Pub Date : 2010-11-03DOI: 10.4314/AJESMS.V6I1.61566
O. Asante
Inadequate learner support has been identified as a major factor for dissatisfaction among students learning by the distance mode. The University of Education, Winneba (UEW), produces self instructional materials for its distance education students and in addition provides some learner support services. The study investigated UEW Distance Education (DE) students‟ perceived satisfaction with learner support services available to them. The study revealed that most distance education students had high perceived satisfaction with learner support services offered them. Differences in perceived satisfaction with specific learner support services were however observed. Most students‟ perceived satisfaction with tutorials and counselling services was high, but low for financial, library and study centre facilities and services. Significant differences were observed among the various study centres in respect of the DE students‟ perceived satisfaction with the learner support services provided for them. Keywords: distance education students, learner support services, perceived satisfaction
{"title":"Distance Learners‟ Perception of Learner Support Services","authors":"O. Asante","doi":"10.4314/AJESMS.V6I1.61566","DOIUrl":"https://doi.org/10.4314/AJESMS.V6I1.61566","url":null,"abstract":"Inadequate learner support has been identified as a major factor for dissatisfaction among students learning by the distance mode. The University of Education, Winneba (UEW), produces self instructional materials for its distance education students and in addition provides some learner support services. The study investigated UEW Distance Education (DE) students‟ perceived satisfaction with learner support services available to them. The study revealed that most distance education students had high perceived satisfaction with learner support services offered them. Differences in perceived satisfaction with specific learner support services were however observed. Most students‟ perceived satisfaction with tutorials and counselling services was high, but low for financial, library and study centre facilities and services. Significant differences were observed among the various study centres in respect of the DE students‟ perceived satisfaction with the learner support services provided for them. Keywords: distance education students, learner support services, perceived satisfaction","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132869960","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}
Pub Date : 2010-11-03DOI: 10.4314/AJESMS.V6I1.61563
Taofeek Olanrewaju Adeyemi
This paper investigated the distribution of teachers to secondary schools in Ekiti State, Nigeria. As an ex-post facto and descriptive survey, the study population embraced all the 141 secondary schools in Ekiti State, Nigeria. The sample was identified with the population as all the schools were involved in the study. The method of selection was by multi-stag and stratified random sampling technique. The instrument used to collect data for the study was an inventory while the data collected were analyzed using percentages. The findings showed that the enrolment growth rate was found to be 5.6% while the teacher-student ratio was 1:30. The supply of qualified teachers did not match the demand for them in secondary schools in the State. It was projected that the State government would require additional 3,585 teachers by the year 2016. Based on the findings, it was recommended that the conditions of service of teachers should be reviewed and made more attractive and lucrative. Government should recruit more qualified teachers into the schools to meet up with the demand for them. This recruitment should however be along subject lines. Keywords: teachers supply, teachers demand, secondary schools enrolment growth rate
{"title":"The Effective Distribution of Teachers into Secondary Schools in Ekiti State, Nigeria: A Critical Analysis","authors":"Taofeek Olanrewaju Adeyemi","doi":"10.4314/AJESMS.V6I1.61563","DOIUrl":"https://doi.org/10.4314/AJESMS.V6I1.61563","url":null,"abstract":"This paper investigated the distribution of teachers to secondary schools in Ekiti State, Nigeria. As an ex-post facto and descriptive survey, the study population embraced all the 141 secondary schools in Ekiti State, Nigeria. The sample was identified with the population as all the schools were involved in the study. The method of selection was by multi-stag and stratified random sampling technique. The instrument used to collect data for the study was an inventory while the data collected were analyzed using percentages. The findings showed that the enrolment growth rate was found to be 5.6% while the teacher-student ratio was 1:30. The supply of qualified teachers did not match the demand for them in secondary schools in the State. It was projected that the State government would require additional 3,585 teachers by the year 2016. Based on the findings, it was recommended that the conditions of service of teachers should be reviewed and made more attractive and lucrative. Government should recruit more qualified teachers into the schools to meet up with the demand for them. This recruitment should however be along subject lines. Keywords: teachers supply, teachers demand, secondary schools enrolment growth rate","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115989138","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}
Pub Date : 2010-11-03DOI: 10.4314/AJESMS.V7I1.61575
O. A. Olajide
The purpose of this study is to establish whether some selected leadership traits (integration, intelligence, integrity and professionalism) are determinants of leadership effectiveness in Nigerian sports industry. The participants for the study consist of 1,826 sports administrators and organisers who were purposively and randomly sampled from 13 randomly selected states of Nigeria. A self-developed, validated and reliable questionnaire (reliability of 0.92) is used for data collection. It is established that Integration [B=0.030, Beta=0.004, t=0.182, P>0.05] do not significantly determine leadership effectiveness, while Intelligence [B=0.210, Beta=0.084, t=3.593, P Keywords : leadership traits, leadership effectiveness, sports industry
{"title":"Selected leadership traits as determinants of leadership effectiveness in Nigerian sports industry","authors":"O. A. Olajide","doi":"10.4314/AJESMS.V7I1.61575","DOIUrl":"https://doi.org/10.4314/AJESMS.V7I1.61575","url":null,"abstract":"The purpose of this study is to establish whether some selected leadership traits (integration, intelligence, integrity and professionalism) are determinants of leadership effectiveness in Nigerian sports industry. The participants for the study consist of 1,826 sports administrators and organisers who were purposively and randomly sampled from 13 randomly selected states of Nigeria. A self-developed, validated and reliable questionnaire (reliability of 0.92) is used for data collection. It is established that Integration [B=0.030, Beta=0.004, t=0.182, P>0.05] do not significantly determine leadership effectiveness, while Intelligence [B=0.210, Beta=0.084, t=3.593, P Keywords : leadership traits, leadership effectiveness, sports industry","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124434189","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}
Pub Date : 2010-11-03DOI: 10.4314/ajesms.v6i1.61565
D. Eni, E. Ubong
The high level of poverty in the world today is a major force behind contemporary environmental problems. It is true that the degradation of our environment has been exacerbated by widespread poverty. Thus, it is virtually impossible to effectively discuss the idea of urban environmental sustainability without paying serious attention to the problems of poverty. The poor in cities are both agents and victims of environmental damage. For example, poor families pollute the environment through indiscriminate disposal of wastes just as inadequate residential accommodation often results in overcrowding in decrepit slums. On the other hand, the deteriorated urban environment could lead to the causation of a number of diseases such as cholera, dysentery and diarrhoea, among the urban poor. The work is divided into four sections. The first section deals with the conceptual issues of poverty and environmental sustainability. The second part examines how poverty causes environmental damage while the third part attempts to show how the poor are the greatest victims of environment degradation. The concluding section will examine the methods of alleviating the problem of poverty in the city. The paper concludes that since the poor are the worst affected by environmental degradation, any meaningful development of the urban milieu must take cognizance of the mass of the urban poor in such a way that efforts to improve their quality of life does not in any way jeopardize the environment. Keyword: urban environmental sustainability, problems of poverty, environment degradation
{"title":"Poverty and Environmental Degradation in Uyo Urban, Akwa Ibom State, Nigeria","authors":"D. Eni, E. Ubong","doi":"10.4314/ajesms.v6i1.61565","DOIUrl":"https://doi.org/10.4314/ajesms.v6i1.61565","url":null,"abstract":"The high level of poverty in the world today is a major force behind contemporary environmental problems. It is true that the degradation of our environment has been exacerbated by widespread poverty. Thus, it is virtually impossible to effectively discuss the idea of urban environmental sustainability without paying serious attention to the problems of poverty. The poor in cities are both agents and victims of environmental damage. For example, poor families pollute the environment through indiscriminate disposal of wastes just as inadequate residential accommodation often results in overcrowding in decrepit slums. On the other hand, the deteriorated urban environment could lead to the causation of a number of diseases such as cholera, dysentery and diarrhoea, among the urban poor. The work is divided into four sections. The first section deals with the conceptual issues of poverty and environmental sustainability. The second part examines how poverty causes environmental damage while the third part attempts to show how the poor are the greatest victims of environment degradation. The concluding section will examine the methods of alleviating the problem of poverty in the city. The paper concludes that since the poor are the worst affected by environmental degradation, any meaningful development of the urban milieu must take cognizance of the mass of the urban poor in such a way that efforts to improve their quality of life does not in any way jeopardize the environment. Keyword: urban environmental sustainability, problems of poverty, environment degradation","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115382791","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}
Pub Date : 2010-11-03DOI: 10.4314/AJESMS.V7I1.61571
O. J. Ehindero, M. A. Adeleke, E. O. Oloyede, Y. Ajibade
This study was carried out to further search for the true position of boys and girls in terms of participation and performance in science in classroom settings that are different from the conventional or traditional arrangement. The paper examined the differences in the logical reasoning, linguistic, reading as well as word-problem solving abilities of male and female science students which are considered important to effective learning of science. Forty science students consisting of 20 each of male and female groups were involved in the study. Each group was taught by four science teachers of the same sex for a period of six weeks. The teachers had uniform qualifications. In addition to the subject matter taught processes of science were emphasized throughout the lessons. The study showed that girls have higher achievement scores than boys in logical reasoning, linguistic, reading and word-problem solving abilities. The differences in the scores were also found to be significant at 0.05 confidence level. It was therefore concluded that the issue of gender influence on students‘ performance in science is not straight jacketed. Boys perform better than girls only in conventional classroom arrangements and in the overall science tasks but not in some tasks that are also very crucial to the learning of science. Keywords: gender differences in science achievement, logical reasoning, linguistic ability, reading ability word-problem solving ability
{"title":"Looking at gender disparity in science and mathematics from other angles: Are there differences in logical reasoning and linguistic abilities?","authors":"O. J. Ehindero, M. A. Adeleke, E. O. Oloyede, Y. Ajibade","doi":"10.4314/AJESMS.V7I1.61571","DOIUrl":"https://doi.org/10.4314/AJESMS.V7I1.61571","url":null,"abstract":"This study was carried out to further search for the true position of boys and girls in terms of participation and performance in science in classroom settings that are different from the conventional or traditional arrangement. The paper examined the differences in the logical reasoning, linguistic, reading as well as word-problem solving abilities of male and female science students which are considered important to effective learning of science. Forty science students consisting of 20 each of male and female groups were involved in the study. Each group was taught by four science teachers of the same sex for a period of six weeks. The teachers had uniform qualifications. In addition to the subject matter taught processes of science were emphasized throughout the lessons. The study showed that girls have higher achievement scores than boys in logical reasoning, linguistic, reading and word-problem solving abilities. The differences in the scores were also found to be significant at 0.05 confidence level. It was therefore concluded that the issue of gender influence on students‘ performance in science is not straight jacketed. Boys perform better than girls only in conventional classroom arrangements and in the overall science tasks but not in some tasks that are also very crucial to the learning of science. Keywords: gender differences in science achievement, logical reasoning, linguistic ability, reading ability word-problem solving ability","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2010-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133865690","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}
Pub Date : 2008-11-20DOI: 10.4314/AJESMS.V4I1.38625
I. Dontwi, Seth Christopher Yaw Appiah, F. Boateng, S. Asiedu-Addo
“Mayer waves” are long-period (6 to 12 seconds) oscillations in arterial blood pressure, which have been observed and studied for more than 100 years in the cardiovascular system of humans and other mammals. A mathematical model of the human cardiovascular system is presented, incorporating parameters relevant to the onset of Mayer waves. The model is analyzed using methods of Lyapunov stability and Hopf bifurcation theory. The analysis shows that increase in the gain of the baroreflex feedback loop controlling venous volume may lead to the onset of oscillations, while changes in the other parameters considered do not affect stability of the equilibrium state. The results agree with observations of Mayer waves in human subjects, both in the period of the oscillations and in the observed age-dependence of Mayer waves. This leads to a proposed explanation of their occurrence, namely that Mayer waves are a “gain-induced instability”. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 77-91
“梅尔波”是动脉血压的长周期振荡(6至12秒)，在人类和其他哺乳动物的心血管系统中已经观察和研究了100多年。提出了一个人类心血管系统的数学模型，其中包含了与迈耶波发生有关的参数。利用Lyapunov稳定性和Hopf分岔理论对模型进行了分析。分析表明，控制静脉容积的压反射反馈回路增益的增加可能导致振荡的发生，而其他参数的变化不影响平衡状态的稳定性。在梅尔波振荡周期和年龄依赖性方面，结果与人类受试者的梅尔波观察结果一致。这导致了对其发生的一种解释，即梅尔波是一种“增益诱导的不稳定性”。非洲数学和科学教育研究杂志Vol. 4 2006: pp. 77-91
{"title":"A Mathematical Model to Investigate Gain-Induced Oscillation in the Human Cardiovascular System","authors":"I. Dontwi, Seth Christopher Yaw Appiah, F. Boateng, S. Asiedu-Addo","doi":"10.4314/AJESMS.V4I1.38625","DOIUrl":"https://doi.org/10.4314/AJESMS.V4I1.38625","url":null,"abstract":"“Mayer waves” are long-period (6 to 12 seconds) oscillations in arterial blood pressure, which have been observed and studied for more than 100 years in the cardiovascular system of humans and other mammals. A mathematical model of the human cardiovascular system is presented, incorporating parameters relevant to the onset of Mayer waves. The model is analyzed using methods of Lyapunov stability and Hopf bifurcation theory. The analysis shows that increase in the gain of the baroreflex feedback loop controlling venous volume may lead to the onset of oscillations, while changes in the other parameters considered do not affect stability of the equilibrium state. The results agree with observations of Mayer waves in human subjects, both in the period of the oscillations and in the observed age-dependence of Mayer waves. This leads to a proposed explanation of their occurrence, namely that Mayer waves are a “gain-induced instability”. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 77-91","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115573527","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}
Pub Date : 2008-11-20DOI: 10.4314/AJESMS.V4I1.38624
W. Hordzi
Two hundred and twenty two (222) students in Junior and Senior Secondary Schools were sampled in the Agona District in the Central Region of Ghana to find out the extent of their sexual activity and their awareness on HIV/AIDS. The results show that the students were sexually active and some of them started at the early stage of 8 years. The boys were more sexually active than the girls. However, a large number of those of them engaged in sex (76.66%) did not use the condom. Though 63.05% of respondents knew that HIV/AIDS is caused by a virus (a germ) some others believe that HIV/AIDS is as a result of curse or punishment from God or gods and only offenders contract the disease. Despite the fact that most of the respondents had good knowledge of the modes of spread, symptoms, preventive measures and ways of living with people living with HIV/AIDS (PLWHA) a large number of them also had different kinds of misconceptions. The differences between the total frequencies were very highly significant (X2 = 44.77, P African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 61-75
在加纳中部地区的Agona区对222名初中和高中学生进行了抽样调查，以了解他们的性活动程度以及他们对艾滋病毒/艾滋病的认识。结果表明，学生的性行为较为活跃，部分学生从8岁开始有性行为。男孩比女孩在性方面更活跃。但发生性行为的人群中有大量(76.66%)未使用安全套。虽然63.05%的答复者知道艾滋病毒/艾滋病是由病毒(细菌)引起的，但其他人认为艾滋病毒/艾滋病是上帝或神灵诅咒或惩罚的结果，只有罪犯才会感染这种疾病。尽管大多数受访者对艾滋病毒/艾滋病(PLWHA)感染者的传播方式、症状、预防措施和生活方式有很好的了解，但他们中的许多人也有不同类型的误解。总频率之间的差异非常显著(X2 = 44.77)， P非洲数学与科学教育研究杂志Vol. 4 2006: pp. 61-75
{"title":"Students' Knowledge about Sex and HIV/AIDS: The Case of Agona District in the Central Region of Ghana","authors":"W. Hordzi","doi":"10.4314/AJESMS.V4I1.38624","DOIUrl":"https://doi.org/10.4314/AJESMS.V4I1.38624","url":null,"abstract":"Two hundred and twenty two (222) students in Junior and Senior Secondary\u0000Schools were sampled in the Agona District in the Central Region of Ghana to find out the extent of their sexual activity and their awareness on HIV/AIDS. The results show that the students were sexually active and some of them started at the early stage of 8 years. The boys were more sexually active than the girls. However, a large number of those of them engaged in sex (76.66%) did not use the condom. Though 63.05% of respondents knew that HIV/AIDS is caused by a virus (a germ) some others believe that HIV/AIDS is as a result of curse or punishment from God or gods and only offenders contract the disease. Despite\u0000the fact that most of the respondents had good knowledge of the modes of spread, symptoms, preventive measures and ways of living with people living with HIV/AIDS (PLWHA) a large number of them also had different kinds of misconceptions. The differences between the total frequencies were very highly significant (X2 = 44.77, P African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 61-75","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130350670","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}
Pub Date : 2008-11-20DOI: 10.4314/AJESMS.V4I1.38626
N. Okoye, R. Okechukwu
The study examined the effect of concept-mapping and problem-solving teaching strategies on achievement in genetics among Nigerian Secondary School Students. The method used for the study was a quasi-experimental pre-test post-test treatment design. One hundred and thirteen senior secondary three (S.S. III) students randomly selected from three mixed secondary schools located in Delta North Senatorial District of Delta State, Nigeria were used as subjects for the study. The experimental group was taught selected topics in Genetics using concept mapping and problem-solving strategies while the control group was taught using the traditional lecture method. The result of the study showed that the experimental group performed significantly better in Genetics than the control group and that gender does not affect students' achievement in genetics. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 93-98
本研究考察了概念映射和问题解决教学策略对尼日利亚中学生遗传学成绩的影响。本研究采用准实验前测后测处理设计。从尼日利亚三角洲州北三角洲参议院区的三所混合中学随机抽取的113名高中三年级学生作为研究对象。实验组使用概念图和解决问题的策略来教授选定的遗传学主题，而对照组则使用传统的讲座方法进行教学。研究结果表明，实验组的遗传学成绩明显好于对照组，性别对学生的遗传学成绩没有影响。非洲数学与科学教育研究杂志Vol. 4 2006: pp. 93-98
{"title":"The Effect of Concept Mapping and Problem-Solving Teaching Strategies on Achievement in Genetics among !igerian Secondary School Students","authors":"N. Okoye, R. Okechukwu","doi":"10.4314/AJESMS.V4I1.38626","DOIUrl":"https://doi.org/10.4314/AJESMS.V4I1.38626","url":null,"abstract":"The study examined the effect of concept-mapping and problem-solving teaching strategies on achievement in genetics among Nigerian Secondary School Students. The method used for the study was a quasi-experimental pre-test post-test treatment design. One hundred and thirteen senior secondary three (S.S. III) students randomly selected from three mixed secondary schools located in Delta North Senatorial District of Delta State, Nigeria were used as subjects for the study. The experimental group was taught selected topics in Genetics using concept mapping and problem-solving strategies while the control group was taught using the traditional lecture method. The result of the study showed that the experimental group performed significantly better in Genetics than the control group and that gender does not affect students' achievement in genetics. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 93-98","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124528073","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}
Pub Date : 2008-11-20DOI: 10.4314/AJESMS.V4I1.38620
J. Anamuah-Mensah, D. K. Mereku, A. Asabere-Ameyaw
In 2003, Ghana for the first time participated in TIMSS in order to find out how the performance of her eighth graders (JSS2) in science and mathematics compared with those of other countries. This involved a total of 5,114 JSS2 students in 150 schools sampled across the country. The Ghanaian JSS2 students' overall attainment in the TIMSS-2003 in mathematics and science was poor. This dismal performance placed Ghana at the 45th position on the overall mathematics achievement results table in the two subjects. This paper discusses some of the contexts for learning and instruction within and outside the school that had influenced such an abysmal performance. The analysis indicated that science and mathematics, which are key curriculum areas that are fundamental to the development of technologically literate societies, are subjects that are highly valued by Ghanaian students. The analysis also revealed that higher students' achievement in science and mathematics was associated with higher levels of parents' education. Also many of the students who had high expectations for university education were from parent who had university education. The analysis further revealed that homes where students had their own study table, had access to books and had the opportunity to speak English positively affected achievement in science and mathematics. Finally, it revealed that teachers emphasized methods that focus on knowledge and understanding of basic facts and principles and used instructional strategies that gave students little opportunity to design experiments (or investigations) in science and decide procedures for solving problems in mathematics. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp.15-31
{"title":"The Contexts for Learning and Instruction Influencing Ghanaian JSS2 Students' Dismal Performance in TIMSS-2003","authors":"J. Anamuah-Mensah, D. K. Mereku, A. Asabere-Ameyaw","doi":"10.4314/AJESMS.V4I1.38620","DOIUrl":"https://doi.org/10.4314/AJESMS.V4I1.38620","url":null,"abstract":"In 2003, Ghana for the first time participated in TIMSS in order to find out how\u0000the performance of her eighth graders (JSS2) in science and mathematics compared with those of other countries. This involved a total of 5,114 JSS2 students in 150 schools sampled across the country. The Ghanaian JSS2 students' overall attainment in the TIMSS-2003 in mathematics and science was poor. This dismal performance placed Ghana at the 45th position on the overall mathematics achievement results table in the two subjects. This paper discusses some of the contexts for learning and instruction within and outside the school that had influenced such an abysmal performance. The analysis indicated that\u0000science and mathematics, which are key curriculum areas that are fundamental to the development of technologically literate societies, are subjects that are highly valued by Ghanaian students. The analysis also revealed that higher students' achievement in science and mathematics was associated with higher levels of parents' education. Also many of the students who had high expectations for university education were from parent who had university education. The analysis further revealed that homes where students had their own study table, had access to books and had the opportunity to speak English positively affected achievement in science and mathematics. Finally, it revealed that teachers\u0000emphasized methods that focus on knowledge and understanding of basic facts and principles and used instructional strategies that gave students little opportunity to design experiments (or investigations) in science and decide procedures for solving problems in mathematics. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp.15-31","PeriodicalId":210929,"journal":{"name":"African Journal of Educational Studies in Mathematics and Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2008-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115943045","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}
Pub Date : 2008-11-20DOI: 10.4314/AJESMS.V4I1.38619
J. Ghartey-Ampiah
This paper examines the extent to which the specific objectives in the basic school science curricula reflect the notion of scientific literacy as envisaged by the curriculum developers. The specific objectives for teaching, learning and assessment were analysed using a consensus building approach to identify objectives addressing the three profile dimensions emphasised in the two curricula. The findings revealed that far more emphasis is put on knowledge and understanding in the upper primary and junior secondary school science curricula than the curriculum developers had intended. Also, the anticipated percentage weights of the three profile dimensions are inconsistent with what obtains in the two curriculum documents. The curriculum developers therefore need to address the issue of how much content is necessary to emphasise the development of science attitudes and process skills at the primary school level and application of knowledge at the junior secondary school level as envisaged. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp. 1-14
本文考察了基础学校科学课程的具体目标在多大程度上反映了课程制定者所设想的科学素养概念。教学、学习和评估的具体目标使用共识构建方法进行了分析，以确定两个课程中强调的三个概况维度的目标。调查结果显示，在小学高年级和初中科学课程中，对知识和理解的重视程度远远超过了课程设计者的预期。此外，三个轮廓维度的预期百分比权重与两个课程文件中的结果不一致。因此，课程开发者需要解决这样一个问题，即需要多少内容来强调小学阶段的科学态度和过程技能的发展，以及初中阶段的知识应用。非洲数学与科学教育研究杂志Vol. 4 2006: pp. 1-14
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