Quality of teaching mathematics and learning achievement gains: evidence from primary schools in Kenya

Ngware, Moses; Ciera, James; Musyoka, Peter K.; Oketch, Moses

doi:10.1007/s10649-015-9594-2

Cited by 23 publications

(15 citation statements)

References 20 publications

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“…This finding is also in tandem with the work of Herman (2000) who investigated the development and management of quality assurance in higher education systems and institutions in Asia and the Pacific and discovered that several higher education institutions in Asia have weak institutional quality assurance mechanisms that make it difficult for them to guarantee the quality of their products and processes. This is not any different with the findings of Ngware, Ciera, Musyoka and Oketch (2015) who reported that "the average performance in quality education of African countries appears much poorer than elsewhere in the world. …One way of improving the quality of education is through quality teaching" (p.1).…”

Section: Discussion Of Findingscontrasting

confidence: 61%

Influence of Management on Quality Assurance in National Teacher’s Colleges

Lubwama¹,

Onen

Kasenene³

2017

IJLTER

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Abstract. This study investigated the influence of management on quality assurance in National Teachers Colleges (NTCs) in Uganda. The study was prompted by the persistent complaints from key stakeholders about the deteriorating quality of teacher trainees from the NTCs. The study used the descriptive cross-sectional sample survey research design where both qualitative and quantitative approaches to data collection and analysis were used to gain an in-depth understanding of the issues that were investigated. Data were collected from 79 lecturers, three principals, six deputy principals, three academic registrars, and two officials from the Uganda's Ministry of Education and Sports. Study respondents were selected through purposive and convenience sampling techniques. Data were analysed through the use of appropriate descriptive and inferential statistics as well as a content analysis technique. Study results revealed that planning (p=.001<.05), controlling (p=.047<.05), and directing (p=.000<.05) have statistically significant influence on quality assurance; meanwhile, organizing (p=.148>.05) has a statistically weak influence on quality assurance in NTCs. The researchers thus concluded that management significantly influences the assurance of quality in NTCs in Uganda, other factors notwithstanding. It was therefore recommended that periodic audits and reviews need to be undertaken by managers of NTCs in order to detect any anomalies regarding quality in their institutions. Besides, the principles of total quality management need to be incorporated in the management of quality at NTCs so as to engage all relevant stakeholders such as students and employees in managing quality at the institutions. Finally, the managers of NTCs are recommended to benchmark and adapt best practices of assuring quality from other institutions of higher education.

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Section: Discussion Of Findingscontrasting

confidence: 61%

Influence of Management on Quality Assurance in National Teacher’s Colleges

Lubwama¹,

Onen

Kasenene³

2017

IJLTER

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“…Therefore, teachers need to consider what is given by researchers in order to improve the learning process. Ngware, Ciera, Musyoka, and Oketch (2015) also state the quality of the teacher positively contributes to improving student learning achievement. Moreover, Ottmar, Decker, Cameron, Curby, and Rimm-Kaufman (2014) reveal different research results that there is no relationship between the quality of learning with an increase in student achievement.…”

Section: Discussionmentioning

confidence: 97%

An evaluation of mathematics learning program at primary education using Countenance Stake Evaluation model

Tompong

Jailani

2019

Jurnal Penelitian dan Evaluasi Pendidikan

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The quality of mathematics learning in Bantaeng Regency, South Sulawesi were in a low category based on the research findings from the Institute of Educational Quality Assurance of South Sulawesi in 2011. It affects students to be unwilling to be involved in the process of mathematics learning. This study aims to evaluate the process of learning mathematics in the elementary educational level at Bantaeng Regency. The model of evaluation used in this study is the Stake Countenance Model consisting of three steps of evaluation, namely antecedent, transaction, and outcomes. The subjects of this study were 12 teachers at state elementary schools in Bantaeng Regency assessed by three raters. There were 363 midterm score tests from 12 schools. The instruments used in this study were observation sheet, lesson plan sheet, assessment documentation sheet, and interview guideline. This study used a quantitative research approach supported by qualitative data. The result of the study shows that (1) the lesson plan of mathematics subject is in a good category (93.45%), (2) the learning process is in the good enough category (67.07%), (3) the document of students assessment is in the good enough category (71.34%), and (4) most students in each school do not pass the school standard.

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“…Effective teaching, Ngware, Ciera, Musyoka, and Oketch (2015) is achieved with proficiency in conditional knowledge of related subjects, mastery of content, proper integration of experimental segments of topics covered which in turn encourages learners to go beyond state of competency goals and achieve academically. Hence, application of experiential learning is ideal within practice tailored to curriculum through teaching basic subjects, lesson planning, structuring of learning objectives and in instructional management.…”

Section: Experiential Learning and Conditional Knowledge In Teaching mentioning

confidence: 99%

Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice

Amolloh¹,

Lilian²,

Wanjiru³

2018

IES

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Experiential learning requires teacher educators to equip trainee teachers with opportunities for effective preparedness in teaching and professional subjects, co-curricular activities and in micro-teaching vital for professional development. The experiential learning opportunities, conditional knowledge, preparedness and performance during teaching practice provide basis for predicting professional competence and success for effective teaching. Conditional knowledge entails application of critical thinking and problem solving skills that demonstrate mastery of theoretical knowledge and professional practice across, content, knowledge, skills and insights. This type of knowledge and skills are developed through experiential learning coupled with effective preparedness for real-class instructional management. However, inadequate preparation in educational courses coupled with improper supervision and feedback impede effective professional development in most universities. The study explored effectiveness of experiential learning and conditional knowledge in trainee teacher preparedness for teaching practice at the University of Nairobi. Experiential Learning Theory formed the framework for this study. A descriptive survey research design was adopted with a population of 78 trainee teachers selected using simple random sampling. Data were gathered through a questionnaire. Finding showed that trainee teachers are adequately prepared for teaching practice. The study recommends proper orientation for trainee teachers to be carried out with effective preparedness that aligns theory to practice.

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Quality of teaching mathematics and learning achievement gains: evidence from primary schools in Kenya

Cited by 23 publications

References 20 publications

Influence of Management on Quality Assurance in National Teacher’s Colleges

Influence of Management on Quality Assurance in National Teacher’s Colleges

An evaluation of mathematics learning program at primary education using Countenance Stake Evaluation model

Experiential Learning, Conditional Knowledge and Professional Development at University of Nairobi, Kenya—Focusing on Preparedness for Teaching Practice

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