Thesis on academic achievement in mathematics

Further, this site is using a privately owned and located server. Understanding a concept is by doing. According to Kwari and Mtetwa content coverage is not a problem in Zimbabwe as most teachers aim at it and succeed in completing the syllabus.

Zimbabwe has not been spared in the aspect of little time especially with the common double sessions in our high density schools.

He recommended students to be given awards for excelling in mathematics or offered scholarships even at school level or encourage mathematics projects where students display their accomplishments.

Chiriswa agreed with the issue and recommended that mathematics teachers and students be given incentives to raise their morale for better grades in mathematics. Many studies support the notion that, teachers who teach subjects that they have previously studied in depth are particularly effective.

If pupils believe that hard work results in improved performance they will put more effort and an improved performance will motivate them in future and will not blame external factors for their failure. Ability is taken to be a relatively stable, unaltered state, whilst effort can be altered.

Sweeney observes that ,students perform better in mathematics at Ordinary level when taught by teachers with more years of teaching experience considering the common saying that experience is the best teacher. The iconic presentation involves the use of images or model to present an idea object or principle.

A research carried out by the Department of education in California cited by Sweeney established many ways of explaining why many mathematics teachers perform poorly in the classroom besides lack of motivation.

He went on to say that one must acquire rational understanding that centres on how something works and why it works. One concept that is central to attribution is locus of control Bandura, Oloyede adds credence to the above sentiments in this study on effects of psychological theories in mathematics teaching when he said that for any mathematics teacher to be academically functional and effective in the classroom the knowledge of educational psychology should be the basis for new encounter in his or her teaching.

He discovered that cooperative methods work well in small groups of students of mixed ability when they work together to solve mathematics problems and complete tasks.

Studies have consistently shown that thoughtful use of calculators improves student mathematics achievement and attitudes toward mathematics.

This came as a result of under qualified teachers who were producing poor results at Ordinary level. This is true because there is no doubt that teachers whose financial needs are not satisfied will be psychologically and socially demoralised in their working attitudes and this is of great effect to performance of such teachers.

From a review of 99 studies of cooperative group-learning methods, Slavin concluded that cooperative methods were effective in improving student achievement.

A proof of this is that teachers are being recruited in South Africa, Botswana and Namibia and also abroad like in UK in large numbers. Maslow came up with the theory of the hierarchy of needs. Virtually no time is spent inventing new procedures and analyzing unfamiliar situations.

Several researchers have observed that students who are high in internal locus of control have better grades and test scores than students of the same intelligence who are low in internal locus of control. Student team learning in mathematics.

It involves mentally computing, estimating, sensing number magnitudes, moving between representation systems for numbers, and judging the reasonableness of numerical results. Student achievement and understanding are significantly improved when teachers are aware of how students construct knowledge, are familiar with the intuitive solution methods that students use when they solve problems, and utilize this knowledge when planning and conducting instruction in mathematics.

Varelas asserts that ,a growing number of research shows that student achievement is more heavily influenced by teacher quality and not by student race, class ,prior academic record or school a student attends.

Weiner observes that, most explanations for success or failure have some characteristics which arewhether the cause of failure is within the person or outside the person ,the second beingwhether the cause is seen as stable or unstable. Galaba reiterates that, the teacher is the heart of classroom instruction and his or her effectiveness depends on his or her competence that is academic and pedagogic.

In a review of activity-based learning in mathematics in kindergarten through grade 8, Suydam and Higgins concluded that using manipulative materials produces greater achievement gains than not using them. A large number of studies seem to gravitate towards the problem of mathematics education in Zimbabwe as illustrated by the poor performance of students who have failed to meet the admission requirements of mathematics faculties.

Zimbabwe teachers are considered competent thus they possess both knowledge and skills. The tendency for individuals to consistently make particular kinds of attributions overtime is referred as attribution style. It is believed that a motivated teacher always complete the work set for him even when such work is difficult or uninteresting.

A history of research in mathematics education. They believe that giving autonomy to the students would waste time and could lead to discovery of concepts not related to the syllabus.

In addition, the teacher needs efficiency which can be seen through his or her ability to tackle different mathematics concepts with confidence ,handle his or her work load without succumbing to the pressure and commitment to duty. Bruner believes that learners who use their energy to discover knowledge gain intrinsic motivation and Piaget maintains that a more satisfactory means of advancing learning should be the one which brings the child face to face with inadequacy of existing schemata and new accommodation.

This is echoed by Rao who asserts that, when students fail, they are most likely to persist and eventually succeed if they attribute their failure to lack of appropriate effort.

They also found that there was no loss in student ability to perform paper-and-pencil computational skills when calculators were used as part of mathematics instruction.

Yeya had similar views that many teachers, students and parents have a negative attitude towards the teaching and learning of mathematics.THE IMPACT OF MUSIC EDUCATION ON ACADEMIC ACHIEVEMENT. higher scores in mathematics achievement than did students in the other groups.

Academic Achievement Rafferty. The purpose of this study is to find out the impact of using multimedia on students’ academic achievement in the College of Education at King Saud University.

investigates the impact of student attendance, socio-economic status and mobility on student achievement of third grade students in two Title I schools with grades PK-3, as determined by the Virginia Standards of Learning (SOL) English and math tests.

Mathematics and Sciences in achieving Millennium Development Goals and in the attainment of the Vision as would provide the necessary manpower to steer the country into new technological and industrial development.

THE EFFECT OF CLASS SIZE ON ACADEMIC ACHIEVEMENT AT A SELECTED INSTITUTION OF HIGHER LEARNING.

by. LEAH BAKASA. submitted in the fulfilment of the requirements for the degree of. Mathematics Anxiety, Mathematics Performance and Academic Hardiness in High School Students Ayatollah Karimi and S. Venkatesan difference with respect to academic achievement and general abilities (Lingard et al. ).The inspection of Hardiness in two genders also is not.

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Thesis on academic achievement in mathematics
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