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Influence of Teaching Approaches on Senior High School Students’ Mathematical Mindset
Influence of Teaching Approaches on Senior High School Students’ Mathematical Mindset
by Asante Britwum, Bright
Keep ReadingUnderstanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective
Competency Level of Teachers' Subject Matter Knowledge as a Compulsory for Teaching Secondary School Mathematics: A Case Study on Postgraduate Diploma Trainee
Understanding sociodemographic factors influencing households' financial literacy in Tanzania
Link between transformational leadership and teachers organizational commitment in Addis Ababa government secondary schools
Institutionalization of gender equality in Ivoirian public universities
Institutionalization of gender equality in Ivoirian public universities
by Kouassi Amenan Valerie Konin
Keep ReadingInfluence of Teaching Approaches on Senior High School Students’ Mathematical Mindset
by Asante Britwum, Bright
Reviewing bodies have shown that a high percentage of SHS students tend to underperform in mathematics examinations. In that respect, we examined the influence of two teaching approaches on Ghanaian public Senior High School students’ mathematical mindsets. A quantitative research design was used, that is, an ex post facto research design was used for this study. A total sample of 366 respondents was involved in this study. Two sets of questionnaires were employed for the study which are the students’ perceptions of teaching approaches and mathematical mindset questionnaires. Descriptive analysis such as means and frequencies were used to analyze the data. The results revealed a possible influence of the teaching approaches students experienced and their mathematical mindset. That is, students taught with a student-centered approach were found to generally possess a growth mindset while those identified as possessing a more fixed mindset were mostly students taught using a more teacher-centered approach. The study recommended that teachers should adopt a student-centered approach to teaching since it has the potential to shape students’ mindset toward a strong growth mindset, as students who have a growth mindset are more likely to succeed in school and beyond. © The Author(s) 2024.
Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective
by Yawson, D.E.
The concepts of employability and generational effects are emerging disciplines within the context of business education management research, but their complementary role in curriculum development and enrichment is yet to be explored. The study employs a work-related employability course for a business school undergraduate cohort (N = 267) consisting of various generations to examine the generational effects from the student stakeholder perspective of work-related learning outcomes in employability embedded curricula. This research shows the differences in students’ perceptions based on age generations as shown to be marked by the Generations X, Y and Z, which also produces a different inter-generational learning opportunity with distinct characteristics. We established that undergraduate multi-generational cohorts expect contextualised employability-related teaching to accompany designing and embedding work-related employability curricula. We show that an employability embedded curriculum is likely to improve students’ employability decisions when different inter-generational learning environments are factored into programme development, delivery, and assessment. © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Competency Level of Teachers' Subject Matter Knowledge as a Compulsory for Teaching Secondary School Mathematics: A Case Study on Postgraduate Diploma Trainee
by Dejene Girma Denbel
The purpose of this paper is to assess the status of mathematics subject matter knowledge competency of student teachers and show the role of subject matter knowledge in teaching secondary school mathematics. This study involved 70 student teachers attending postgraduate diploma training program of teacher training modality. An achievement test was used to collect the data from the participant. The result has shown that the overall subject matter knowledge competency of the trainee is remarkably low. However, algebra received relatively higher competency with a mean score of 2.2, and mathematics as communication and reasoning competency was considerably lower with a mean score of 0.56. In addition to these, a comparison among subject matter knowledge competency areas identified shows that there is a significant difference between algebra (higher competency) and the remaining 12 selected subject matter knowledge competency areas. This study concluded that student teachers have a deficiency in mathematics subject matter knowledge competency in general and lack uniformity within selected mathematics subject matter knowledge competency areas. Based on the findings, it is recommended that subject matter knowledge is particularly required for secondary school mathematics teaching needed in the teacher training program and the teacher training program needs amendment toward the direct purpose. © 2023 Dejene Girma Denbel.
Understanding sociodemographic factors influencing households' financial literacy in Tanzania
by Lotto, J
This paper primarily aimed at examining the influence households' demographic characteristics on the level of their financial literacy in Tanzania. The paper employs secondary data from the FinScope survey conducted by Financial Sector Deepening Trust (FSDT). To do so, the study employed both bivariate and multivariate analytical techniques. The study, reveals that the adult population exhibits large financial literacy gap- and, therefore, adults should not be considered as a homogenous group- rather gender, age, education and income levels of the households, which are showcased in this study, to also be taken into consideration while designing financial literacy improvement public initiatives. In particular, the study concludes that men are more inclined to have higher levels of financial literacy than women something which limits their financial decisions making ability. It is also concluded that younger households and those with higher income levels are equipped with higher financial literacy levels. Likewise, more educated and employed households tend to have higher levels of financial literacy. It, therefore, follows that programs to foster financial knowledge among households should be targeted at marginalized groups like women, the elderly and those with low incomes and educational attainment. As the main contribution of the research, it is highlighted that this is a pioneer study in the Tanzanian context, by proposing a model that identifies which socioeconomic and demographic factors influence the propensity for a low or high financial literacy level.
Link between transformational leadership and teachers organizational commitment in Addis Ababa government secondary schools
by Tigist Metaferia
This study has explored the link between school principals’ transformational leadership style to teachers’ organizational commitment in Addis Ababa government secondary schools employing correlational research design. Stratified random sampling technique was applied to draw a representative sample of 385 teachers for the study. The result of this study shows that transformational leadership is less practiced in Addis Ababa government secondary schools. The study further reveals that transformational leadership is positively and significantly related to teachers’ organizational commitment. Hence, improving the exercise of transformational leadership in schools may heighten the teachers’ organizational commitment. Further research is required with more sample of the study incuding school principals, students and parent teaceher association to examine the link in more detail in Ethiopian context. © 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Institutionalization of gender equality in Ivoirian public universities
by Kouassi Amenan Valerie Konin
Gender equality is an inevitable approach to social, economic, political and cultural development. It invades all areas where men and women exist. One of the most influential areas of social transformation in terms of gender equality is the university. Create, analyze, transmit, and transform knowledge to build new social and cultural paradigms. How do Ivorian universities officially integrate gender equality into their institutions? The purpose of this article is to analyze the process of institutionalization of gender equality in Ivorian public universities. The methodological protocol is integrates documentary research and semi-directive interview as a data collection technique. It turns out that in general, Ivorian public universities are at the beginning of an institutionalization process regarding gender equality since 2023. This formal institutionalization process was promoted by donors and the Ministry of Higher Education. However, the F & eacute;lix Houphouet-Boigny University and the Nangui Abrogoua University in Abidjan, the country's capital, are the two advanced in the subject at the level of university policies, structures, training and research and practices.
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