Utilization of Mathematical Software in Rejuvenating Senior Secondary School Students’ Interest in Geometry | Chapter 5 | Mathematics and Computer Science: Contemporary Developments Vol. 10

Geometry is a branch of Mathematics that deals with the measurement and properties of points, lines, curves and surfaces. It provides ground for the development of Mathematical thinking, from concrete visualization to abstract reasoning and modeling. Students’ interest is one of the major factors that influence students’ learning and achievement. The study investigated how the use of mathematical software rejuvenates Secondary School (SS1) students’ interest in Geometry. The study used a quasi-experimental non-randomized pre-test post-test control group design. The sample comprised 457 out of 12,308 SS1 students in 308 Government grant-aided secondary schools in Benue State, Nigeria. The study had three research questions and three hypotheses that guided the research. Geometry Interest Inventory (GII) was the instrument used for data collection and it was duly validated by four experts in Mathematics Education and one expert in Measurement and Evaluation at the Federal University of Agriculture, Makurdi. The reliability coefficients of GII were calculated to be 0.96 using Cronbach Alpha. Data were collated and analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA).  Answers were given to the research questions using the Mean and Standard Deviation and the research hypotheses were tested at 0.05 level of significance using ANCOVA. This study showed that the utilization of GeoEnzo software is a veritable strategy in the mathematics classroom. Results of the study revealed that students in the experimental group manifested greater(¯X=3.21)  interest in geometry taught than those in the control group(¯X=2.69). The study also revealed improvement in interest (0.00 < 0.05) as being statistically significant. The experimental group revealed no gender differences in the levels of interest in Geometry concepts they were exposed to. It was therefore recommended among others, that teachers should use GeoEnZo in the teaching of Geometry as well as other Mathematics concepts. The school authorities should create an enabling environment for Mathematics teachers to access GeoEnZo to enable them to teach geometry effectively so as to enhance the interest of both male and female students.

 

Author (s) Details

Age, Terungwa JamesA
Department of Mathematics Education, University of South Africa, Pretoria, South Africa.

 

Please see the book here:- https://doi.org/10.9734/bpi/mcscd/v10/3467

Knowledge, Attitude and Readiness of Secondary Schools Students on i-Think Use in Learning Literature Component in Malay Language | Chapter 12 | Current Research in Language, Literature and Education Vol. 3

 In the study of Literary Components (LC) in Malay Language, the Malaysian Ministry of Education (MOE) introduced the i-Think Program, which should be emphasised in teaching and learning the language in the classroom to produce students who are skilled in predicting, formulating, creative and critical thinking, and solving problems. The goal of this study was to determine the students' knowledge, attitudes, and preparedness to learn LC using i-Think. Aside from that, the study wanted to see if there were any gender-related differences in the students' knowledge, attitudes, and preparedness to utilise i-Think in studying LC. 243 Form 2 pupils from three secondary schools in Putrajaya, Negeri Sembilan, and Kedah participated in the study. For data collection, the researcher employed a questionnaire with five Likert scales as an instrument. The students' knowledge (M=4.05), attitude (M=4.18), and readiness (M=4.04) for using i-Think in learning LC were all high, while the t-test revealed that there were significant variations in knowledge, attitudes, and readiness between male and female students for using i-Think in learning LC. As a result, it is intended that teachers will be able to use the i-Think in the classroom to create a more conducive learning environment, increasing students' interest in learning LC.

Author(S) Details

Chew, Fong Peng
University of Malaya, Malaysia.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5673

Hindrances to Women Advancing to Principals’ Decision Making Positions in Secondary Schools in Kenya: An Approach towards Evidence of Convergence and Divergence Views | Chapter 8 | Selected Topics in Humanities and Social Sciences Vol. 4

 This chapter includes findings based on male and female principals' perspectives on challenges or impediments that contribute to women's underrepresentation in secondary school leadership, management, and administration positions. The study took place in a Kenyan county and used a quantitative survey approach with 22 male and 18 female principals chosen at random from forty secondary schools. Data was gathered via questionnaires. SPSS was used to analyse the data that resulted (Software package for social science).The findings of the study show that male and female principals have differing perspectives on the obstacles that prevent women from becoming secondary school principals in the schools that participated in the study. The study reveals that female and male secondary principals perceive impediments or hindrances to women's advancement into educational leadership differently. One suggestion is that a large-scale study be conducted to gain a comprehensive understanding of both male and female principals' perspectives of the reasons that prevent women from ascending to leadership roles in Kenyan secondary schools.

Author (S) Details

Dr. Andrew Makori
Murang’a University of Technology, P.O. Box 7510200, Murang’a, Kenya.

View Book :- https://stm.bookpi.org/STHSS-V4/article/view/2861

Brief Overview of Leadership Style: School Perspective in Cameroon | Chapter 3 | Arts and Social Studies Research Vol. 1

This chapter examines the leadership styles of secondary school principals in Cameroon, using the typologies of transformational, transactional, and laissez-faire leadership styles. In this chapter, I discuss the leadership styles of principals in schools in Cameroon and put forward ideas for continuous improvement in the area of leadership and management of schools in Cameroon. I use a qualitative approach and a semi-structured interview in this chapter. The ten provinces of Cameroon were used by selecting out of each province ten principals, ten teachers, and ten students to represent the respondents. The majority of these principals in various schools in various provinces described themselves as transformational leaders. Doubts were cast on the nature of transformational leadership in schools in Cameroon that principals gave as a style that defines them since there are less training and development for leadership in schools in Cameroon.

Author(s) Details

Asan Vernyuy Wirba
Department of Management and Information Technology (MIT), Jubail Industrial College, P.O. Box 10099, Jubail Industrial City 31961, Saudi Arabia.

View Book: - http://bp.bookpi.org/index.php/bpi/catalog/book/166