Lesotho's students' achievement in mathematics and their teachers' background and professional development
The study sought to obtain information on the relationship, if any, between students' achievement and teacher background as well as between students’ achievement and professional development. The respective correlation coefficient showed that there was a significant relationship between student...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2009-09-01
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| Series: | Pythagoras |
| Online Access: | https://pythagoras.org.za/index.php/pythagoras/article/view/33 |
| _version_ | 1817987485270016000 |
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| author | David Mogari Jeanne Kriek Gerrit Stols Ogbonnaya U. Iheanachor |
| author_facet | David Mogari Jeanne Kriek Gerrit Stols Ogbonnaya U. Iheanachor |
| author_sort | David Mogari |
| collection | DOAJ |
| description | The study sought to obtain information on the relationship, if any, between students' achievement and teacher background as well as between students’ achievement and professional development. The respective correlation coefficient showed that there was a significant relationship between students’ achievement and teacher background and an insignificant relationship between students’ achievement and the extent of professional development. Of the three components of teacher background (viz., qualification, subject major and teaching experience), teacher qualification showed the strongest significant relationship with students’ achievement, followed by level of subject major. But teaching experience displayed a curvilinear significant relationship with students’ achievement. It was concluded that quality qualifications and deep subject content knowledge tend to make teachers more effective while teachers improve and develop when they are exposed to quality professional development programmes. |
| first_indexed | 2024-04-14T00:21:55Z |
| format | Article |
| id | doaj.art-9265a808978143668990155241ba2ae4 |
| institution | Directory Open Access Journal |
| issn | 1012-2346 2223-7895 |
| language | English |
| last_indexed | 2024-04-14T00:21:55Z |
| publishDate | 2009-09-01 |
| publisher | AOSIS |
| record_format | Article |
| series | Pythagoras |
| spelling | doaj.art-9265a808978143668990155241ba2ae42022-12-22T02:22:54ZengAOSISPythagoras1012-23462223-78952009-09-0107031510.4102/pythagoras.v0i70.3315Lesotho's students' achievement in mathematics and their teachers' background and professional developmentDavid Mogari0Jeanne Kriek1Gerrit Stols2Ogbonnaya U. Iheanachor3Institute for Science and Technology Education, University of South AfricaInstitute for Science and Technology Education, University of South AfricaDepartment of Science Mathematics and Technology Education, University of PretoriaInstitute for Science and Technology Education, University of South AfricaThe study sought to obtain information on the relationship, if any, between students' achievement and teacher background as well as between students’ achievement and professional development. The respective correlation coefficient showed that there was a significant relationship between students’ achievement and teacher background and an insignificant relationship between students’ achievement and the extent of professional development. Of the three components of teacher background (viz., qualification, subject major and teaching experience), teacher qualification showed the strongest significant relationship with students’ achievement, followed by level of subject major. But teaching experience displayed a curvilinear significant relationship with students’ achievement. It was concluded that quality qualifications and deep subject content knowledge tend to make teachers more effective while teachers improve and develop when they are exposed to quality professional development programmes.https://pythagoras.org.za/index.php/pythagoras/article/view/33 |
| spellingShingle | David Mogari Jeanne Kriek Gerrit Stols Ogbonnaya U. Iheanachor Lesotho's students' achievement in mathematics and their teachers' background and professional development Pythagoras |
| title | Lesotho's students' achievement in mathematics and their teachers' background and professional development |
| title_full | Lesotho's students' achievement in mathematics and their teachers' background and professional development |
| title_fullStr | Lesotho's students' achievement in mathematics and their teachers' background and professional development |
| title_full_unstemmed | Lesotho's students' achievement in mathematics and their teachers' background and professional development |
| title_short | Lesotho's students' achievement in mathematics and their teachers' background and professional development |
| title_sort | lesotho s students achievement in mathematics and their teachers background and professional development |
| url | https://pythagoras.org.za/index.php/pythagoras/article/view/33 |
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