http://hdl.handle.net/10500/6426 2013-05-20T00:22:18Z http://hdl.handle.net/10500/9376 Investigating the effectiveness of problem-based learning in the further mathematics classroom Fatade, Alfred Olufemi The study investigated the effectiveness of Problem-based learning (PBL) in the Further Mathematics classrooms in Nigeria within the blueprint of pre-test-post-test non-equivalent control group quasi-experimental design. The target population consisted of all Further Mathematics students in the Senior Secondary School year one in Ijebu division of Ogun State, Nigeria. Using purposive and simple random sampling techniques, two schools were selected from eight schools that were taking Further Mathematics. One school was randomly assigned as the experimental while the other as the control school. Intact classes were used and in all, 96 students participated in the study (42 in the experimental group taught by the researcher with the PBL and 54 in the control group taught by the regular Further Mathematics teacher using the Traditional Method (TM)). Four research questions and four research hypotheses were raised, answered, and tested in the study. Four research instruments namely pre-test manipulated at two levels: Researcher-Designed Test (RDT) (r = 0.87) and Teacher- Made Test (TMT) (r = 0.88); post-test manipulated at two levels: RDT and TMT; pre-treatment survey of Students Beliefs about Further Mathematics Questionnaire (SBFMQ) (r = 0.86); and post-treatment survey of SBFMQ were developed for the study. The study lasted thirteen weeks (three weeks for pilot study and ten weeks for main study) and data collected were analysed using Mean, Standard deviation, Independent Samples t-test statistic, and Analysis of Variance. Results showed that there were statistically significant differences in the mean post-test achievement scores on TMT (t=-3.58, p<0.05), mean post-test achievement scores on RDT (t=-5.92, p<0.05) and mean post-treatment scores on SBFMQ (t=-6.22, p<0.05) between students exposed to the PBL and those exposed to the TM, all in favour of the PBL group. Results also revealed that there was statistically significant difference in the post-test achievement scores on TMT at knowledge (t= -23.97, p<0.05) and application (t= -11.41, p<0.05) but not at comprehension (t= -0.50, p>0.05, ns) levels of cognition between students exposed to the PBL and the TM. Based on the results, the study recommended that the PBL should be adopted as alternative instructional strategy to the TM in enhancing meaningful learning in Further Mathematics classrooms and efforts should be made to integrate the philosophy of PBL into the pre-service teachers’ curriculum at the teacher-preparation institutions in Nigeria. 2012-11-01T00:00:00Z http://hdl.handle.net/10500/8832 Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as mentees Van der Nest, Adriana Mentorship as a tool to develop the pedagogical and content knowledge of inservice teachers, regardless of experience, is a field in education which has gained popularity worldwide. The review of literature however, provided evidence that mentoring in education has primarily focused on the benefits received by novice teachers and not experienced teachers. Areas addressed in the literature review include the important role of continuous professional development programmes in the improvement of the teachers’ classroom practices and by inference, their learners’ achievements. The purpose of this study was to explore and describe the experiences and understandings of seven experienced natural science teachers as mentees in a professional development programme (the ILLS project). Through the use of a qualitative case study approach, I examined the activities that supported the development of the participants as they interacted with the guided support of a mentor teacher, and aimed to understand how the mentees made sense of their experiences in this mentoring relationship. The activities included lesson-planning, classroom observations and reflection meetings and the professional development support, through mentoring, was embedded on-site and in-context. This research revealed that the mentee teachers were motivated by the opportunity to enhance their professional growth through the support of a mentor. The teachers also perceived that their subject content and pedagogical knowledge were enriched by participating in the mentoring process. 2012-11-01T00:00:00Z http://hdl.handle.net/10500/8546 Student discourse in a natural science classroom : a case study of high school teaching in Swaziland Sitsebe, Vusi Friday The aim of the study was to investigate classroom discourse among high school natural science students in Swaziland. The research problem was: Can student interactions tell us something about the negotiation of understanding during natural science teaching? A qualitative approach was used, specifically, the observational case study style. The population comprised three Form 4 students and their natural science teacher, purposely selected. Data was collected using the non-participant observation and the standardised open-ended interview methods. The collected data was analysed using the discourse analysis approach. The analysed data indicated that prevailing discourse patterns were teacher and student talk, as well as written work. A conclusion was that student classroom discourse in the natural sciences should be encouraged among all students for improved understanding and meaning making. 2012-07-01T00:00:00Z http://hdl.handle.net/10500/7711 The efficacy of co-teaching grade 9 science learners at an international school in Nairobi Henderson, Linda A case study using a phenomenological approach was carried out to determine how effective and enduring learning is for two diverse groups of grade 9 natural science learners when delivered through a collaborative co-teaching approach involving a high school science teacher and a special needs teacher. Even though the findings of this research indicate that the co-taught sessions did not significantly affect the learners’ test results, the majority of the learners reported very positive perceptions of co-teaching. From the findings the main benefits for the learners included an improvement in their understanding of learning styles and associated study skills, increased contact time with the teachers, and the benefit of another teacher’s expertise in the classroom. The researcher found the co-teaching approach yielded a clearer focus on the individual learning styles, new strategies for differentiation, and a positive teaching experience. 2011-11-01T00:00:00Z