Record Details

Lesotho's students' achievement in mathematics and their teachers' background and professional development

Pythagoras


 
 
Field Value
 
Title Lesotho's students' achievement in mathematics and their teachers' background and professional development
 
Creator Mogari, David; Institute for Science and Technology
Education, University of South Africa Kriek, Jeanne; Institute for Science and Technology
Education, University of South Africa Stols, Gerrit; Department of Science Mathematics and 
Technology Education, University of Pretoria Iheanachor, Ogbonnaya U.; Institute for Science and Technology 
Education, University of South Africa
 
Subject — —
Description The study sought to obtain information on the relationship, if any, between students' achievement and teacher background as well as between students’ achievement and professional development. The respective correlation coefficient showed that there was a significant relationship between students’ achievement and teacher background and an insignificant relationship between students’ achievement and the extent of professional development. Of the three components of teacher background (viz., qualification, subject major and teaching experience), teacher qualification showed the strongest significant relationship with students’ achievement, followed by level of subject major. But teaching experience displayed a curvilinear significant relationship with students’ achievement. It was concluded that quality qualifications and deep subject content knowledge tend to make teachers more effective while teachers improve and develop when they are exposed to quality professional development programmes.
 
Publisher AOSIS Publishing
 
Contributor
Date 2009-09-01
 
Type — —
Format application/pdf
Identifier 10.4102/pythagoras.v0i70.33
 
Source Pythagoras; Issue 70 (2009); 3-15
 
Language en
 
Coverage — — —
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