Project work plays a key role in the training of teachers because it prepares them to be able to research their practices to improve teaching and learning. This case study explored teacher trainees’ experiences and challenges in doing project work using the views of a cross section of trainees from one College of Education in southern Ghana. Twenty-two Diploma in Basic Education teacher trainees who completed their programme from 2017 to 2020 participated in the study. The data was collected through an open-ended online questionnaire. The data collected were analysed qualitatively and presented as narratives with some illustrative examples. The results from the study revealed the trainees reporting that their experiences working with supervisors were generally good. They however reported a number of challenges, with financial challenges associated with the cost of traveling to their colleges to see supervisors being the most common. The study recommended among other things, the need for the management of the Colleges of Education to ensure that trainees would not have to travel frequently to colleges to meet supervisors to save cost and equip the trainees to ensure that their experiences through project work build their core skills.
{"title":"Teacher Trainees’ Experiences and Challenges in Project Work at Colleges of Education in Ghana: The Case of a College in Southern Ghana","authors":"Etheldreda Charlotte Davis, Sabina Amos","doi":"10.4314/ajesms.v18i2.3","DOIUrl":"https://doi.org/10.4314/ajesms.v18i2.3","url":null,"abstract":"Project work plays a key role in the training of teachers because it prepares them to be able to research their practices to improve teaching and learning. This case study explored teacher trainees’ experiences and challenges in doing project work using the views of a cross section of trainees from one College of Education in southern Ghana. Twenty-two Diploma in Basic Education teacher trainees who completed their programme from 2017 to 2020 participated in the study. The data was collected through an open-ended online questionnaire. The data collected were analysed qualitatively and presented as narratives with some illustrative examples. The results from the study revealed the trainees reporting that their experiences working with supervisors were generally good. They however reported a number of challenges, with financial challenges associated with the cost of traveling to their colleges to see supervisors being the most common. The study recommended among other things, the need for the management of the Colleges of Education to ensure that trainees would not have to travel frequently to colleges to meet supervisors to save cost and equip the trainees to ensure that their experiences through project work build their core skills.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136244036","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}
The purpose of this study was to determine the association between teachers' efficacy, teachers’ effectiveness, attitude toward biology, and students' achievement in biology among lower secondary schools in Nyamagabe district, Rwanda. The study used an ex-post-facto research design to accomplish this. Eighty-eight respondents including 44 head teachers and 44 biology teachers were purposively selected from 46 schools as a sample. Data were collected using the Teacher Efficacy Scale (TE), Teachers Attitude towards Teaching Biology Questionnaire (TATBQ) for teachers, and Biology Teacher Effectiveness Questionnaire (BTEQ) for headteachers. Besides, the 2018 Biology National Examination 2018 results were used as a measure of student academic performance in biology. The Pearson Correlation and Multiple Regression analyses were used in the data analysis. Correlation results revealed a positive and significant relationship between the teachers’ attitudes towards teaching biology, efficacy and effectiveness, and student's academic performance in biology. Multiple regression analysis indicated that teachers’ attitudes, efficacy, and effectiveness have a positive contribution to the model. It was concluded that good biology knowledge, efficacy, and effectiveness, as well as biology teachers' positive attitudes, are key elements that, when combined, are thought to lead to greater academic success in biology in lower secondary schools. It was recommended, among other things, that school officials should monitor and supervise classroom teaching and learning at their schools regularly to ensure that teachers are performing their tasks properly. Teachers should be exposed to professional advancement programs such as seminars, workshops, and retraining to develop a more positive attitude towards the teaching of Biology and to improve their teaching strategies.
{"title":"The interplay between Teachers’ Efficacy, Effectiveness, Attitudes and Students' Academic Achievement in Biology","authors":"Emmanuel Bizimana","doi":"10.4314/ajesms.v18i2.7","DOIUrl":"https://doi.org/10.4314/ajesms.v18i2.7","url":null,"abstract":"The purpose of this study was to determine the association between teachers' efficacy, teachers’ effectiveness, attitude toward biology, and students' achievement in biology among lower secondary schools in Nyamagabe district, Rwanda. The study used an ex-post-facto research design to accomplish this. Eighty-eight respondents including 44 head teachers and 44 biology teachers were purposively selected from 46 schools as a sample. Data were collected using the Teacher Efficacy Scale (TE), Teachers Attitude towards Teaching Biology Questionnaire (TATBQ) for teachers, and Biology Teacher Effectiveness Questionnaire (BTEQ) for headteachers. Besides, the 2018 Biology National Examination 2018 results were used as a measure of student academic performance in biology. The Pearson Correlation and Multiple Regression analyses were used in the data analysis. Correlation results revealed a positive and significant relationship between the teachers’ attitudes towards teaching biology, efficacy and effectiveness, and student's academic performance in biology. Multiple regression analysis indicated that teachers’ attitudes, efficacy, and effectiveness have a positive contribution to the model. It was concluded that good biology knowledge, efficacy, and effectiveness, as well as biology teachers' positive attitudes, are key elements that, when combined, are thought to lead to greater academic success in biology in lower secondary schools. It was recommended, among other things, that school officials should monitor and supervise classroom teaching and learning at their schools regularly to ensure that teachers are performing their tasks properly. Teachers should be exposed to professional advancement programs such as seminars, workshops, and retraining to develop a more positive attitude towards the teaching of Biology and to improve their teaching strategies.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136244034","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}
This article explores studies that investigated pedagogical content knowledge (PCK) of teachers, especially those at the nursery level, in teaching and learning mathematics, specifically geometry. It represents a review of literature on what is PCK, and its effectiveness in teaching and learning of mathematics specifically geometry in early foundation of education. We discussed about what different studies found on PCK of nursey school teachers. We conclude that children at nursery level need to be taught by the experienced and more educated teachers. Also, to better assist them it is essential to provide ongoing trainings, and they should acquire PCK more effectively during their study before they begin teaching services.
{"title":"The pedagogical content knowledge (PCK) of nursery school teachers in teaching and learning of geometry: A review of literature","authors":"Emmanuel Ndagiwenimana, Jean Francois Maniraho","doi":"10.4314/ajesms.v18i2.4","DOIUrl":"https://doi.org/10.4314/ajesms.v18i2.4","url":null,"abstract":"This article explores studies that investigated pedagogical content knowledge (PCK) of teachers, especially those at the nursery level, in teaching and learning mathematics, specifically geometry. It represents a review of literature on what is PCK, and its effectiveness in teaching and learning of mathematics specifically geometry in early foundation of education. We discussed about what different studies found on PCK of nursey school teachers. We conclude that children at nursery level need to be taught by the experienced and more educated teachers. Also, to better assist them it is essential to provide ongoing trainings, and they should acquire PCK more effectively during their study before they begin teaching services.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136244035","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}
The study aims to describe gender inequalities in female participation in mathematics education in the University of Education, Winneba (UEW). The study investigated, particularly, the trends in access and successful completion (of female undergraduate students studying mathematics in UEW from 2009 to 2018. The study was based on quantitative secondary data extracted from the university’s admission and graduation records. The study therefore employed the methodology of secondary data analysis (SDA) which was adopted to replace the original questionnaire survey research which had to be abandoned as a result of the COVID-19 lockdown of the institution for nearly one year. A template was developed to capture the data from the UEW Planning Unit and others were obtained online from statistical publications to authenticate the Planning Unit data. The main findings of the study were that the trend in access for qualified undergraduate students provided by the Mathematics Education Department has been consistently high (i.e., nearly all qualified female applicants were admitted). But the proportion of female applicants ranged from 6.2% to 14.2% with a mean of 8.9% of the total applicants. The proportion of undergraduate female students actually graduating was consistently high with the females usually obtaining the middle grades (i.e., no Pass or First-class grade). It is recommended that the Department, and for that matter the University, embarks on an admission drive at the senior high school level to sensitize female students to select mathematics education for their tertiary education.
{"title":"Access, successful completion and learning achievement of female undergraduate students studying mathematics at the University of Education, Winneba","authors":"Aminatu Ibrahim, Matilda Sarpong Adusei, Damian Kofi Mereku","doi":"10.4314/ajesms.v18i2.5","DOIUrl":"https://doi.org/10.4314/ajesms.v18i2.5","url":null,"abstract":"The study aims to describe gender inequalities in female participation in mathematics education in the University of Education, Winneba (UEW). The study investigated, particularly, the trends in access and successful completion (of female undergraduate students studying mathematics in UEW from 2009 to 2018. The study was based on quantitative secondary data extracted from the university’s admission and graduation records. The study therefore employed the methodology of secondary data analysis (SDA) which was adopted to replace the original questionnaire survey research which had to be abandoned as a result of the COVID-19 lockdown of the institution for nearly one year. A template was developed to capture the data from the UEW Planning Unit and others were obtained online from statistical publications to authenticate the Planning Unit data. The main findings of the study were that the trend in access for qualified undergraduate students provided by the Mathematics Education Department has been consistently high (i.e., nearly all qualified female applicants were admitted). But the proportion of female applicants ranged from 6.2% to 14.2% with a mean of 8.9% of the total applicants. The proportion of undergraduate female students actually graduating was consistently high with the females usually obtaining the middle grades (i.e., no Pass or First-class grade). It is recommended that the Department, and for that matter the University, embarks on an admission drive at the senior high school level to sensitize female students to select mathematics education for their tertiary education.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136244040","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}
Quantum mechanics is generally an abstract theory that challenges intuition since it cannot be understood using ordinary experiences. Quantum tunneling is one of the topics which is more counterintuitive and challenges students' conceptual understanding. The study was aimed at investigating if final year undergraduate quantum mechanics students have alternative conceptions regarding quantum tunneling phenomena after a full course of instruction. In this study, students’ alternative conceptions are referred to as any student ideas related to the incorrect belief of scientific principles. Using the deep structured interviews involving 36 students who were registered in a quantum physics course from the University of Malawi, we found that some students hold on to the idea that the energy of a quantum tunneling electron is lost, the wave function graph depicts the physical wave, and the “potential step,” and “barrier” means a physical object/barrier. The study further established that the possible sources of these alternative conceptions emanated from students’ experience with classical tunneling / classical mechanics, quantum mechanics lecturer notes, and previous quantum mechanics lessons. The findings of this study further portray that traditional pedagogy has its limitation in facilitating students' comprehension of quantum tunneling. We recommend that further research into the design of instructional technology for quantum physics should consider these students' alternative conceptions when designing visual, interactive, and mental models, which may help establish students' conceptual understanding of quantum mechanics.
{"title":"Students' alternative conceptions in quantum mechanics: The case of one-dimensional potential quantum tunneling","authors":"Andrew Muhakeya, Bob Maseko","doi":"10.4314/ajesms.v18i2.6","DOIUrl":"https://doi.org/10.4314/ajesms.v18i2.6","url":null,"abstract":"Quantum mechanics is generally an abstract theory that challenges intuition since it cannot be understood using ordinary experiences. Quantum tunneling is one of the topics which is more counterintuitive and challenges students' conceptual understanding. The study was aimed at investigating if final year undergraduate quantum mechanics students have alternative conceptions regarding quantum tunneling phenomena after a full course of instruction. In this study, students’ alternative conceptions are referred to as any student ideas related to the incorrect belief of scientific principles. Using the deep structured interviews involving 36 students who were registered in a quantum physics course from the University of Malawi, we found that some students hold on to the idea that the energy of a quantum tunneling electron is lost, the wave function graph depicts the physical wave, and the “potential step,” and “barrier” means a physical object/barrier. The study further established that the possible sources of these alternative conceptions emanated from students’ experience with classical tunneling / classical mechanics, quantum mechanics lecturer notes, and previous quantum mechanics lessons. The findings of this study further portray that traditional pedagogy has its limitation in facilitating students' comprehension of quantum tunneling. We recommend that further research into the design of instructional technology for quantum physics should consider these students' alternative conceptions when designing visual, interactive, and mental models, which may help establish students' conceptual understanding of quantum mechanics.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136244038","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}
This study sought to model the effect of the constructivists teaching method, learners’ statistics self-concept and their psychological constructs (i.e. need for competence, relatedness and autonomy) in mediating undergraduate students’ motivation for learning statistics in a Ghanaian university. The study adopted quantitative approach by using simple random sampling techniques. A sample of 107 students from the Faculties of Technical and Vocational Education of the University of Education, Winneba were given questionnaires to measure how the constructivists teaching method and as well as psychological constructs have mediated their motivation for learning statistics. The data obtained were analysed using Structural Equation Modeling (SEM) to estimate model parameters to answer the research questions and test hypotheses. The study revealed that students’ psychological need for competence, relatedness and autonomy is positively and significantly influenced by the constructivism teaching approach. Moreover, students’ psychological need for relatedness and autonomy positively and significantly affect the students’ statistics self-concept. The results further suggested that students’ statistics self-concept positively and significantly influences students’ motivation to study statistics. The study concluded that the teaching method predicts students’ needs for competence (R2=0.189), relatedness (R2=0.503) and autonomy (R2=0.198). In addition, students psychological need for competence, relatedness and autonomy significantly predict (R2=0.630) students self-concept in statistics. Finally, students’ motivation can be predicted (R2=0.480) by constructivism teaching approach using psychological needs and self-concept as mediating variables.
{"title":"Effect of the constructivists teaching method, undergraduate students’ statistics self-concept and other psychological constructs in mediating their motivation for learning statistics","authors":"Dissou Yarhands Arthur","doi":"10.4314/AJESMS.V15I2.11","DOIUrl":"https://doi.org/10.4314/AJESMS.V15I2.11","url":null,"abstract":"This study sought to model the effect of the constructivists teaching method, learners’ statistics self-concept and their psychological constructs (i.e. need for competence, relatedness and autonomy) in mediating undergraduate students’ motivation for learning statistics in a Ghanaian university. The study adopted quantitative approach by using simple random sampling techniques. A sample of 107 students from the Faculties of Technical and Vocational Education of the University of Education, Winneba were given questionnaires to measure how the constructivists teaching method and as well as psychological constructs have mediated their motivation for learning statistics. The data obtained were analysed using Structural Equation Modeling (SEM) to estimate model parameters to answer the research questions and test hypotheses. The study revealed that students’ psychological need for competence, relatedness and autonomy is positively and significantly influenced by the constructivism teaching approach. Moreover, students’ psychological need for relatedness and autonomy positively and significantly affect the students’ statistics self-concept. The results further suggested that students’ statistics self-concept positively and significantly influences students’ motivation to study statistics. The study concluded that the teaching method predicts students’ needs for competence (R2=0.189), relatedness (R2=0.503) and autonomy (R2=0.198). In addition, students psychological need for competence, relatedness and autonomy significantly predict (R2=0.630) students self-concept in statistics. Finally, students’ motivation can be predicted (R2=0.480) by constructivism teaching approach using psychological needs and self-concept as mediating variables.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125764643","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}
Angel Mukuka, O. Shumba, Sudi Balimuttajjo, Védaste Mutarutinya
This paper presents and discusses the results of a case study that was carried out to understand the mathematical reasoning of 73 second-year student teachers at a university in Zambia. The paper also demonstrates why it is important to develop the reasoning abilities of mathematics student teachers during their initial training programs. The questionnaire items presented to student teachers required them to justify the validity of selected algebraic statements and arguments on odd and even numbers. Factors that influenced participants’ modes of argumentation were also identified, clearly highlighting their implications for mathematics teacher education. Findings of the study revealed that 70% of the participants gave explanations that were aligned to an empirical or inductive mode of argumentation while 7% used the analytical or deductive argumentation mode. The rest of the participants gave explanations that did not reflect valid mathematical justification of the given algebraic statements and arguments. These results clearly indicate that only the minority of participants exhibited an adequate understanding of representing odd and even numbers in general form. Analysing and developing prospective teachers’ mathematical reasoning abilities are necessary to anticipate how they would practice when they are professionally qualified.
{"title":"An Analysis of Prospective Teachers’ Mathematical Reasoning on Number Concepts","authors":"Angel Mukuka, O. Shumba, Sudi Balimuttajjo, Védaste Mutarutinya","doi":"10.4314/AJESMS.V15I2.10","DOIUrl":"https://doi.org/10.4314/AJESMS.V15I2.10","url":null,"abstract":"This paper presents and discusses the results of a case study that was carried out to understand the mathematical reasoning of 73 second-year student teachers at a university in Zambia. The paper also demonstrates why it is important to develop the reasoning abilities of mathematics student teachers during their initial training programs. The questionnaire items presented to student teachers required them to justify the validity of selected algebraic statements and arguments on odd and even numbers. Factors that influenced participants’ modes of argumentation were also identified, clearly highlighting their implications for mathematics teacher education. Findings of the study revealed that 70% of the participants gave explanations that were aligned to an empirical or inductive mode of argumentation while 7% used the analytical or deductive argumentation mode. The rest of the participants gave explanations that did not reflect valid mathematical justification of the given algebraic statements and arguments. These results clearly indicate that only the minority of participants exhibited an adequate understanding of representing odd and even numbers in general form. Analysing and developing prospective teachers’ mathematical reasoning abilities are necessary to anticipate how they would practice when they are professionally qualified.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125949409","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}
Physical chemistry has been an aspect of chemistry which students find difficult at the secondary and tertiary levels of education. In the past, the effort of researchers has been focused on the research that will identify various causal factors which can be attributed to the performance of the learners in this aspect of chemistry. Also, very few experimental studies, has been carried out to improve students’ performance. In order to find the right bases for all research that will improve students’ achievement, there is a need to profile the misconceptions in the aspect of physical chemistry which is chemical equilibrium. The purpose of this study is to determine students’ misconceptions regarding the concepts of chemical equilibrium. To diagnose students' misconceptions in this area, a two-tier multiple-choice question on chemical equilibrium test was administered to 300 high school students in Ilesa Metropolis of Osun- state, Nigeria. Descriptive analysis was used in analyzing the data, students’ responses in a Chemical Equilibrium Misconception Test (CEMT) were categorized. The results revealed widespread misconceptions among students in the areas related to (1) equilibrium constant (2) heterogeneous Equilibrium (3) Approach to chemical equilibrium, (4) Application of Le-Chatelier Principle and (5) adding a catalyst.
{"title":"Analysis of misconceptions in chemical equilibrium among senior secondary school students in Ilesa Metropolis in Osun State, Niger","authors":"N. Omilani, F. D. Elebute","doi":"10.4314/AJESMS.V16I2.1","DOIUrl":"https://doi.org/10.4314/AJESMS.V16I2.1","url":null,"abstract":"Physical chemistry has been an aspect of chemistry which students find difficult at the secondary and tertiary levels of education. In the past, the effort of researchers has been focused on the research that will identify various causal factors which can be attributed to the performance of the learners in this aspect of chemistry. Also, very few experimental studies, has been carried out to improve students’ performance. In order to find the right bases for all research that will improve students’ achievement, there is a need to profile the misconceptions in the aspect of physical chemistry which is chemical equilibrium. The purpose of this study is to determine students’ misconceptions regarding the concepts of chemical equilibrium. To diagnose students' misconceptions in this area, a two-tier multiple-choice question on chemical equilibrium test was administered to 300 high school students in Ilesa Metropolis of Osun- state, Nigeria. Descriptive analysis was used in analyzing the data, students’ responses in a Chemical Equilibrium Misconception Test (CEMT) were categorized. The results revealed widespread misconceptions among students in the areas related to (1) equilibrium constant (2) heterogeneous Equilibrium (3) Approach to chemical equilibrium, (4) Application of Le-Chatelier Principle and (5) adding a catalyst.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125929999","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}
Chemistry subject continues to be considered as difficult to teach and learn. This leads to students’ low academic achievement, retention, and negative attitude towards the subject. Organic chemistry as one of the concepts on which technological advancement is constructed sometimes appears to be enormously complex to students. There are some persisting misconceptions about it although different innovative instructional strategies have been applied and this area is of main concern as the learning of students can be extremely hindered in case their misconceptions are not minimized and/or corrected. The review then is to equip educators with knowledge about organic chemistry concept and source of students ‘misconceptions; the misconceptions of students about organic chemistry; the ways of diagnosing students’ misconceptions and remedies of those misconceptions; some learning theories for the effective organic chemistry instruction and classroom implications. The paper is also useful to know more about the minimization of students’ misconceptions and leading them to the great academic achievement and interest towards the subject by employing cooperative learning models; thus, many other different innovative teaching strategies are recommended to apply in organic chemistry instruction
{"title":"Students’ conceptual understanding of organic chemistry and classroom implications in the Rwandan perspectives: A literature review","authors":"Aimable Sibomana, Claude Karegeya, John Sentongo","doi":"10.4314/AJESMS.V16I2.2","DOIUrl":"https://doi.org/10.4314/AJESMS.V16I2.2","url":null,"abstract":"Chemistry subject continues to be considered as difficult to teach and learn. This leads to students’ low academic achievement, retention, and negative attitude towards the subject. Organic chemistry as one of the concepts on which technological advancement is constructed sometimes appears to be enormously complex to students. There are some persisting misconceptions about it although different innovative instructional strategies have been applied and this area is of main concern as the learning of students can be extremely hindered in case their misconceptions are not minimized and/or corrected. The review then is to equip educators with knowledge about organic chemistry concept and source of students ‘misconceptions; the misconceptions of students about organic chemistry; the ways of diagnosing students’ misconceptions and remedies of those misconceptions; some learning theories for the effective organic chemistry instruction and classroom implications. The paper is also useful to know more about the minimization of students’ misconceptions and leading them to the great academic achievement and interest towards the subject by employing cooperative learning models; thus, many other different innovative teaching strategies are recommended to apply in organic chemistry instruction","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121863067","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}
There had been mixed observations about the ability and achievement of learners with hearing impairment. However, there are consensus that impactful teaching effort could aid in stimulating innovative approaches in teaching and learning of mathematics of learners particularly among learners with hearing impairment. This study seeks to appraise the impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. The study population comprised learners with hearing impairment in Lagos State. Purposive and simple random sampling were used to select sample of 24 learners. The research design used was quasi-experimental pretest posttest traditional method group. Mathematics Knowledge Check (MKC) was used to collect data and the data collected were analyzed using mean, standard deviation, mean difference and analysis of covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. The study found out that achievement in Mathematics differs as a result of exposing learners with hearing impairment to gamification and experiential learning methods of instruction. Besides, the study observed that the two interventions benefit were of benefit to male and female learners with hearing impairment. The employment of gamification and experiential learning instructional strategy was recommended for mathematics lessons of learners with hearing impairment.
{"title":"Impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria","authors":"S. Adeniyi, O. Kuku","doi":"10.4314/AJESMS.V16I2.4","DOIUrl":"https://doi.org/10.4314/AJESMS.V16I2.4","url":null,"abstract":"There had been mixed observations about the ability and achievement of learners with hearing impairment. However, there are consensus that impactful teaching effort could aid in stimulating innovative approaches in teaching and learning of mathematics of learners particularly among learners with hearing impairment. This study seeks to appraise the impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. The study population comprised learners with hearing impairment in Lagos State. Purposive and simple random sampling were used to select sample of 24 learners. The research design used was quasi-experimental pretest posttest traditional method group. Mathematics Knowledge Check (MKC) was used to collect data and the data collected were analyzed using mean, standard deviation, mean difference and analysis of covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. The study found out that achievement in Mathematics differs as a result of exposing learners with hearing impairment to gamification and experiential learning methods of instruction. Besides, the study observed that the two interventions benefit were of benefit to male and female learners with hearing impairment. The employment of gamification and experiential learning instructional strategy was recommended for mathematics lessons of learners with hearing impairment.","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134234047","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}
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