Original Research Article

IDENTIFYING DIFFICULTIES FACING ZAMBIAN PRIMARY SCHOOL PUPILS WHEN LEARNING FRACTIONS

TAPYUWA SIABASONDA

Journal of Global Research in Education and Social Science, Volume 12, Issue 3, Page 121-132

In the Zambian school curriculum the concept of fractions is introduced to primary school pupils in Grade 5. The topic is also taught to Grades 6 and 7 pupils. The pupils have exhibited errors and misconceptions when solving classroom exercises and answering examination questions related to this concept. They find it difficult to even apply knowledge of fractions to situations outside the classroom. The aforementioned challenges faced by the pupils motivated this study on fractions. Thus, the purpose of the current study is to identify difficulties that Zambian primary school pupils encounter when learning fractions. A survey of 10 primary schools was conducted in Kapiri Mposhi district in Central province of Zambia with data collected from 100 male and female Grade 5 pupils. As a data collection tool a test was designed to assess main components of fraction knowledge with focus on conceptual and procedural knowledge and how these can be distinguished. Results revealed numerous difficulties encountered by pupils largely due to inadequate conceptual understanding of many aspects of fractions. Generally it was revealed that pupils had difficulties with both procedural and conceptual knowledge although the difficulties were mostly emanating from insufficient conceptual understanding of the topic.

Original Research Article

EXAMINING FACTORS AFFECTING UNDER GRADUATE STUDENT’S BEHAVIOURAL INTENTION TOWARDS E-LEARNING SYSTEM THROUGH TECHNOLOGY ADOPTION MODEL

ASMA SARWAR, MISHAL MUFTI, SADIA AKHTAR, ASMA .

Journal of Global Research in Education and Social Science, Volume 12, Issue 3, Page 148-164

One of the most significant changes in the current age is the way of learning and teaching in education sector and also in organizations. Because of the shift in edification and enlightenment paradigms it is necessary to get the better understanding of technology adoption and its antecedents, which must be investigated to enhance the e-learning intention and usage behaviour of individuals. The aim of this paper is to analyse the factors affecting behavioural intentions of students towards web base e-learning system for indulging more students to attain higher education with better quality to uplift individual & economic development. The paper proposes a research framework to test the hypothesised model. Data was collected from 310 undergraduate students using e-learning technology in Pakistan via questionnaire. The collected data was analyzed using structural equation modelling technique through SPSS and SmartPLS 3.0. Based on extensive literature review on technology acceptance model and constructive approach our study proposes four independent variable (social influence, self efficacy, interactivity with peers, system support) and two belief variables (perceived ease of use and perceived usefulness) and one dependent variable (behaviour intention to use e-learning). In turn the empirical results signify that perceived ease of use is strongest predictor of behaviour intention to use e-learning system, self-efficacy also have strong relationship with perceived ease of use e-learning technology compare to social influence and system support. The study makes a significant part in the technology and e-learning adoption, which can be helpful for an institution to realize the factors that uplift and revitalize e-learning adoption of students.

Original Research Article

THE EFFECT OF COLLABORATIVE AND INQUIRY METHODS OF TEACHING ON STUDENTS’ PERFORMANCE IN MATHEMATICS AMONG SENIOR SECONDARY SCHOOLS

S. O. GBENRO, T. O. ABE

Journal of Global Research in Education and Social Science, Volume 12, Issue 3, Page 165-172

This study investigated the effect of collaborative and inquiry methods of teaching on students’ performance in mathematics among the senior secondary schools in Ekiti State, Nigeria. The sample for the study consisted of two hundred (200) mathematics students randomly selected from ten (10) senior secondary schools in Ekiti State. A Student Mathematics Achievement Test (SMAT) was used to collect data for the study. Four research questions were formulated and the research hypotheses were tested using Analysis of Variance (ANOVA), and Analysis of Covariance (ANCOVA) at the 0.05 significance level. The study revealed that students taught with collaborative and inquiry method of teaching performed better in mathematics than those taught with other methods in the study. The study recommended that teachers should make use of the combination of collaborative and inquiry methods of teaching to improve students’ academic performance in mathematics. 

Short Research Article

ENHANCING STUDENTS ACHIEVEMENT AND RETENTION IN PHYSICS USING JUST-IN-TIME INSTRUCTIONAL STRATEGY

AKINBOBOLA, AKINYEMI OLUFUNMINIYI, ARIYO OYENIYI SUNDAY

Journal of Global Research in Education and Social Science, Volume 12, Issue 3, Page 111-120

The study investigated the enhancement of students achievement and retention in Physics using Just-in-Time Instructional Strategy (JiTIS) in Adeyemi College of Education, Ondo, Nigeria. The study adopted pretest-posttest non-randomised control group in quasi experimental design. 100 students in their intact classes from the two randomly selected departments (Physics and Chemistry) were used for the study. Physics Achievement Test (PAT) with internal consistency of 0.76 using Kuder-Richardson formula 21 was used to gather data. The data collected were analysed using Analysis of Covariance (ANCOVA). The result showed that, students taught with JiTIS achieved and retained significantly better than those taught with expository method in Physics. Also, the influence of gender on students achievement in Physics was not significant. The results also indicated that, the effects of treatment and gender on each other are the same at all levels. It is recommended among others that, JiTIS should be adopted in tertiary institutions in Nigeria to teach various Physics courses for both undergraduate and postgraduate students. Also, adequate facilities and materials, both manual and electronic should be provided in the library by the government in order for the students to have access to electronic data-base and e-learning for effective utilization of JiTIS.

Review Article

ZAMBIAN MATHEMATICS PRE-SERVICE SECONDARY TEACHERS' KNOWLEDGE OF THE FUNCTION CONCEPT: THEORETICAL FRAMEWORK AND A LITERATURE REVIEW WITH IMPLICATIONS FOR ZAMBIA

EDGAR JOHN SINTEMA, PATRICK AZERE PHIRI, JOSÉ MARIA MARBAN PRIETO

Journal of Global Research in Education and Social Science, Volume 12, Issue 3, Page 133-147

This paper presents a review of literature on research about the function concept that is relevant to the study of Zambian mathematics pre-service secondary teachers' knowledge of the function concept. The review relates theory and prior research to the present study. A detailed and comprehensive selection of the available literature that draws upon mathematical subject matter knowledge of functions and mathematical pedagogical content knowledge of pre-service teachers and the methodology of studying and cataloging such knowledge is presented. The paper also looks at various strong theoretical frameworks describing teacher knowledge of mathematics, the diverse yet overlapping views within the field of mathematics education. Since this review is part of an on going research project, we begin with a brief statement of the problem, and then dive into specific theories that have been used in mathematics education studies. The study seeks to demonstrate the relevance of the key theoretical frameworks that are firmly identified with mathematics education as they relate to the study of the concept of a function. This forms the theoretical base on which this study is located.