Suchergebnisse

It is essential for Course Lecturers and Course Tutors to be aware of their students' cognition. It is noteworthy in the context of teaching and learning. Teacher recognition is critical to improving classroom teaching and learning and has been the core mandate of every educational institution worldwide. And it has become critical that various approaches and shifts be learned and incorporated into the educational system. This study used a purely qualitative approach and a Single Case Design. It also determined the cognition level of topics facilitated by a Course Lecturer or Course Tutor and topics learned in groups by students. It was carried out to ascertain the cognition of some university students enrolled in a semester course. The Teacher Noticing framework was used for this. A diagnostic test was used in the study to assess the cognitive level of the topics covered in the fifteen (15) undergraduate participants' courses. The "ACS Model" conceptual framework was contextualized or framed to notice students' understanding and cognition in three levels: "A" for accuracy, "C" for creativity, and "S" for stumbling. Within the time frame, eight related topics were covered. About 85% of the topics were taught with the help of the lecturer, and 15% were taught by the students in groups. The course lecturer also reiterated the few topics covered in groups. The findings indicated that university students (N=8) performed better than non-university students (N=8), with a percentage increase of 75.54% for topics covered by the course lecturer compared to 24.46% for topics covered by group projects. When comparing the topics covered with the instructor acting as the facilitator, topics 2 and 4 have higher means and lower standard deviations (mean = 2.8000, SD =.56061, and mean = 2.0667, SD =.88372, respectively). It is advised that the course lecturer and mathematics instructors use diagnostic tests and quizzes to monitor students' understanding of the subjects covered. In order to support teacher professional development and student assessment, it is advised that Teacher Noticing be incorporated into classroom discussions.

Many researchers have investigated the causes of students' poor academic performance in general. However, the extent to which students' individual characteristics affect their academic performance in mathematics has received little academic attention. This was the gap in literature the study sought to fill. The study adopted a convergent parallel mixed methods design involving three hundred and seventy-two (372) respondents in Sagnarigu Municipality of Northern Region, Ghana who were sampled through Simple Random Sampling and purposive sampling techniques. Questionnaire and interview guides were used to collect primary data. The analysis of the collected data revealed that: willingness to learn mathematics, perceptions that mathematics is a difficult subject, readiness for the use of mathematics teaching and learning materials available, relationship with mathematics teachers and attentiveness in mathematics lessons all affected students' academic performance in mathematics. It is therefore recommended that the various school management bodies could work with the Guidance and Counselling units to provide some form of support for students who are fearful of mathematics.

The study explored factors affecting senior high school students' academic performance in the Kassena-Nankana Municipality. Eighty-one (81) students, fifty-one (51) males and thirty (30) females were used to gather cross-sectional data on demographics and factors influencing their mathematics ability. They came from two senior high schools in the municipality, which were randomly sampled. Students in the chosen schools were asked to fill out questionnaires. The mixed-methods research approach was used and the descriptive design was adopted. The data was examined using a qualitative study that used a survey design to carry out the investigation. The findings showed that students' attitudes play a significant role in determining how well they succeed in mathematics. These include pupils who don't find mathematics very intriguing and who aren't motivated to learn the subject, among other things. Again, there was evidence of significant teacher-related variables that hampered student performance in mathematics. Examples include teacher absenteeism and inadequate time allotted for mathematics classes. Findings revealed that parents' inability to provide their children with necessary mathematics learning materials, parents' unwillingness to encourage their children to study mathematics, and parents' failure to monitor their children's progress in mathematics performance were all factors that hampered students' performance. It is recommended that, the creation of an environment that is conducive to learning and teaching, including individual studies by students should be inculcated. To boost their students' interest in mathematics, math teachers should develop the usage of teaching aids and mathematical models. Parents, instructors, the ministry of education, and school administrations should encourage pupils to study mathematics.