Institutional Repository

The influence of teachers' background, professional development and teaching practices on students' achievement in mathematics in Lesotho

UnisaIR/Manakin Repository

Show simple item record

dc.contributor.advisor Stols, Gert Hendrikus en
dc.contributor.advisor Kriek, J. (Dr.) en
dc.contributor.author Ogbonnaya, Ugorji Iheanachor en
dc.date.accessioned 2009-08-25T11:01:55Z
dc.date.available 2009-08-25T11:01:55Z
dc.date.issued 2009-08-25T11:01:55Z
dc.date.submitted 2007-05-31 en
dc.identifier.uri http://hdl.handle.net/10500/2257
dc.description.abstract The main purpose of this study was to assess the relationship between students' achievement in mathematics and teachers' background, professional development and teaching practices. A self report instrument - Mathematics Teaching Opinionate Scale (MaTOS) was used to collect data from Form C (Grade 10) mathematics teachers in the Maseru District in Lesotho, Southern Africa. Stratified random sampling technique was adopted for the study in the selection of participants screened on the basis of type of ownership of schools. The simple random format was subsequently utilized to pick 40 teachers on the basis of school population. Out of the total participants of 40 teachers, 18 (45.0%) were males while 22(55.0%) were female. Simple correlation and regression statistics at the 0.01 and 0.05 significance levels were utilized for data analysis. Findings indicated a significant positive relationship between students' academic achievement in mathematics and teachers' background (i.e. teachers' qualifications, subject majors and years of experience especially from six years of teaching) with r = 0.552, P < 0.01. Furthermore, regression analysis showed that teachers' qualifications (&#946; = 0.77, P < 0.05), subject majors (&#946; = 0.35, P < 0.05) and experience (&#946; = 0.16, P < 0.05) were predictors of students' achievement in mathematics [F(3,39) = 4.321; P < 0.05)]. The findings therefore suggest that if all mathematics teachers have a degree, are specialized in mathematics or mathematics education and have more than five years teaching experience the students' achievement in mathematics would likely improve. en
dc.format.extent 1 online resource (viii, 90 leaves)
dc.language.iso en en
dc.subject Professional development en
dc.subject Students' achievement in mathematics en
dc.subject Teachers' background en
dc.subject Teaching practices en
dc.subject Teachers' qualifications en
dc.subject Teachers' subject majors en
dc.subject Years of experience en
dc.subject.ddc 510.7126885
dc.subject.lcsh Mathematics-- Study and teaching (Secondary)--Lesotho|zMaseru
dc.subject.lcsh Academic achievement--Lesotho--Maseru
dc.subject.lcsh Teacher effectiveness-- Lesotho--Maseru
dc.subject.lcsh Teachers-- Training of--Lesotho--Maseru
dc.title The influence of teachers' background, professional development and teaching practices on students' achievement in mathematics in Lesotho en
dc.type Thesis en
dc.description.department MATH, SCIENCE & TECH EDU en
dc.description.degree MSC (MATHS,SCIENCE OR T/EDU) en


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UnisaIR


Browse

My Account

Statistics