MSUIR Collection:
https://cris.library.msu.ac.zw//handle/11408/246
2024-03-28T16:10:19ZAn investigation into the role of diagrams in problem solving in mathematics at form four level at Chifedza high school in Chivi district
https://cris.library.msu.ac.zw//handle/11408/2990
Title: An investigation into the role of diagrams in problem solving in mathematics at form four level at Chifedza high school in Chivi district
Authors: Magwenzi, Godfree
Abstract: This study which was conducted at Chifedza High School in Chivi District of Masvingo Province of Zimbabwe sought through a survey and quasi experimental, to investigate the role of diagrams in problem solving in Mathematics at form four level. The exploratory approach was chosen to guide the methodology of the study because of its pragmatic nature and ability to produce desired, practical, workable and more justifiable results. One secondary school in the district was visited for the study. Teachers, formal and non-formal students were visited for the study. The actual study sample consisted of twenty five formal form four students, five non-formal students and ten mathematics teachers drawn from the Mathematics and Science departments making a total of forty respondents and informants.
Students were subjected to two tests and a questionnaire. Teachers completed a questionnaire. All the questionnaires had closed and open-ended questions to supplement the quantitative data. Data was presented in tables and graphs. Data was analysed through the Z-test for comparison of means. Qualitative data from open ended sections of the questionnaires were analysed by first noting frequencies of each response, categorising the responses and then finding the emerging themes from the responses.
Results of the study revealed that in general students performed better in diagrammatic problems than word problems. In particular, teachers and students appreciated the role of diagrams in problem solving in mathematics. Quantitative results confirmed that students performed better in the second test where diagrams were used. There was low performance in the first test where word problems were used, an indication that diagrams play a pivotal role when solving problems in mathematics.
The conclusion of the study was that diagrams helped learners to solve problems in mathematics. It was also concluded that teachers should incorporate diagrams in problem solving in mathematics and learner centred approaches are essential in helping learners understand the problem, devising plans and strategies, implementing devised plans and strategies and reviewing and reflecting solutions. It was from these conclusions that recommendations and proposals were made in this study. It is strongly anticipated that if the recommendations are implemented, then the role of diagrams in problem solving in mathematics can be fully realised and appreciated.2017-01-01T00:00:00ZMagwenzi, GodfreeFactors leading to negative attitudes towards learning of mathematics at secondary school in Kwekwe district
https://cris.library.msu.ac.zw//handle/11408/2974
Title: Factors leading to negative attitudes towards learning of mathematics at secondary school in Kwekwe district
Authors: Mapingire, Mankaa
Abstract: The performance in mathematics by students has persistently been poor. Students‘ attitudes towards mathematics have been a factor that is known to influence students‘ achievement in mathematics. The purpose of this study is to investigate the factors contributing to negative attitudes towards mathematics resulting in poor performance at O‘level and also establish the strategies that can be adopted to improve performance in mathematics by students in secondary
schools in Kwekwe district in Midlands Province. The researcher used purposive sampling procedure in selecting the schools and the simple random selection was used for pupils. Data was collected through the use of questionnaires and interviews. The instruments were administered to [120] students, [12] secondary school teachers and [3] H.O.Ds for the schools used. Factors contributing to poor performance results from both teachers and students negative attitude, lack
of motivation by teachers and the methods used for teaching. Parents‘ negative comments on mathematics have an effect in developing negative attitudes by pupils. The economic status of parents is also a contributory factor the school environment, influence of peers and adolescence all contribute in students‘ attitude towards mathematics. Improving these factors and sensitization of local community to discard practices which prohibit students‘ effective participation in learning maths could improve performance at O‘ level. It is anticipated that the
findings of this study will give curriculum developers new insights in emerging issues on performance and influence the ministry of education on policy formulation. Students are also expected to benefit from the findings because improved mathematics performance will give them opportunity to pursue science related courses in higher institutions of learning.2016-01-01T00:00:00ZMapingire, MankaaThe teaching and learning of slow learners in mathematics at Secondary School level in Gweru Zimbabwe.
https://cris.library.msu.ac.zw//handle/11408/2294
Title: The teaching and learning of slow learners in mathematics at Secondary School level in Gweru Zimbabwe.
Authors: Mandima, Arthur
Abstract: This study focused on the teaching and learning of slow learners in mathematics at secondary school level in secondary and high schools in Gweru Urban District. The researcher's main objective was to find out how slow learners in mathematics are being assisted at secondary school levels, the challenges, if any, which are being faced by the teachers in assisting these slow learners as well as the slow learners' perspectives towards the assistance they are being given by their mathematics teachers. A descriptive survey was used to collect the data where the instruments used to collect the data were teachers' questionnaires as well as students interview guides. The data were then presented in the form of tables and were analyzed. The results of the research were intriguing. The most commonly used method as claimed by the teachers is the use of a variety of learning techniques to suit the different learning styles, followed by the method of breaking down of complex tasks into easy tasks. This is followed by modifying language used to match the understanding level of the slow learners. The least used method is moving at a slow rate when teaching so as to accommodate the slow learners' rate of thinking. The biggest challenge all teachers are facing is the class size which is too large for the them to carter for slow learners, limited time since time table is fully packed, fear of being falsely accused of having an affair with students as well as child molestation, pupils' fear of the subject as well as frequently changing teachers every term. From the pupils' point of view, the findings showed that the teachers are not offering sufficient help to slow learners in their classes. In other words they claim to help them but they are not. From this study the researcher recommends all mathematics teachers to try by all means to assist these slow learners in any way they can so as to help them improve in mathematics. It is also recommended that teachers should move slowly at the rate of slow learners when teaching them so that every child understands. The researcher also recommends the Ministry of Education to make a follow up on the remediation program which was introduced so as to monitor progress on the learning of slow learners as this might help increase the pass rate in mathematics. The ministry should also reduce the teacher pupil ratio so that teachers can also carter for slow learners in the lesson.2015-01-01T00:00:00ZMandima, Arthur