Browsing Educational Foundations by Author "Nenty, H.J."
Now showing items 1-7 of 7
-
Nenty, H.J. (Kamla-Raj Enterprises, http://www.krepublishers.com, NaN, 2010)[more][less]
Abstract: Student learning is influenced by many factors which educational research is tasked to determine and feed into the teaching-learning process to enhance its effectiveness. Several studies with different populations have determined that that to which a learner attributes his or her performance significantly influences such performance. To determine some of the factors that significantly impact upon students’ causal attribution of their performance on mathematics, this study ana1ysed, using chi-square (c2) statistics, survey research data from 717 Form D (Form 4) students from 30 randomly selected secondary schools in the Kingdom of Lesotho. The results showed that while gender of students had no significant influence on students attribution of their performance in mathematics, the person with whom the students were living, students’ preferred occupation after school, type of proprietor of schools, and preferred classroom seating zone during mathematics lesson, each had significant influence on this variable. Based on these results, appropriate discussions and recommendations were made. URI: http://hdl.handle.net/10311/1094 Files in this item: 1
Nenty_JSS_2010.pdf (648.2Kb) -
Radimo, B.W.; Nenty, H.J.; Matsoga, J.T. (African Educational Research Network. http://www.ncsu.edu, June NaN, 2008)[more][less]
Abstract: The poor and deteriorating overall performance in Botswana junior school certificate (JSC) examination is a problem that tends to defeat all efforts at finding a solution to it. Language has been found to be a powerful element of quality of education (Obanya, 2004) and the language of instruction, especially if not the learners’ first language, tends to have unlimited power to bring down performance even on other subjects This study was designed to determine the extent to which this might be true for students in Lobatse cluster schools in southern region of Botswana. Two hypotheses were posited to guide this determination and data on the performance of the 1204 students used in the study was collected from the Examination, Research and Testing Division (ERTD) of Botswana. Correlation and regression analyses were done using SPSS statistical package, and the results support the dominance of English language in determining overall performance in JSC especially for the combined group and for females. A little surprising observation was made in the case of males where science, instead of English language was the significant main predictor. The findings were discussed and recommendations made. URI: http://hdl.handle.net/10311/688 Files in this item: 1
Nenty_JAERN_2008.pdf (3.507Mb) -
Nenty, H.J.; Adedoyin, O.O.; Odili, J.N.; Major, T.E. (Academic Journals. http://www.academicjournals.org, April NaN, 2007)[more][less]
Abstract: More than any other of its aspects, assessment plays a central role in determining the quality of education. Quality of primary/basic education (QoE) can be viewed as the extent to which the process of education at the primary education level maximizes desirable outcomes in terms of cognitive, affective and psychomotor behaviour of the learners. Given human resources demand for development in the society some cognitive skills are more desirable than others. Hence education, to meet the skill demand of the society must ensure the development of such desirable skills among learners. Since teachers are the key executors in the processes of ensuring the development of these skills, their perception as to the level to which each of such skills differ in enhancing quality of primary/basic education, and the level to which current assessment practices ensure the development of each of these skills are important in any attempt to contribute solution to the problem of quality in basic education in Africa. The purpose of this study was to determine the extent to which primary school teachers in Botswana and Nigeria perceive the six levels of Bloom’s cognitive behaviour as being different in the extent to which they enhance quality in basic education and the level to which their current classroom assessment practices involve items that measure each of these levels of cognitive behaviour. Survey data from 191 primary school teachers from Gaborone district in Botswana, and 300 similar teachers from Delta State in Nigeria were analysed using repeated measure ANOVA to test related hypotheses. The main finding was that there is a significant discrepancy between the level to which, in the perception of the teachers, each of Bloom’s level of cognitive behaviour enhances quality of education and the level to which their classroom assessment practices are able to provide for the development of such behaviour among learners. The results were discussed and recommendations made on how to enhance quality in primary/basic education through classroom assessment practices. URI: http://hdl.handle.net/10311/589 Files in this item: 1
Nenty_ERR_2007.pdf (973.0Kb) -
Nenty, H.J. (Kamla-Raj Enterprises http://www.krepublishers.com, April NaN, 2009)[more][less]
Abstract: At the students’ level, researchers’ orientation tends to be undefined and hence students easily fall prey to having their orientation determined by factors other than those related to the nature of their research problems. The difficulties they experience especially in quantitative methods, biased supervisory advice, research orientations and motivational factors constitute some level of impediment to content learning, choice of research problem and to students’ views of the importance of research skills for their future work. The tendency is for them to narrow their choice of problem to only that which will suit their non-crystallized orientation. This exploratory study tried to look at such interconnected web and to determine the influence of research orientation on some research-related affective and cognitive behviour of UB graduate education students. To test the six research hypotheses posited to guide the study, data were collected from 78 UB graduate education students who registered for education research courses in 2006. These hypotheses were tested by carrying out z-test of independent proportion, chi-square analyses and one-way ANOVA statistical analyses. The results showed that a significantly higher proportion of the students prefer qualitative to quantitative research and gender has a significant influence on such preference. Research orientation was found to have significant influence on attitude towards research, research motivation, and perceived level of intellectual demand by research; but not on intention to enroll in a doctoral programme; willingness to be involved in research study; and their self-reported academic performance in research course. Problem with numbers was found to be a significant determinant of students’ research orientation. These results were discussed and recommendations made. URI: http://hdl.handle.net/10311/732 Files in this item: 1
Nenty_JSS_2009.pdf (637.8Kb) -
Nenty, H.J. (IJSRE, http://www.ijsre.com, October NaN, 2010)[more][less]
Abstract: 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) -
Phamotse, I.T.; Nenty, H.J.; Odili, J.N. (IJSRE, http://www.ijsre.com/, November NaN, 2011)[more][less]
Abstract: 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) -
Nenty, H.J. (Kamla-Raj Enterprises. http://www.krepublishers.com, NaN, 2009)[more][less]
Abstract: 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)
Now showing items 1-7 of 7