Pub Date : 2000-01-01DOI: 10.1080/10288457.2000.10756121
L. Mammino, Nthabiseng Mathibeli, Geraldine Mutambala
ABSTRACT Former secondary school teachers registering for a university degree can be considered a valuable potential source of information about the difficulties experienced by students in the transition from secondary school to the first university year, because of their double experience, as teachers and as students. The current paper presents the results of a pilot study carried out among science students at the National University of Lesotho into the perceived difficulties of the transition from secondary school science to university science. Secondly, the study explores the potential of using former science teachers as sources of information about problems and opportunities regarding this transition. Data were collected though open-ended questionnaire items. Several areas of transition difficulties are identified and implications for course adjustments are suggested. The findings also indicate that obtaining direct information from former teachers is both promising and worthy of further investigation.
{"title":"Transition from Secondary School Science to University Science: Some Perceptions of Former Science Teachers in Lesotho","authors":"L. Mammino, Nthabiseng Mathibeli, Geraldine Mutambala","doi":"10.1080/10288457.2000.10756121","DOIUrl":"https://doi.org/10.1080/10288457.2000.10756121","url":null,"abstract":"ABSTRACT Former secondary school teachers registering for a university degree can be considered a valuable potential source of information about the difficulties experienced by students in the transition from secondary school to the first university year, because of their double experience, as teachers and as students. The current paper presents the results of a pilot study carried out among science students at the National University of Lesotho into the perceived difficulties of the transition from secondary school science to university science. Secondly, the study explores the potential of using former science teachers as sources of information about problems and opportunities regarding this transition. Data were collected though open-ended questionnaire items. Several areas of transition difficulties are identified and implications for course adjustments are suggested. The findings also indicate that obtaining direct information from former teachers is both promising and worthy of further investigation.","PeriodicalId":421869,"journal":{"name":"Journal of the Southern African Association for Research in Mathematics, Science and Technology Education","volume":"339 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115881857","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 : 2000-01-01DOI: 10.1080/10288457.2000.10756115
Y.A. Alausa
ABSTRACT The pre-independence education system in Namibia did not encourage the teaching of mathematics and science in predominantly black schools. However, since independence in 1990, efforts have been geared by both government and non-governmental oganisations to redress the situation. This study was therefore aimed at investigating the secondary school students' perception of mathematics and their mathematics and their mathematics classes and lessons under the new dispensation. It is a descriptive research and took the form of a survey. Four hundred and fifty eight students randomly selected from mainly the previously disadvantaged schools completed the questionnaire designed for the study. Data analysis involved frequencies, percentages and rankings. It was found that many of these students have favourable perceptions of mathematics and their mathematics classes and lessons. This offers some hope for the future of the subjects in the country. However, the differences in these perceptions across the educational regions and the way mathematics is being taught in the classrooms could be investigated further.
{"title":"Namibian Secondary School Students' Perceptions of Mathematics, Mathematics Classrooms and Lessons","authors":"Y.A. Alausa","doi":"10.1080/10288457.2000.10756115","DOIUrl":"https://doi.org/10.1080/10288457.2000.10756115","url":null,"abstract":"ABSTRACT The pre-independence education system in Namibia did not encourage the teaching of mathematics and science in predominantly black schools. However, since independence in 1990, efforts have been geared by both government and non-governmental oganisations to redress the situation. This study was therefore aimed at investigating the secondary school students' perception of mathematics and their mathematics and their mathematics classes and lessons under the new dispensation. It is a descriptive research and took the form of a survey. Four hundred and fifty eight students randomly selected from mainly the previously disadvantaged schools completed the questionnaire designed for the study. Data analysis involved frequencies, percentages and rankings. It was found that many of these students have favourable perceptions of mathematics and their mathematics classes and lessons. This offers some hope for the future of the subjects in the country. However, the differences in these perceptions across the educational regions and the way mathematics is being taught in the classrooms could be investigated further.","PeriodicalId":421869,"journal":{"name":"Journal of the Southern African Association for Research in Mathematics, Science and Technology Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115358544","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 : 2000-01-01DOI: 10.1080/10288457.2000.10756118
Comfort U. Akpabio, H. Nenty
ABSTRACT Performance in a series of real-life tasks tends to be maximized if such tasks are presented in some order from the least- to the most-demanding given the ability being tasked. Such arrangement enhances ease and objectivity at estimating the amount of ability expended to overcome a task, as well as the minimum level of ability demanded by each task before it could be overcomed without much extraneous influence from anxiety, demotivation, and waste of precious time by the person undertaking the task. In testing, it also makes it less difficult to determine the probability that an answer to a test item is guessed or copied during examination, or results from carelessness during examinee-by-item interaction. To test three hypotheses related to these views, performance and item data generated by administering 3 forms of a validated chemistry test, each with different item arrangements, to 461 randomly sampled senior secondary three (SS3) students from Akwa Ibom State in Nigeria were analysed using repeated measure and one-way ANOVA. It was found that item position in a test has significant influence on several person and item characteristics and hence influences the quality of assessment instruments. Based on these findings appropriate recommendations were made in an attempt to contribute solutions to this problem and to enhance adaptability of our testing procedures to practices supported by modern test theories.
{"title":"Item Arrangement as a Strategy for Enhancing Quality in Assessment in Science Education","authors":"Comfort U. Akpabio, H. Nenty","doi":"10.1080/10288457.2000.10756118","DOIUrl":"https://doi.org/10.1080/10288457.2000.10756118","url":null,"abstract":"ABSTRACT Performance in a series of real-life tasks tends to be maximized if such tasks are presented in some order from the least- to the most-demanding given the ability being tasked. Such arrangement enhances ease and objectivity at estimating the amount of ability expended to overcome a task, as well as the minimum level of ability demanded by each task before it could be overcomed without much extraneous influence from anxiety, demotivation, and waste of precious time by the person undertaking the task. In testing, it also makes it less difficult to determine the probability that an answer to a test item is guessed or copied during examination, or results from carelessness during examinee-by-item interaction. To test three hypotheses related to these views, performance and item data generated by administering 3 forms of a validated chemistry test, each with different item arrangements, to 461 randomly sampled senior secondary three (SS3) students from Akwa Ibom State in Nigeria were analysed using repeated measure and one-way ANOVA. It was found that item position in a test has significant influence on several person and item characteristics and hence influences the quality of assessment instruments. Based on these findings appropriate recommendations were made in an attempt to contribute solutions to this problem and to enhance adaptability of our testing procedures to practices supported by modern test theories.","PeriodicalId":421869,"journal":{"name":"Journal of the Southern African Association for Research in Mathematics, Science and Technology Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125245114","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 : 2000-01-01DOI: 10.1080/10288457.2000.10756122
F. Lubben, Marissa Rollnick, B. Campbell, S. Mathabatha
ABSTRACT This methodological paper focusses on the measurement of experience with science practical work of students entering university. Two measures of practical experience i.e., perceived and received are presented. Perceived practical experience uses students' self-reported levels of exposure to experimental work while remembered practical experience is established through the extent to which students are able to name and describe the use of standard laboratory apparatus. The paper explores the validity of measuring practical experience through students' self-reports, by establishing statistically the association between their perceived and remembered practical experience. The effect of gender is investigated. The findings show that the two measures describe the same variable, i.e. level of practical experience, and that a significant association exists between the two measures for individual students. Women show a significantly lower level of remembered practical experience, although their perception of involvement in laboratory work is similar to that of men. Implications of the findings are discussed.
{"title":"Measuring university entrants' previous practical experience: How valid are students' self-reports?","authors":"F. Lubben, Marissa Rollnick, B. Campbell, S. Mathabatha","doi":"10.1080/10288457.2000.10756122","DOIUrl":"https://doi.org/10.1080/10288457.2000.10756122","url":null,"abstract":"ABSTRACT This methodological paper focusses on the measurement of experience with science practical work of students entering university. Two measures of practical experience i.e., perceived and received are presented. Perceived practical experience uses students' self-reported levels of exposure to experimental work while remembered practical experience is established through the extent to which students are able to name and describe the use of standard laboratory apparatus. The paper explores the validity of measuring practical experience through students' self-reports, by establishing statistically the association between their perceived and remembered practical experience. The effect of gender is investigated. The findings show that the two measures describe the same variable, i.e. level of practical experience, and that a significant association exists between the two measures for individual students. Women show a significantly lower level of remembered practical experience, although their perception of involvement in laboratory work is similar to that of men. Implications of the findings are discussed.","PeriodicalId":421869,"journal":{"name":"Journal of the Southern African Association for Research in Mathematics, Science and Technology Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128591331","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 : 2000-01-01DOI: 10.1080/10288457.2000.10756117
Mg Mahlomaholo, N. Milton, M. Khabanyane, U. Sookdin
Abstract This paper reports on a study aimed at answering the question whether there is any difference between high and low performers among some grade 11 mathematics learners in Mangaung high schools. The study looks at differences in terms of how they understand their mathematics performance and make sense of themselves (abilities, capabilities, etc.). No strong causal relationship is assumed but the results tend to show that performance is positively related to self-concept. The higher the level of positive self-regard, the higher is also the level of performance, at the same time. The inverse also applies. This conclusion was arrived at after analysing and interpreting quantitative findings using Mboya's Self-Description Inventory-II (MSDI-II), Tuckman's Mathematics Attitude Scale (MAS) and Rotter's Internal-External Scale.
{"title":"The Relationship between Self-Concept and Performance in Grade 11 Mathematics","authors":"Mg Mahlomaholo, N. Milton, M. Khabanyane, U. Sookdin","doi":"10.1080/10288457.2000.10756117","DOIUrl":"https://doi.org/10.1080/10288457.2000.10756117","url":null,"abstract":"Abstract This paper reports on a study aimed at answering the question whether there is any difference between high and low performers among some grade 11 mathematics learners in Mangaung high schools. The study looks at differences in terms of how they understand their mathematics performance and make sense of themselves (abilities, capabilities, etc.). No strong causal relationship is assumed but the results tend to show that performance is positively related to self-concept. The higher the level of positive self-regard, the higher is also the level of performance, at the same time. The inverse also applies. This conclusion was arrived at after analysing and interpreting quantitative findings using Mboya's Self-Description Inventory-II (MSDI-II), Tuckman's Mathematics Attitude Scale (MAS) and Rotter's Internal-External Scale.","PeriodicalId":421869,"journal":{"name":"Journal of the Southern African Association for Research in Mathematics, Science and Technology Education","volume":"221 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123287437","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 : 2000-01-01DOI: 10.1080/10288457.2000.10756114
Johnnie Wycliffe Frank Muwanga-Zake
ABSTRACT A survey carried out during 1998 in rural Grade 7–12 schools in the Eastern Cape revealed that teachers did not seem to know their problems in teaching science. For example, teachers claim that they do not teach science practically because they do not have apparatus. The survey results suggested that the teachers' problems, such as the inability to teach practically were underpinned by the teacher's lack of understanding of science concepts and processes. The teachers continue to demand science equipment even though there is evidence of unused equipment. Practical approaches were also apparently undermined by the foreignness of apparatus and irrelevance of curricula in rural settings. The crisis is further exacerbated by an indication that tertiary institutions produce few science teachers, and that the number of enrolments for Science Education in institutions seems to be dropping. Non Government Organisations (NGOs) are experiencing difficulty in obtaining funding for outreach projects that could have improved science education. There is an urgent need for a national strategy to increase the number of qualified science teachers and to upgrade the conceptualisation of science particularly in rural disadvantaged communities.
{"title":"Is Science Education in South Africa in a Crisis? The Eastern Cape Experience","authors":"Johnnie Wycliffe Frank Muwanga-Zake","doi":"10.1080/10288457.2000.10756114","DOIUrl":"https://doi.org/10.1080/10288457.2000.10756114","url":null,"abstract":"ABSTRACT A survey carried out during 1998 in rural Grade 7–12 schools in the Eastern Cape revealed that teachers did not seem to know their problems in teaching science. For example, teachers claim that they do not teach science practically because they do not have apparatus. The survey results suggested that the teachers' problems, such as the inability to teach practically were underpinned by the teacher's lack of understanding of science concepts and processes. The teachers continue to demand science equipment even though there is evidence of unused equipment. Practical approaches were also apparently undermined by the foreignness of apparatus and irrelevance of curricula in rural settings. The crisis is further exacerbated by an indication that tertiary institutions produce few science teachers, and that the number of enrolments for Science Education in institutions seems to be dropping. Non Government Organisations (NGOs) are experiencing difficulty in obtaining funding for outreach projects that could have improved science education. There is an urgent need for a national strategy to increase the number of qualified science teachers and to upgrade the conceptualisation of science particularly in rural disadvantaged communities.","PeriodicalId":421869,"journal":{"name":"Journal of the Southern African Association for Research in Mathematics, Science and Technology Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126464942","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 : 2000-01-01DOI: 10.1080/10288457.2000.10756119
N. Mbajiorgu, R. E. Anolue
ABSTRACT This study attempted to determine the preconceptions of the nature of science held by two groups of grade 11 and 12 secondary school students. The first group consists of 460 randomly selected grade 11 students from Enugu township in eastern Nigeria. The second group consists of 2000 grades 11 and 12 Canadian secondary school students. The preconceptions of both groups were assessed using 15 selected items drawn from the Views-On-Science-Technology Society (VOSTS) instrument developed by Aikenhead, Ryan and Fleming (1989). In comparison with their Canadian counterparts, the Nigerian subjects appear to demonstrate a better understanding of the meaning of science though sometimes their views are rather disparate and inconsistent. On the other hand, the Canadian subjects seem to appreciate the place and value of science and technology for society than their Nigerian counterparts. To some extent both groups of subjects show evidence of collateral learning and alternative conceptions of natural phenomena. On the basis of the findings of this study, it is suggested that science educators should take due cognisance of such worldview presuppositions.
{"title":"Students' Preconceptions about the Epistemology of Science: A Comparison of Some Nigerian and Candian Students","authors":"N. Mbajiorgu, R. E. Anolue","doi":"10.1080/10288457.2000.10756119","DOIUrl":"https://doi.org/10.1080/10288457.2000.10756119","url":null,"abstract":"ABSTRACT This study attempted to determine the preconceptions of the nature of science held by two groups of grade 11 and 12 secondary school students. The first group consists of 460 randomly selected grade 11 students from Enugu township in eastern Nigeria. The second group consists of 2000 grades 11 and 12 Canadian secondary school students. The preconceptions of both groups were assessed using 15 selected items drawn from the Views-On-Science-Technology Society (VOSTS) instrument developed by Aikenhead, Ryan and Fleming (1989). In comparison with their Canadian counterparts, the Nigerian subjects appear to demonstrate a better understanding of the meaning of science though sometimes their views are rather disparate and inconsistent. On the other hand, the Canadian subjects seem to appreciate the place and value of science and technology for society than their Nigerian counterparts. To some extent both groups of subjects show evidence of collateral learning and alternative conceptions of natural phenomena. On the basis of the findings of this study, it is suggested that science educators should take due cognisance of such worldview presuppositions.","PeriodicalId":421869,"journal":{"name":"Journal of the Southern African Association for Research in Mathematics, Science and Technology Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129521108","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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