An intervention programme to improve the self-concept and attitudes of prospective mathematics teachers
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Authors
Moyana, Hlengani Jackson
Issue Date
2000-06
Type
Thesis
Language
en
Keywords
Mathematics self-concept , Mathematics attitudes , Prospective teachers , Intervention programme , Mathematics anxiety , Cooperative learning , Real life experiences , Mastery learning , Manipulatives , Hands-on activities , Gender stereotypes , Workshops , Word problems , Teaching methods , Relevant curriculum , Classroom atmosphere , Focus group interview
Alternative Title
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.
Description
Citation
Moyana, Hlengani Jackson (2000) An intervention programme to improve the self-concept and attitudes of prospective mathematics teachers, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17526>