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The impact of teacher-related variables on students' Junior Secondary Certificate (JSC) mathematics results in Namibia

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dc.contributor.advisor Jita, Loyiso C. (Loyiso Currell)
dc.contributor.author Akpo, Simon Eno
dc.date.accessioned 2012-08-21T05:58:10Z
dc.date.available 2012-08-21T05:58:10Z
dc.date.issued 2012-08
dc.identifier.uri http://hdl.handle.net/10500/6152
dc.description.abstract This study explored the link between teachers’ inputs and process and students’ academic achievement in Junior Secondary Certificate (JSC) Mathematics for the period 2006 to 2010.The outcome (teacher effectiveness) was obtained by means of value added measures (students’ aggregate JSC Mathematics scores for 2006 to 2010 by school). One hundred and fifty JSC schools out of a total of 573 constituted the units of analysis for the study. The data regarding teachers were obtained by means of self-administered questionnaires, and JSC Mathematics results from 2006 to 2010 were obtained from the Directorate of National Examinations and Assessment (DNEA). Multi-correlation and regression techniques at alpha =0.001; 0.05 and 0.10 were used to analyse the link between teachers’ inputs and processes, and students’ academic achievement in JSC Mathematics. The null hypotheses formulated for the study were tested at the 0.05 (5%) level of significance. In summary, it appears that the various aspects of teachers’ inputs (teachers’ educational qualifications, teaching experience, subject specialisation etc.), processes (standards-based professional development, standards-based classroom activities, and classroom management beliefs) are related to students’ academic achievement in JSC Mathematics. In particular, a linear combination of the following variables had a significant and positive association with students’ academic achievement in JSC Mathematics: teachers’ major in Mathematics (teachers’ inputs); teachers’ usage of whole class discussion (standards-based classroom activities); perceived knowledge of algebra; teachers’ professional development in interdisciplinary instruction; teachers’ review of students’ homework/assignments; and students talking to other students about how to solve mathematics problems. Teachers’ pedagogical content knowledge (PCK) in general, and some classroom practices were not significantly related to students’ academic achievements. This study, therefore, recommends that teachers’ professional development should focus on the subject matter that the teachers will be teaching, as well as alignment of teachers’ learning opportunities with real work experience using actual curriculum materials and assessment. en
dc.format.extent 1 online resource (xvi, 189 leaves)
dc.language.iso en en
dc.subject Professional development en
dc.subject Academic performance en
dc.subject Mathematics achievement en
dc.subject Mathematics teacher en
dc.subject Junior school certificate en
dc.subject Pedagogical content knowledge en
dc.subject Standard-based classroom practices en
dc.subject Mathematics content knowledge
dc.subject Teacher subject specialization
dc.subject Teachers' qualification
dc.subject.ddc 510.7126881
dc.subject.lcsh Mathematics -- Study and teaching (Secondary) -- Namibia
dc.subject.lcsh Academic achievement -- Namibia
dc.title The impact of teacher-related variables on students' Junior Secondary Certificate (JSC) mathematics results in Namibia en
dc.type Thesis en
dc.description.department Educational Studies en
dc.description.degree D. Ed. (Didactics)


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