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An intervention programme to improve the self-concept and attitudes of prospective mathematics teachers

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dc.contributor.advisor Schulze, Salome Moyana, Hlengani Jackson 2015-01-23T04:23:55Z 2015-01-23T04:23:55Z 2000-06
dc.identifier.citation Moyana, Hlengani Jackson (2000) An intervention programme to improve the self-concept and attitudes of prospective mathematics teachers, University of South Africa, Pretoria, <> en
dc.description.abstract This study attempted to design and implement an intervention programme to improve the self-concepts and attitudes of prospective primary school teachers. The possible effects of the programme were researched by means of a combined quantitative and qualitative approach. A questionnaire to determine the effectiveness of the programme was also designed. Important findings of this study are that: (a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed questionnaire; (b) the average self-concepts of prospective teachers improved after the intervention programme was implemented, though not significantly and (c) the self-concepts of prospective teachers not majoring in Mathematics also improved after the intervention, though not significantly. A focus group interview was conducted to improve the intervention programme. On the basis of the responses of the participants in the focus group interview as well as of the quantitative study and of the literature reviewed, an improved version of the intervention programme was designed. According to the research, the programme should include: cooperative learning; everyday life contexts; manipulatives; hands-on activities, encouraging the asking of questions; a positive relationship between lecturer and student; writing assignments before doing a new topic; content relevance; a positive communication of assessment; games; various approaches to solving problems; understandable language; gender sensitivity and positive role modeling. The intervention programme implemented in this study was tested over a period of three months; hence the recommendation in this research for the replication thereof over a longer period. The study further recommends that since the study was conducted in one college of education only, there is a need for it to be conducted in a number of colleges, in order to elicit a broader and more representative picture of the impact of the intervention programme. The findings of this study advocate the need to combine both quantitative and qualitative research in studies: the results of the quantitative research did not conclusively indicate a positive impact of the intervention programme. However, the qualitative research saw respondents expressing improved confidence and attitudes. en
dc.format.extent 1 online resources (x, 244 leaves) : illustrations
dc.language.iso en
dc.subject Mathematics self-concept en
dc.subject Mathematics attitudes en
dc.subject Prospective teachers en
dc.subject Intervention programme en
dc.subject Mathematics anxiety en
dc.subject Cooperative learning en
dc.subject Real life experiences en
dc.subject Mastery learning en
dc.subject Manipulatives en
dc.subject Hands-on activities en
dc.subject Gender stereotypes en
dc.subject Workshops en
dc.subject Word problems en
dc.subject Teaching methods en
dc.subject Relevant curriculum en
dc.subject Classroom atmosphere en
dc.subject Focus group interview en
dc.subject.ddc 372.21
dc.subject.lcsh Mathematics teachers -- Training of -- South Africa en
dc.subject.lcsh Mathematics -- Study and teaching (Elementary) -- South Africa en
dc.title An intervention programme to improve the self-concept and attitudes of prospective mathematics teachers en
dc.type Thesis
dc.description.department Psychology of Education D. Ed. (Psychology of Education)

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