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Teacher assessment action in mathematics classes: A study with teachers from the 2nd cycle of Mozambican general high school education [A ação docente avaliativa em aulas de matemática: Um estudo com professores do 2ºciclo do ensino secundário geral moçambicano]
Acculturative Stress and Socio-Demographic Influences: A Comparative Study of Asian and African International Students in China
Worked-examples instruction versus Van Hiele teaching phases: A demonstration of students' procedural and conceptual understanding
Impact de l’enseignement universitaire sur la créativité des étudiants des Universités de la ville de Kinshasa [Impact of university teaching on the creativity of students from the universities in the city of Kinshasa]
A Predicting Analysis of Academic Staff’s Motivation to Teach Online in a Nigerian University
Teacher assessment action in mathematics classes: A study with teachers from the 2nd cycle of Mozambican general high school education [A ação docente avaliativa em aulas de matemática: Um estudo com professores do 2ºciclo do ensino secundário geral moçambicano]
by Maulana, G.M.
Background: Assessment is one of the components and objects of research in Mathematics Education that, among various functions, ensures/promotes student learning. In this sense, the teachers' assessment action, and the teaching ways of doing it in the classroom have implications for students' learning. Objectives: This paper intends to investigate what mathematics teachers do (say they do) when they assess students in their classes. Design: a descriptive qualitative study was carried out. Setting and Participants: Four mathematics teachers working in the 2nd Cycle of General High School Education of Mozambique were selected to participate in the research. Data collection and analysis: individual reflective interviews were conducted, and audio recorded. The accounts were transcribed and submitted to content analysis, in the light of which they were fragmented and grouped into categories of teachers' assessment actions. Results: Four categories of actions (stimulate, access, interpret, regulate) and nine subcategories (question, give task, request; look, supervise; verify, perceive; give feedback, reorient) emerged from the data collected. The teachers carried out a formative-type assessment, fulfilling a cycle of actions (assessment action cycle) that starts with the stimulus or access and closes in the regulation, from where any of the initial actions were resumed. Conclusions: It can be said that education assessment is one of the motives for reflection and knowledge production in teaching practice. © 2020 Lutheran University of Brazil. All rights reserved.
Acculturative Stress and Socio-Demographic Influences: A Comparative Study of Asian and African International Students in China
by Ngwira, Flemmings Fishani
International students often face challenges in adapting to new living and learning environments. This study investigated the levels of acculturative stress and its contributing factors among Asian and African international students in five internationally recognized universities in Wuhan, Hubei. A total of 243 students participated in the study, completing a questionnaire based on an adapted version of the Acculturative Stress Scale for International Students (ASSIS). Data were analyzed using IBM SPSS Statistics version 22. The results indicated that most international students did not report significant acculturative stress, but differences were observed between African and Asian students. African students experienced higher stress levels related to perceived discrimination, whereas Asian students reported fear and guilt as primary stressors. Across all participants, homesickness, perceived discrimination, and culture shock emerged as the most common sources of stress, while fear was the least reported stressor. Socio-demographic variables significantly influenced stress levels. Students who had longer stays, were older, possessed higher education levels, and were married reported lower levels of acculturative stress. These findings highlight the need for targeted interventions to support international students, including culturally responsive programs, anti-discrimination initiatives, and peer-mentoring systems. Such efforts would foster greater inclusion, social integration, and well-being among international students studying in China. © 2024 by author(s).
Worked-examples instruction versus Van Hiele teaching phases: A demonstration of students' procedural and conceptual understanding
by Adeniji, Saidat Morenike
This study explores the worked-example instruction (WEI) and the van Hiele teaching phases (VHTP) pedagogies to advance students' acquisition of procedural and conceptual understanding of solving simultaneous equations. The quasi-experimental study involved two groups of high school students (age=15): 157 students in total with 72 in one group and 85 in the other. The study followed a pre-, post- and delay tests design and adapted two conceptual frameworks: the structure of the observed learning outcomes (SOLO) model and the Rasch model. It employed Rasch analysis and statistical package for social sciences (SPSS) as data analysis tools. The results indicated that both WEI and VHTP improved students' procedural and conceptual understanding of solving simultaneous equations at the post-test; however, the WEI effects (on both procedural and conceptual understanding) were not sustained after the post-test while the VHTP had a lasting effect on only conceptual understanding. Furthermore, the VHTP group significantly outperformed the WEI group at the post-test and delay test in both conceptual and procedural understanding. These results indicated that the WEI is only beneficial at the initial stage of knowledge acquisition and VHTP is better at the initial and long-term. Practical implications of these results were discussed. © The Author(s) 2022.
Impact de l’enseignement universitaire sur la créativité des étudiants des Universités de la ville de Kinshasa [Impact of university teaching on the creativity of students from the universities in the city of Kinshasa]
by Mwenzi, Jonathan Enguta
La présente étude s’est proposée d’évaluer l’efficacité interne de la formation universitaire congolaise relative à son objectif de promouvoir la créativité. Pour ce faire, deux groupes ont été identifiés (groupe expérimental et groupe contrôle). Le groupe expérimental était constitué de 810 finalistes des Universités de Kinshasa, Protestante au Congo et Libre de Kinshasa. Le groupe contrôle était constitué de 550 élèves finalistes du Lycée Boende, du Complexe Scolaire Cardinal Malula et du Groupe Scolaire du Mont-Amba. Les résultats obtenus, à partir de l’administration du test d’énigmes à ces deux groupes, ont démontré une supériorité numérique des notes moyennes du groupe contrôle à toutes les dimensions créatives comparativement au groupe expérimental. Seule la différence au niveau de la flexibilité s’est révélée significative statistiquement. En plus, les moyennes observées du groupe expérimental aux différentes dimensions créatives se sont révélées inférieures aux moyennes théoriques. Ces résultats attestent une faible efficacité interne de la formation universitaire relative au développement de la créativité. This study set out to assess the internal effectiveness of congolese university training in relation to its objective of promoting creativity. To do this, two groups were identified (experimental group and control group). The experimental group consisted of 810 finalists from the University of Kinshasa, Protestant University in Congo and Free University of Kinshasa. The control group consisted of 550 finalists students from the schools Boende, Cardinal Malula and Mont-Amba The results obtained, based on the administration of the test énigmes to these two groups, showed a numerical superiority of the mean scores of the control group on all creative dimensions compared to the experimental group. Only the difference in flexibility was found to be statistically significant. In addition, the observed experimental group averages for the various creative dimensions were lower than the theoretical averages. These results attest to the low internal effectiveness of university training in the development of creativity. © 2022,Academia (Greece). All Rights Reserved.
A Predicting Analysis of Academic Staff’s Motivation to Teach Online in a Nigerian University
by Itasanmi, Sunday A.
This study examined the predictors of academic staff motivation for online teaching in a Nigerian University. Theory of Planned Behaviour served as the conceptual foundation for the study. A survey design was adopted and a total of one hundred and nine-five (195) academic staff participated in the study from a university that was purposefully chosen for the study. A questionnaire tagged ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)’ adapted from Chi (2015) was used for data collection. The questionnaire consisted of six domains-demographics, online teaching consideration, perception of online teaching, motivation for online teaching concerning resources, motivation for online teaching with respect to external factors and general motivation to teach online. Data were analyzed using percentages and frequency distribution, mean, standard deviation, multiple regression analysis, Pearson Correlation, T-test, One-Way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA). Results of the study revealed that the perception of online teaching and academic staff’s motivation for online teaching regarding external factors had a positive significant contribution to the general motivation of academic staff to teach online. Also, age was found to have a significant influence on academic staff’s motivation to teach online indicators (perception of teaching online, motivation to teach online regarding resources, and motivation to teach online regarding external factors). Hence, it was concluded that adequate consideration must be given to these identified contributing factors to motivation for online teaching among academic staff by those who design and implement online teaching initiatives in the university to sustain academic staff’s interest in online teaching over time. Equally, policy decisions on online teaching in the university should be based on clear objectives for the generality of the academic staff irrespective of age, gender, marital status, and faculty rank. © The Authors.
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