Students’ Perception on the Use of Code-Switching in Mathematics Classroom: Looking at Gender Differences

Nassir, Asyura Abd; Tarmuji, Nor Habibah; Yusob, Khairul Firhan

doi:10.1007/978-981-13-0203-9_15

Cited by 1 publication

(1 citation statement)

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“…Students learning outcomes, academic adjustment, and achievement associated with teachers" self-efficacy, and provide support and positive classroom management atmosphere, teachers" attitude and self-efficacy beliefs described teachers" confidence, ___________________________________________________________________________ training, and experience in working with students in the classroom (Lee, Cheung, & Chen, 2019). Students' understanding, attention, and satisfaction in the classroom are significant interactions of elementary teachers" self-efficacy, and student"s development and motivation depend on it and creativeness (Nassir & Yusob, 2019). Students have a positive impact on their learning, motivated to manage study timing, and promoted collaborative work in a flattering management classroom environment (Toni Dobinson, 2019).…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy of Elementary Teachers and their Attitude towards Practices of Classroom Management

Ajmal

Nisa

Jumani

2020

ojs

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This study aimed to investigate the self-efficacy of elementary teachers and their attitude towards practices of classroom management at the elementary level in Mansehra. This study was descriptive. The population of the study consisted of all elementary school teachers and students (female and male) in district Mansehra. The respondents were selected by the stratified random sampling technique. Three hundred and ten teachers at elementary schools (male and female) were selected as a sample from the one thousand and sixty-three elementary teachers. The questionnaires were developed by the researchers to investigate the self-efficacy and attitude towards practices of their classroom management. The researchers used a five-point scale (always, often, never, rarely sometimes, and never) for data collection, and data were analyzed by descriptive statistics (mean, percentage, frequency), inferential statistics (chi-square) and p-value. The p-value shows that female elementary teachers’ self-efficacy and attitude towards their practices in classroom management is significant than male elementary teachers. This study recommended that male teachers’ self-efficacy enhanced their ability along with advanced teaching methods for educational activities.

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Section: Introductionmentioning

confidence: 99%