groups were described, and Pearson Product Moment Correlation was utilized to compute the degree of relationship between items. In addition the t-test was used to determine if there was a significant difference between the means of the two groups. Within the limitations of the study the following major conclusions were drawn. 1. Inservice teachers have a strong interest in the improvement of mathematics teaching in K-7 schools in rural Manicaland. 2. Mathematics inservice programs and workshops should stress both content of mathematics and methods. The teachers expressed the need for training in the following areas: i) mathematics content; ii) instructional strategies; iii) use of teaching aids, such as computers and calculators; and iv) curriculum development.
Author:
Publisher: African Studies Association
ISBN:
Category : Africa
Languages : en
Pages : 280
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Book Description
Author: Olatunde A. Adekola
Publisher: World Bank Publications
ISBN: 0821370499
Category : Education
Languages : en
Pages : 78
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Book Description
Language, Literacy, and Learning in Primary Schools is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum. This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.
