NDLI: The relationship between teaching practices and students' achievement in mathematics in Lesotho

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The relationship between teaching practices and students' achievement in mathematics in Lesotho

Content Provider	Semantic Scholar
Author	Stols, Gerrit H. Kriek, Jeanne Ogbonnaya, Ugorji Iheanachor
Copyright Year	2008
Abstract	AbstractResearch has found that teaching practices are a critical factor in promoting student achievement in mathematics and may therefore explain a substantial portion of the variance in student learning and achievement. The aim of this study was to assess the relationship between student achievement in mathematics and teachers' teaching practices in the Maseru District in Lesotho, Southern Africa. A self-report instrument—Mathematics Teaching Opinionate Scale (MaTOS)—was used to collect data from 40 Form C (Grade 10) mathematics teachers about their teaching practices. This paper outlines correlations found between specific teaching practices (formal presentation, teacher-guided discussion, group work and homework) and student achievement in mathematics. Possible implications of these correlations are discussed and recommendations for further research are put forward.
Starting Page	107
Ending Page	118
Page Count	12
File Format	PDF HTM / HTML
DOI	10.1080/10288457.2008.10740645
Volume Number	12
Alternate Webpage(s)	https://repository.up.ac.za/bitstream/handle/2263/16029/Stols_Relationship(2008).pdf?isAllowed=y&sequence=1
Alternate Webpage(s)	https://doi.org/10.1080/10288457.2008.10740645
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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