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Students' experiences with mathematics teaching and learning: listening to unheard voices

Mapolelo, Dumma C. (Taylor & Francis, http://www.informaworld.com, April 15, 2009)

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This study documents students’ views about the nature of mathematics, the mathematics learning process and factors within the classroom that are perceived to impact upon the learning of mathematics. The participants were senior secondary school students. Qualitative and quantitative methods were used to understand the students’ views about their experiences with mathematics learning and mathematics classroom environment. Interviews of students and mathematics lesson observations were analysed to understand how students view their mathematics classes. A questionnaire was used to solicit students’ views with regards to teaching approaches in mathematics classes. The results suggest that students consider learning and understanding mathematics to mean being successful in getting the correct answers. Students reported that in the majority of cases, the teaching of mathematics was lecture-oriented. Mathematics language was considered a barrier in learning some topics in mathematics. The use of informal language was also evident during mathematics class lessons.

URI:

http://hdl.handle.net/10311/1049

Files in this item: 1

Mapolelo_IJMEST_2009.pdf (1.507Mb)

The study of curriculum change in Botswana with special reference to primary science: an historical perspective

Mosothwane, M. (Taylor & Francis, http://www.tandf.co.uk/journals, NaN, 1995)

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This paper traces historical events in the development of primary science in Botswana. It identifies changes that have taken place from 1969 to 1989. Prior to 1969, the word science in primary schools was non-existent. Primary pupils were taught nature study which emphasised hygiene and plants. The revised 1982 primary science curriculum coincided with the period of rapid industrial developments in Botswana. The purpose of including physical science concepts in the primary science curriculum was to prepare the nation for industrialisation. The purpose of including environmental concepts in the primary science curriculum was to raise the environmental awareness of the nation.

URI:

http://hdl.handle.net/10311/1047

Files in this item: 1

Mosothwane_PCS_1995.pdf (1.135Mb)

A Survey of recreational facilities in southern Botswana schools for children with disabilities

Onyewadume I.; Nwaogu P. (University of Botswana; http://www.ub.bw, NaN, 2001)

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This study surveys the existing recreational facilities in Southern Botswana schools for children with disabilities. All the 14 schools for indviduals with disabilities in Southern Botswana were used for the study. The recreational facilities considered included archery, bowling and goal-ball facilities, swimming pools, badminton, basketball, handball, netball, tennis, and volleyball courts,soccer and softball pitches. Using the statistic for the test for significance of proportions, at 0.05 alpha level, it was observed that the proportion of archery, bowling and goal-ball facilitites, badminton, handball, netball and tennis courts and softball pitches in the schools were not significantly provided for by the schools' managements. However, the proportion of basketball and volleyball courts, soccer pitches, swimming pools and table tennis boards provided were not significantly different from the 0.5 (50%) chosen as the expected proportion. Hence these were accepted as having been adequately provided for. The researchers recommend assistance from individuals, non-governmental organisatios and the government of the Republic of Botswana for the provision of more recreational facilities for these children with special needs.

URI:

http://hdl.handle.net/10311/760

Files in this item: 1

ONYEWADUME I.U- ... DREN WITH DISABILITIES.pdf (3.981Mb)

Teacher efficacy: is student engagement essential in Botswana junior secondary schools?.

Moalosi, W.T.S. (IJSRE, http://www.ijsre.com, September NaN, 2012)

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This paper discusses student engagement in learning in junior secondary schools classes. Concern has been raised on the declining performance of students in junior secondary schools. The 2009 junior certificate results are a testimony to this concern. This paper investigates the response of Botswana junior secondary school teachers on three subscales, the Teacher Sense of Self Efficacy scale (TSES), efficacy in student engagement, instructional strategies and classroom management. The findings of this study suggest that teachers do not fully engage students in learning activities. Data was collected using a survey instrument administered to 1006 participants. Based on this study, decline in student performance can be linked to teachers failing to fully engage students in learning. Recommendations on how to engage students in learning are offered.

URI:

http://hdl.handle.net/10311/1054

Files in this item: 1

Moalosi_IJSRE_2012.pdf (1.101Mb)

Teacher professional development for the new school improvement: Botswana

Moswela, B. (Routledge, Taylor & Francis Group; http://www.tandf.co.uk/journals/TF/02601370.html, November NaN, 2006)

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This article focused on the training needs of serving teachers for the enhancement of school performances. It sought to achieve this by involving a selected group of teachers and head teachers in the completion of a questionnaire. The questionnaire was reinforced by interviews conducted on a few teachers and head teachers. The study concluded that for teacher development programmes to achieve their intended goal of improving the teaching and learning processes, they should of necessity be based on the actual problems teachers encounter in the classroom. Not only should in-service programmes target teachers, but head teachers also need training on an ongoing basis to strengthen their managerial skills.

URI:

http://hdl.handle.net/10311/207

Files in this item: 2

license.txt (1.998Kb)

Moswela_IJLE_2006.pdf (1.865Mb)

Teacher trainees’ level of preparedness for inclusive education in Botswana schools: need for change

Mukhopadhyay, S.; Molosiwa, S.M.; Moswela, E. (IJSRE, http://www.ijsre.com, December NaN, 2009)

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The purpose of this study was to explore the extent to which the University of Botswana special education teacher-training programme. Inclusive education has gained significant currency nationally and internationally. Inclusive education demands that the teacher should be able to meet the needs of students with disabilities in a regular/ ordinary classroom. The success of inclusive education rests on quality teacher preparation gearing towards inclusive education. How teachers are prepared is intrinsically linked to the quality of education provided in the schools. Qualitative research method was used to explore how teachers are prepared for inclusive education in Botswana. Eighteen final year special education student teachers were involved in two focus group discussions. Findings of this study revealed that special education student-teachers were not prepared to meet the learning needs of diverse categories of learners with disabilities in inclusive settings. Based on the findings of this study, a teacher preparation model is proposed for successful implementation of inclusive basic education in Botswana.

URI:

http://hdl.handle.net/10311/1073

Files in this item: 1

Mukhopadhyay_IJSRE_2009.pdf (1.243Mb)

Teachers' perspectives on classroom practice in Botswana: implications for pedagogical change

Tabulawa, R. (Routledge http://www.informaworld.com, April NaN, 1998)

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Attempts to improve the quality of education in Botswana have, inter alia, included an emphasis on a learner-centered pedagogy. Attempts at implementing this pedagogy have been made within the ambit of the technical rational model of curriculum development. The attempts, however, have produced inconclusive results, and these results have often been rationalized in technicist terms, e.g. as being due to lack of resources and poorly trained teachers. Overlooked in this technicist model are the teachers' perspectives on the innovation. Using the case-study approach within the rubrics of the qualitative research paradigm, this study sought to establish the perspectives of geography teachers in a senior secondary school in Botswana vis-a-vis the learnercentered pedagogy advocated in Education for Kagisano (Social Harmony), a report produced by the 1977 Commission on Education. The findings indicated that teachers' classroom practices were influenced by many factors other than technical ones: these included the teachers' assumptions about the nature of knowledge and the ways it ought to be transmitted, their perceptions of students, and the goal of schooling. It also emerged that their assumptions were incongruent with the basic tenets of the learner-centered pedagogy. The findings, then, are an indictment of the technical rational model of change implementation applied in Botswana. They indicate that disregarding what teachers know and think about their taken-for-granted classroom practices when effecting change can lead to disappointing results.

URI:

http://hdl.handle.net/10311/698

Files in this item: 1

Tabulawa_IJQSE_1998.pdf (1.076Mb)

Teachers’ strategies of teaching primary school mathematics in a second language: a case of Botswana

Kasule, D.; Mapolelo, D. (Elsevier, http://www.elsevier.com/wps/find/homepage.cws_home, November NaN, 2005)

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This paper reports the results of a study of primary school mathematics teaching in northern Botswana in order to highlight the strategies teachers use in bi/multilingual classrooms. Questionnaire and interview data collection procedures were used. The findings, which are based on responses of randomly selected primary school teachers, confirmed that monolingual classes were fewer than bilingual and multilingual classes in those parts of Botswana. Furthermore, syllabus analysis confirmed the abstract nature of mathematical concepts. Teachers report to have devised strategies to overcome the difficulties imposed by this classroom situation

URI:

http://hdl.handle.net/10311/661

Files in this item: 1

KASULE_IJED_2005.pdf (1.930Mb)

Theory vs practice: the case of primary teacher education in Botswana

Major, T.E.; Tiro, L. (IJSRE, http://www.ijsre.com, March NaN, 2012)

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This study investigated the perceptions on pre-service or student teachers regarding their teacher education program. Data was collected through in-depth semi-structured interviews with 17 pre-service student teachers in one primary college of education in Botswana. In addition, there was an analysis of documents from the Ministry of Education and Skills Development that outlined how the training of pre-service teachers should be run. Participants indicated that they spend too much time learning/exploring theory and less time of hands on experience. Research has also shown that teacher education overemphasize theory and focus less on practice in the preparation of pre-service teachers. The study results indicated that student teachers are taught too much theory and did less of teaching practice. Pre-service teachers should be given more time to do teaching practice and less time on content, as they need the application skills more than they need the content. Based on the findings in this study, it is recommended that the Tertiary Education Council in Botswana should revise the teacher education training program and to reconsider increasing the amount of time for teaching practice for the pre-service teachers.

URI:

http://hdl.handle.net/10311/1052

Files in this item: 1

Major_IJSRE_2012.pdf (1.297Mb)

Threat of perceived stereotype on behaviour related to choice of and practices in teaching as a career among teacher trainees

Nenty, H.J. (IJSRE, http://www.ijsre.com, October NaN, 2010)

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The extent to which teachers perceive the existence of pressure emanating from negative stereotype of teaching as a career by the society tends to reduce the amount of affective and cognitive investments on teaching and learning by teachers and teacher trainees. Given this problem, the purpose of this study was to determine the level to which stereotype threat as perceived by University of Botswana (UB) teacher trainees influences their learning- and teaching-related behaviour. To test the nine research hypotheses posited to guide the study, data for the inferential survey study was collected using a validated 48-item questionnaire from a sample of 452 UB teacher trainees. Data analyses were done using t-test of single mean, chisquare (72) test and one way analysis of variance (ANOVA). The findings showed that the level to which UB teacher trainees perceived teaching as a stereotyped career significantly influences the amount of affective investment they are making on their training programme and hope to make on their teaching. These findings were discussed and recommendations that emanated from findings were made.

URI:

http://hdl.handle.net/10311/1082

Files in this item: 1

Nenty_IJSRE_2010.pdf (1.468Mb)

Towards accomplishing the goal of the world of work through social studies instruction: possibilities and challenges

Dube, O.; Moffat, P. (IJSRE, http://www.ijsre.com, June NaN, 2009)

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This study examined the extent of accomplishment of the goal of the world of work in social studies classes at the primary and secondary school levels in Botswana. Data were collected through questionnaires administered in both rural and urban schools nationwide. The researchers also interviewed teachers, students, school leavers, members of the public and the business community. Purposive, convenience and simple random sampling procedures were employed. The findings revealed that the goal of the world of work is not sufficiently achieved due to a number of factors such as the congested nature of the social studies syllabus, the theoretical nature of the methods used in delivering its contents, lack of equipment in schools and inadequate training of teachers on topics and concepts related to the world of work. Several recommendations were proffered, for example the need to review the syllabus so as to realign it to the demands and challenges of the work world; teachers should be well trained so that they can adequately prepare students for the challenges ahead, schools should be adequately resourced with computers and other forms of modern technology and that collaboration between schools and the business community be of high priority.

URI:

http://hdl.handle.net/10311/1069

Files in this item: 1

Dube_IJSRE_2009.pdf (1.765Mb)

Towards equity in assessment: crafting gender-fair assessment

Chilisa, B. (Routledge. http://www.informaworld.com, March 1, 2000)

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This article explores definitions of achievement and their relationship to gender-fair assessment. A framework to discuss achievement is drawn from the affinities of standpoint theory and post-structural theories' emphasis on the role of language in transmitting norms and values that shape gender relations. The first proposition put forward is that different modes of assessment denote different forms of knowledge that are not necessarily gender-neutral. The article illustrates the argument by identifying patterns of gender-biased items in the Junior Certificate science examinations in Botswana. The conclusion drawn is that these patterns illustrate forms of knowledge that are representative of male and female ways of perceiving reality. The patterns of gender-biased items corroborate those found in the international literature. The second proposition is that assessment materials may be gender-biased. The article illustrates gender bias through a content analysis of the Junior Certificate English reading passage examination and discusses the implications of this example for fairer assessment. Finally, a checklist is suggested for crafting gender-fair assessment.

URI:

http://hdl.handle.net/10311/834

Files in this item: 1

Chilisa_AEPPP_2000.pdf (1.143Mb)

Training and availability of skills for sustenance of standard in classroom assessment practices among Lesotho teachers

Phamotse, I.T.; Nenty, H.J.; Odili, J.N. (IJSRE, http://www.ijsre.com/, November NaN, 2011)

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The study used an inferential survey design in which a validated questionnaire was used to gather and analyze the views and perceptions of a random sample of 146 primary and 102 high school teachers at Qacha’s Nek district in Lesotho. These were with regard to the influence training in assessment has on the availability of skill to carry out effective classroom practices that sustain standards in educational assessment and hence enhance quality of education. The sample was made up of 119 male and 127 female teachers, 103 of theme with certificates 41 with diploma and 102 with bachelor’s degrees. Some 92 of them had 1-5 years of teaching experience, 57 had 6-10 years while 97 of them had above 10 years of such experience. Among them they attended a mean of 0.706 assessment-related workshops. The study involved the use of a face validated sic-option Likert-type questionnaire with two sets of items consisting of: (a) list of assessment skills to which teachers were required to indicate the level to which they possess each of them; a list of classroom assessment practices, which teachers were expected to indicate the frequency to which they applied each of them. A Cronbach alpha analysis gave the alpha coefficient of the instrument as 772 and 764 respectively for the two parts of the instrument. A composite of the number of assessment-related courses taken, and seminars and workshops attended were developed to operationalize each teacher’s level of assessment training. Based on this, 137 of them were found not to have any training in assessment at all, while 73 had a little training and 35 had some training in assessment.

URI:

http://hdl.handle.net/10311/1130

Files in this item: 1

Nenty_IJSRE_2011.pdf (1.911Mb)

Training pre-service teachers in environmental education: the case of colleges of education in Botswana

Mosothwane, M.; Ndwapi, G. (IJSRE, http://www.ijsre.com, March NaN, 2012)

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Botswana’s 1994 Revised National Policy on Education of 1994 (RNPE, 1994) recommended that colleges of education in Botswana train teachers in Environmental Education (EE) methodologies using the infusion approach. To assess the extent to which this recommendation has been implemented, sixty teachers in their final year of study were surveyed. The results of this study show that, to date, colleges of education have not yet introduced environmental education into their teacher education programmes. Consequently, the subjects of the study did not perceive themselves as competent and effective environmental education teachers; however, they did see environmental education as a very important subject that could raise the environmental literacy of children in schools. The results of the study were analyzed using frequencies and percentages and for interview protocol questions thematic analysis was used. Implications for teaching environmental education are discussed in the light of the findings.

URI:

http://hdl.handle.net/10311/1038

Files in this item: 1

Mosothwane_IJRSE_2012.pdf (1.756Mb)

Understanding the social studies teachers’ experiences: conceptions of citizenship in Botswana

Mhlauli, M.B. (IJSRE, http://www.ijsre.com, November NaN, 2011)

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The advent of globalization problematizes and challenges the notion of bounded citizenship as conceptualized and perceived among established democracies and nations of the world. It threatens to undermine the key characteristics of the nation-state such as sovereignty, autonomy and democracy. The major purpose of this study was to explore the social studies teachers’ conceptualizations and experiences on citizenship through the teaching of social studies in primary schools in Botswana. Anchored within post colonial theory, the study was qualitative and employed the naturalistic inquiry paradigm. Qualitative methods were used to collect data. Data were analyzed using grounded theory through the constant comparative technique. The findings of the study revealed that social studies teachers’ conceptualize citizenship in multiple ways. The findings lead to the conclusion that citizenship in Botswana is fluid and not homogeneous as one might have thought given the national aspirations of social harmony, unity and nation building that were adopted at independence in 1966. The study recommends that citizenship be re-imagined in schools in an effort to deconstruct the master narratives that are often western oriented.

URI:

http://hdl.handle.net/10311/1080

Files in this item: 1

Mhlauli_IJSRE_2011.pdf (2.054Mb)

The use of research and theory in English language teaching in Botswana secondary schools

Mooko, T. (Carfax Publishing, Taylor & Francis Group. http://www.informaworld.com/smpp/title~content=t713415834, March NaN, 2005)

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The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and individual creativity.

URI:

http://hdl.handle.net/10311/165

Files in this item: 2

license.txt (1.998Kb)

mooko_educational_studies05.pdf (1.968Mb)

Using focus group interviews to research adolescents' beliefs and perceptions of sex, sexuality, HIV and AIDS in educational settings: methodological successes and challenges

Jankie, D.; Garegae, K.G.; Tsheko, G.N. (IJSRE, http://www.ijsre.com, June NaN, 2011)

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The paper draws attention to the relationship between the research process and the production of knowledge on adolescent sexual behaviours and HIV and HIV and AIDS issues by adolescents in Botswana schools. Within this context the paper addressed the successes and challenges experienced in conducting single and mixed sex semi-structured focus group interviews with adolescents in four junior secondary schools. It also explored adolescents’ feelings about participating in focus interviews that that explore issues regarding sex, sexuality, HIV and AIDS. Data drawn from the interviews as well as researchers’ reflections suggest that the use of focus groups as a qualitative data collection strategy opened possibilities for adolescents to share diverse knowledge, experiences and perspectives on sex, sexuality, HIV and AIDS. Likewise, it suggests that various factors enhanced and limited adolescents’ participation in focus group interviews. Moreover, this data also provides opportunities for researchers to rethink and problematize ways in which they conceptualize and utilize focus group interviews in research-based knowledge with adolescents in particular. Although the intention of this paper is not to make generalizations about the use of focus group interviews within the Botswana context, the findings reported in this paper have implications for developing and promoting culturally sensitive research approaches relevant to this country/society.

URI:

http://hdl.handle.net/10311/1114

Files in this item: 1

Jankie_IJSRE_2011.pdf (2.097Mb)

Weight control perception among female adolescents in Botswana

Mahgoub, S.E.O.; Chilisa, B.; Lombe, C. (AFAHPER-SD; see http://www.ajol.info/journal_index.php?jid=153, October NaN, 2000)

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Abstract:	This study examined the weight control perception and the factors associated with it among female adolescents in Gaborone, Botswana. The subjects were two hundred and twenty 15-17 year-old students from five Community Junior Secondary schools in Gaborone, representing 7 ethnic backgrounds with 75% of them being Batswana...
URI:	http://hdl.handle.net/10311/221

Files in this item: 2

license.txt (1.998Kb)

Mahgoub_AJPHERD_2000.pdf (1.244Mb)

Why HIV/AIDS prevention strategies fail in Botswana: considering discourses of sexuality

Ntseane, P.G.; Preece, J. (Routledge. http://www.tandf.co.uk/journals/titles/0376835x.asp, September NaN, 2005)

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A phenomenological study that was carried out among five ethnic groups of Botswana revealed the importance of taking into account culturally situated sexual realities when prevention policies for HIV/AIDS are considered and implemented. Furthermore the study threw light on the ineffectiveness of the current national HIV/AIDS prevention strategy of ‘Abstain, Be faithful, or use a Condom’ (ABC), a strategy that has been externally imposed on communities, without sufficiently engaging the behavioural practices and values of the communities themselves. This paper therefore advocates educational strategies for HIV/AIDS prevention that take into consideration localised social relations and value systems. Devising policies that engage with the discourses that are dominant in each ethnic group can make a difference in a country that has been hard-hit by the HIV/ AIDS epidemic

URI:

http://hdl.handle.net/10311/517

Files in this item: 1

Ntseane_DSA_2005.pdf (1.017Mb)

Writing a quantitative research thesis

Nenty, H.J. (Kamla-Raj Enterprises. http://www.krepublishers.com, NaN, 2009)

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Research is an exciting adventure which if properly carried out adds richly to the student’s experience, to the school academic prestige and to the society through the new knowledge it creates which could be applied in solving related problems and in other services. Young researchers always encounter problems designing and carrying out their first study which usually is their project, thesis or dissertation. Some who are not properly guided or supervised get frustrated and drop out of their programmes because of these problems. The ideas in this paper which metamorphosed over 25 years of teaching and supervising research, represents an attempt to contribute to the solution of such problems especially for graduate students. It presents elaborately, in very simple language and in five sections, the practical steps that should guide beginning researchers on how to carry out their study and report it.

URI:

http://hdl.handle.net/10311/708

Files in this item: 1

Nenty_IJES_2009.pdf (999.3Kb)

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