Background This study aims to assess the influence of group discussions on the performance of pupils in Mathematics in Madi Okollo District. Methodology The instruments that were used in the study included self-constructed questionnaires and interview guides. The data obtained from the study was analyzed qualitatively. Frequency tables and percentages were used to present and analyze the data. Data obtained from the interview were equally analyzed. The study adopted a descriptive correlational design. The design was chosen because, through it, the researcher will be able to collect and analyze data as it exists in the field without manipulating any Variables. Results The study established that there is a significant positive relationship between group discussions and the academic performance of pupils in mathematics. Therefore, by encouraging learner-centered methods, Learners are encouraged to bring their ideas and experiences into the classroom during learning would cause improvement in academic performance in mathematics. The hypothesis that there is a positive relationship between group discussions and the academic performance of pupils in mathematics was accepted. Conclusion From the study, it was found that group discussions are necessary if pupils’ performance in mathematics is to improve. If teachers encourage learners to participate in class and also discussions while outside class their performance would greatly improve. Recommendations The pupils should form discussion groups to get or share knowledge among them to perform well in exercises and overall grade pass. Ministry of Education and Sports should provide schools with the necessary materials e.g. teachers' reference books, pupils' textbooks, and other print materials. Background This study aims to assess the influence of group discussions on the performance of pupils in Mathematics in Madi Okollo District. Methodology The instruments that were used in the study included self-constructed questionnaires and interview guides. The data obtained from the study was analyzed qualitatively. Frequency tables and percentages were used to present and analyze the data. Data obtained from the interview were equally analyzed. The study adopted a descriptive correlational design. The design was chosen because, through it, the researcher will be able to collect and analyze data as it exists in the field without manipulating any Variables. Results The study established that there is a significant positive relationship between group discussions and the academic performance of pupils in mathematics. Therefore, by encouraging learner-centered methods, Learners are encouraged to bring their ideas and experiences into the classroom during learning would cause improvement in academic performance in mathematics. The hypothesis that there is a positive relationship between group discussions and the academic performance of pupils in mathematics was accepted. Conclusion From the study, it was found that gr
{"title":"THE INFLUENCE OF GROUP DISCUSSIONS ON PERFORMANCE OF PUPILS IN MATHEMATICS IN MADI OKOLLO DISTRICT: A CROSS SECTIONAL STUDY.","authors":"Andama Swali, Musa Muwaga","doi":"10.51168/w9973y48","DOIUrl":"https://doi.org/10.51168/w9973y48","url":null,"abstract":"Background\u0000This study aims to assess the influence of group discussions on the performance of pupils in Mathematics in Madi Okollo District.\u0000Methodology\u0000The instruments that were used in the study included self-constructed questionnaires and interview guides. The data obtained from the study was analyzed qualitatively. Frequency tables and percentages were used to present and analyze the data. Data obtained from the interview were equally analyzed. The study adopted a descriptive correlational design. The design was chosen because, through it, the researcher will be able to collect and analyze data as it exists in the field without manipulating any Variables.\u0000Results\u0000The study established that there is a significant positive relationship between group discussions and the academic performance of pupils in mathematics. Therefore, by encouraging learner-centered methods, Learners are encouraged to bring their ideas and experiences into the classroom during learning would cause improvement in academic performance in mathematics. The hypothesis that there is a positive relationship between group discussions and the academic performance of pupils in mathematics was accepted.\u0000Conclusion\u0000From the study, it was found that group discussions are necessary if pupils’ performance in mathematics is to improve. If teachers encourage learners to participate in class and also discussions while outside class their performance would greatly improve.\u0000Recommendations\u0000The pupils should form discussion groups to get or share knowledge among them to perform well in exercises and overall grade pass. Ministry of Education and Sports should provide schools with the necessary materials e.g. teachers' reference books, pupils' textbooks, and other print materials.\u0000Background\u0000This study aims to assess the influence of group discussions on the performance of pupils in Mathematics in Madi Okollo District.\u0000Methodology\u0000The instruments that were used in the study included self-constructed questionnaires and interview guides. The data obtained from the study was analyzed qualitatively. Frequency tables and percentages were used to present and analyze the data. Data obtained from the interview were equally analyzed. The study adopted a descriptive correlational design. The design was chosen because, through it, the researcher will be able to collect and analyze data as it exists in the field without manipulating any Variables.\u0000Results\u0000The study established that there is a significant positive relationship between group discussions and the academic performance of pupils in mathematics. Therefore, by encouraging learner-centered methods, Learners are encouraged to bring their ideas and experiences into the classroom during learning would cause improvement in academic performance in mathematics. The hypothesis that there is a positive relationship between group discussions and the academic performance of pupils in mathematics was accepted.\u0000Conclusion\u0000From the study, it was found that gr","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"475 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140502364","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 : 2024-01-19DOI: 10.51168/sjeducation.v1i1.4
Stephen Opela, Edmand Bakashaba, Henry Noel
Background Indiscipline can be defined as failure to obey rules and orders or lack of control in the behavior of a person or group of people. Indiscipline cases in schools have been an issue of concern for educators and have become a huge concern among educators, policymakers, and the public in general. This study aimed to document the types of indiscipline in secondary schools in Pallisa Town Council. Methodology The study adopted a triangulation of a case study design and a cross-sectional survey design. The study also uses a mixed research approach where both qualitative and quantitative techniques were used to analyze data. A case study design was employed because the researcher did not have enough time or financial resources to conduct a national survey of all secondary schools in Uganda. To collect primary and secondary data three methods were used. A self-administered questionnaire and interview method were used to collect primary data while the documentary review was used to gather secondary data. Results According to findings, there are three types of indiscipline in secondary schools in Pallisa district. These were minor, major, and intolerable indiscipline behaviors. The minor behaviors were; Noise-making in class, Absenteeism, and Loitering on school premises. The major indiscipline behaviors were; missing classes, Smoking, Habitual lateness, and drinking alcohol. The intolerable indiscipline behaviors were; Physical violence, Vandalism, Use of drugs, and Bullying. Conclusion The major indiscipline behaviors were; missing classes, Smoking, Habitual lateness, and drinking alcohol. Recommendation More studies should be done on the causes of indiscipline among students. Teachers should create a more friendly atmosphere for learners to reduce indiscipline.
{"title":"THE TYPES OF INDISCIPLINE IN SECONDARY SCHOOLS IN PALLISA TOWN COUNCIL. THE TYPES OF INDISCIPLINE IN SECONDARY SCHOOLS IN PALLISA TOWN COUNCIL. A CROSS-SECTIONAL STUDY.","authors":"Stephen Opela, Edmand Bakashaba, Henry Noel","doi":"10.51168/sjeducation.v1i1.4","DOIUrl":"https://doi.org/10.51168/sjeducation.v1i1.4","url":null,"abstract":"Background\u0000Indiscipline can be defined as failure to obey rules and orders or lack of control in the behavior of a person or group of people. Indiscipline cases in schools have been an issue of concern for educators and have become a huge concern among educators, policymakers, and the public in general. This study aimed to document the types of indiscipline in secondary schools in Pallisa Town Council.\u0000Methodology\u0000The study adopted a triangulation of a case study design and a cross-sectional survey design. The study also uses a mixed research approach where both qualitative and quantitative techniques were used to analyze data. A case study design was employed because the researcher did not have enough time or financial resources to conduct a national survey of all secondary schools in Uganda. To collect primary and secondary data three methods were used. A self-administered questionnaire and interview method were used to collect primary data while the documentary review was used to gather secondary data.\u0000Results\u0000According to findings, there are three types of indiscipline in secondary schools in Pallisa district. These were minor, major, and intolerable indiscipline behaviors. The minor behaviors were; Noise-making in class, Absenteeism, and Loitering on school premises. The major indiscipline behaviors were; missing classes, Smoking, Habitual lateness, and drinking alcohol. The intolerable indiscipline behaviors were; Physical violence, Vandalism, Use of drugs, and Bullying.\u0000Conclusion\u0000The major indiscipline behaviors were; missing classes, Smoking, Habitual lateness, and drinking alcohol.\u0000Recommendation\u0000More studies should be done on the causes of indiscipline among students.\u0000Teachers should create a more friendly atmosphere for learners to reduce indiscipline.","PeriodicalId":516957,"journal":{"name":"SJ Education Research Africa","volume":"494 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140502491","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：