Influence of Teaching Strategies on Students’ Competences in Mathematics in Public Secondary Schools in Rwanda
DOI:
https://doi.org/10.53819/81018102t5270Abstract
The level of students’ competency in various subjects like mathematics depends on the effectiveness of teachers while teaching especially teaching strategies used in teaching process. The purpose of this study therefore, thought to examine influences of parent’s involvement in teaching strategies and students ‘competences in mathematics from selected Bugesera Public Secondary Schools. The target population was 454 people that provided the sample size of 146 respondents got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. A descriptive survey design was also employed. The findings revealed that group work, too much tests and quizzes and homework were discovered to be the most commonly used teaching approaches used by teacher and head teachers also good for learners in the selected schools. But ICT was not a teaching strategy favored by both teacher and students. The results showed that teaching strategies have high positive correlation to students’ competences as shown by 0.529 of Pearson coefficient. Multiple linear regression analysis found that teaching strategies have significant influence on students ‘competences at 64.9% of R-Square. Further, there is a highly significant positive correlation between teaching methods and student competencies. Moreover, the study established that there is a highly significant positive correlation between teaching methods and student competencies. The study recommends that Teachers should increase their efforts in finding where mathematics is relevant and applying it to math’s problems when they connect with students in the class. Ministry of Education to supply sufficient teaching and learning materials such as textbooks, computers and internet. In addition, providing training to teachers on how to use effective teaching strategies that influence students’ competences such as ICT and among others is necessary.
Keywords: Mathematic competences, Teaching strategies, Group work and assignments
References
Al Fraidan, A., & Al-Khalaf, K. (2012). Test-taking strategies of Arab EFL learners on multiple choice tests. International Education Studies, 5(4), 80–85. https://doi.org/10.5539/ies.v5n4p80
Almulla, M. A. (2020). The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning. SAGE Open, 10(3). https://doi.org/10.1177/2158244020938702
Anderson, J., Austin, K., Barnard, T., Chetwynd, A., & Kahn, P. (2000). Supporting student learning. In Teaching Mathematics and its Applications (Vol. 19, Issue 4). https://doi.org/10.1093/teamat/19.4.166
Baker, T. L., Wise, J., Kelley, G., & Skiba, R. J. (2016). Identifying Barriers: Creating Solutions to Improve Family Engagement: ROEHAMPTON ONLINE LIBRARY. School Community Journal, 26(2), 161–184. https://eds-b-ebscohost-com.ezp.roehampton-online.com/eds/detail/detail?vid=5&sid=0ced8230-c2f8-45a3-aff4-
Cai, J., Moyer, J. C., Wang, N., & Cai, J. (2016). Research in Middle Level Education Quarterly Parental Roles in Students ’ Learning of Mathematics : An Exploratory Study Parental Roles in Students ’ Learning of Mathematics : An Exploratory Study. 8959. https://doi.org/10.1080/10848959.1999.11670147
CCorden, R. (2001). Group discussion and the importance of a shared perspective: Learning from collaborative research. Qualitative Research, 1(3), 347–367. https://doi.org/10.1177/146879410100100305
Cubillos Moreno, A. C. (2013). BIBLIOTECA OCTAVIO ARIZMENDI POSADA UNIVERSIDAD DE LA SABANA Chía - Cundinamarca. Tesis, 103.
Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. Journal of Asynchronous Learning Network, 5(1), 21–34. https://doi.org/10.24059/olj.v5i1.1885
Damrongpanit, S. (2022). European Journal of Educational Research. European Journal of Educational Research, 11(1), 469–480. https://www.researchgate.net/profile/Suntonrapot-Damrongpanit/publication/356662582_Effects_of_Mindset_Democratic
Das, K. (2019). Role of ICT for better Mathematics Teaching. Shanlax International Journal of Education, 7(4), 19–28. https://doi.org/10.34293/education.v7i4.641
Davidovitch, N., & Yavich, R. (2017). Views of Students, Parents, and Teachers on Homework in Elementary School. International Education Studies, 10(10), 90. https://doi.org/10.5539/ies.v10n10p90
Desforges, C., & Abouchaar, A. (n.d.). The Impact of Parental Involvement , Parental Support and Family Education on Pupil Achievements and Adjustment : A Literature Review with.
Dillenbourg, P. (2007). What do you mean by collaborative learning? What do you mean by “collaborative learning”? Collaborative Learning: Cognitive and Computational Approaches, 1–19.
Dodeen, H. M., Abdelfattah, F., & Alshumrani, S. (2014). Test-taking skills of secondary students: The relationship with motivation, attitudes, anxiety and attitudes towards tests. South African Journal of Education, 34(2), 1–18. https://doi.org/10.15700/201412071153
Duhaney, D. C., & Ph, D. (2000). TECHNOLOGY AND THE EDUCATIONAL PROCESS : TRANSFORMING CLASSROOM ACTIVITIES University of Maine System Network for Education and Technology Services - UNET. 27(1), 67–73.
Feng, X., Xie, J., & Liu, Y. (2017). Using the community of inquiry framework to scaffold online tutoring. International Review of Research in Open and Distance Learning, 18(2), 162–188. https://doi.org/10.19173/irrodl.v18i2.2362
Fidele, U., Kizito, N., Angel, M., & Jean, U. (2019). Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools. African Journal of Educational Studies in Mathematics and Sciences, 15(2), 93–106. https://doi.org/10.4314/ajesms.v15i2.8
Gafoor, K. A., & Kurukkan, A. (2015). Why High School Students Feel Mathematics Difficult? An Exploration of Affective Beliefs. UGC Sponsored National Seminar on Pedagogy of Teacher Education Trends and Challenges, August, 1–6.
Graf, E. (2015). in Higher Education Resources in Higher Education Institutions , (Vol. 107, Issue 442).
Group, W. B., & Rwanda, G. of. (2020). Future Drivers of Growth in Rwanda. In World Bank Publications.
Güven, U., & Akçay, A. O. (2019). Trends of homework in mathematics: Comparative research based on TIMSS study. International Journal of Instruction, 12(1), 1367–1382. https://doi.org/10.29333/iji.2019.12187a
Hamzeh Dodeen. (2015). Teaching Test-Taking Strategies: Importance and Techniques. Journal of Psychology Research, 05(02). https://doi.org/10.17265/2159-5542/2015.02.003
Hill, N. E., & Tyson, D. F. (2009). Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies That Promote Achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362
Hillen, K. (2006). Discourse and Cooperative Learning in the Math Classroom. July, 1–43.
Huang, F., Huang, Z., Li, Z., & Zhang, M. (2021). Relationship between Parental Involvement and Mathematics Achievement of Chinese Early Adolescents : Multiple Mediating Roles of Mental Health and Mathematics Self-Efficacy.
Iyamuremye, E., Ndayambaje, I., & Muwonge, C. M. (2021). Influence of Teaching Approaches on Students’ Performance in Mathematics: A meta-analysis of Quasi-Experimental Studies in Africa. African Journal of Educational Studies in Mathematics and Sciences, 17(2), 73.
Jay, T., Rose, J., & Simmons, B. (2018). Why Is Parental Involvement in Children’s Mathematics Learning Hard? Parental Perspectives on Their Role Supporting Children’s Learning. SAGE Open, 8(2). https://doi.org/10.1177/2158244018775466
Johnson, D. W., & Johnson, R. T. (1989). Social Skills for Successful Group Work. Educational Leadership, 47(4), 29–34.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. Journal of Excellence in College Teaching, 25, 85–118.
Koçak, Z. F., Bozan, R., & Işik, Ö. (2009). The importance of group work in mathematics. Procedia - Social and Behavioral Sciences, 1(1), 2363–2365. https://doi.org/10.1016/j.sbspro.2009.01.414
Kohl, G. O., Lengua, L. J., & McMahon, R. J. (2000). 基因的改变NIH Public Access. Journal of School Psychology, 38(6), 501–523. https://doi.org/10.1016/S0022-4405(00)00050-9.Parent
Lemeshow. (n.d.). 9241544058_(P1-P22).Pdf.
Linden, J. O. S. V. A. N. D. E. R., Erkens, G., Schmidt, H., & Renshaw, P. (2000). 3 . COLLABORATIVE LEARNING. 1985, 37–38. https://doi.org/10.1007/0-306-47614-2_3
Long, G., & Long, G. (2009). DigitalCommons @ University of Nebraska - Lincoln Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction Presentations to Aid in Mathematics Instruction Math in the Middle Institute Partnership.
Mania, S., & Alam, S. (2021). Teachers’ perception toward the use of ethnomathematics approach in teaching math. International Journal of Education in Mathematics, Science and Technology, 9(2), 282–298. https://doi.org/10.46328/IJEMST.1551
Mbabazi, P. B. (2013). Quality in Learning in Rwandan Higher Education: Different stakeholders’ perceptions of students’ learning and employability (Issue 171). http://liu.diva-portal.org/smash/get/diva2:602176/FULLTEXT01.pdf
Mullender-Wijnsma, M. J., Hartman, E., de Greeff, J. W., Doolaard, S., Bosker, R. J., & Visscher, C. (2019). Follow-Up Study Investigating the Effects of a Physically Active Academic Intervention. Early Childhood Education Journal, 47(6), 699–707. https://doi.org/10.1007/s10643-019-00968-y
Mullis, I. V., Martin, M. O., Minnich, C. A., Stanco, G. M., Arora, A., Centurino, V. A., & Castle, C. E. (2012). TIMSS 2011 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. In Pirls (Vol. 1).
Munawaroh. (2017). The Influence of Teaching Methods and Learning Environment to the Student’s Learning Achievement of Craft and Entrepreneurship Subjects at Vocational High School. International Journal of Environmental & Science Education, 12(4), 665–678.
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102
Ndihokubwayo, K., Mukuka, A., & Uwamahoro, J. (2020). Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools - of the Creative Commons Attributions Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary school. February. https://doi.org/10.4314/ajesms.v15ii2.8
Panthi, R. K., & Belbase, S. (2017). Reflections on issues of teaching and learning mathematics in the context of Nepal. European Journal of Educational and Social Sciences, xx(x)(June), 1–22.
Peter, E. E. (2011). Mathematics : Indispensable tool for successful and balance human existence on this planet. 2(5), 449–456.
Rahim, A. (2008). Chapter-87 Sampling Techniques. Clinical Medicine Made Easy, 550–552. https://doi.org/10.5005/jp/books/10134_88
Ramdass, D., & Zimmerman, B. J. (2011). Developing Self-Regulation Skills: The Important Role of Homework. Journal of Advanced Academics, 22(2), 194–218. https://doi.org/10.1177/1932202X1102200202
Reznitskaya, A., & Gregory, M. (2013). Student thought and classroom language: Examining the mechanisms of change in dialogic teaching. Educational Psychologist, 48(2), 114–133. https://doi.org/10.1080/00461520.2013.775898
Robas, V. R., Villamor, J. D. V., & Orbea, J. M. M. (2018). The affective domain in learning mathematics according to students’ gender. Revista Latinoamericana de Investigacion En Matematica Educativa, 21(2). https://doi.org/10.12802/relime.18.2123
Robert, E. (1845). Document resume ed 339 518 ps 020 132.
Roy, M., & Giraldo-García, R. (2018). The Role of Parental Involvement and Social/Emotional Skills in Academic Achievement: Global Perspectives. School Community Journal, 28(2), 29–46. https://search.proquest.com/docview/2166969249?accountid=188730
Skage, I., Ertesvåg, S. K., Roland, P., & Dyrstad, S. M. (2020). Implementation of physically active lessons: A 2-year follow-up. Evaluation and Program Planning, 83(December 2019), 101874. https://doi.org/10.1016/j.evalprogplan.2020.101874
Sofroniou, A., & Poutos, K. (2016). Investigating the effectiveness of group work in mathematics. Education Sciences, 6(3). https://doi.org/10.3390/educsci6030030
Sorto, M. A., Marshall, J. H., Luschei., T. F., & Carnoy, M. (2009). Teacher knowledge and teaching in Panama and Costa Rica: A comparative study in primary and secondary education. Revista Latinoamericana de Investigacion En Matematica Educativa, 12(2), 251–290.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2–3), 119–145. https://doi.org/10.1177/016235320302700203
Valente, W. R. (2021). History of mathematics education. Cadernos CEDES, 41(115), 164–167. https://doi.org/10.1590/CC245614
Victoria Department of Education. (2017). HIGH IMPACT Excellence in Teaching and Learning Excellence in teaching and learning.
Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14(1). https://doi.org/10.1186/s12966-017-0569-9
Webb, N. M., Ing, M., Burnheimer, E., Johnson, N. C., Franke, M. L., & Zimmerman, J. (2021). Is there a right way? Productive patterns of interaction during collaborative problem solving. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050214
Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive Activity and Learning in Collaborative Small Groups. Journal of Educational Psychology, 87(3), 406–423. https://doi.org/10.1037/0022-0663.87.3.406
Whelan, A., & Brown, J. (2011). Does the Seen Examination Promote or Constrain Student Learning?. Practitioner Research in Higher Education, 5(1), 48–54.
Xu, J. (2013). Why Do Students Have Difficulties Completing Homework? The Need for Homework Management. Journal of Education and Training Studies, 1(1), 98–105. https://doi.org/10.11114/jets.v1i1.78
