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Tytuł pozycji:

Performance Ranking in School Mathematics in Kenya: A Device That Conceals and Naturalizes Inappropriate Teaching Strategies

Tytuł :
Performance Ranking in School Mathematics in Kenya: A Device That Conceals and Naturalizes Inappropriate Teaching Strategies
Autorzy :
Njiru, Samson Murithi; Karuku, Simon; Nyaga, Milcah
Źródło :
Educational Research and Reviews, v15 n8 p465-472 Aug 2020. 8 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1264045">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1264045
Academic Journals. e-mail: ; e-mail: ; Web site: http://academicjournals.org/journal/ERR
Recenzowane naukowo :
Y
ISSN :
1990-3839
Deskryptory :
Foreign Countries, Mathematics Instruction, Teaching Methods, Mathematics Teachers, Secondary School Teachers, Secondary School Mathematics, Secondary School Students, Ethics, Cheating, Performance, Mathematics Achievement, Educational Quality, Tutoring, Knowledge Level, Thinking Skills, Critical Thinking, Achievement Tests, Scores
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
8
Education Level :
Secondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
JAN2021
Data wpisu :
2020
Numer akcesji :
EJ1264045
Czasopismo naukowe
Teaching strategies have a significant influence on students' academic performance. This paper presents results from a qualitative study that examined the effects that performance ranking in Mathematics has on teaching strategies employed in Mathematics classrooms. In particular, the paper demonstrates how performance ranking disguises and legalizes inappropriate Mathematics teaching strategies. The participants for the study were Mathematics teachers and students in secondary schools in Embu County in Kenya. Face-to-face semi-structured interviews and focus group discussions were employed in data collection. Results showed that due to competition by teachers to achieve a higher mean score, they engaged in examination malpractices such as leaking examination questions to students. Secondly, teachers' desire for excellence in their subjects, and achieving top rank to receive prizes was found to be another reason behind teaching students to pass examinations rather than for conceptual understanding. Additionally, the study revealed that performance ranking promoted private tuition to offer assistance to the weak students in Mathematics to improve performance in the subject. This paper recommends that the practice of ranking should be tailored to include all the aspects.

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