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1	A comparative analysis of teacher competence and its effect on pupil performance in upper primary schools in Mozambique and other Sacmeq countries Passos, Ana Filipe Jose 24 September 2009 (has links) Several cross-national studies, which monitor the quality of education in many countries across the world, have been conducted over the recent years. The International Association for the Evaluation of Educational Achievement (IEA), founded in 1958 by a group of European and American researchers (Grisay and Griffin, 2004), wanted to measure the achievement of comparable samples of students in various subjects and in diverse school systems, with the view of investigating the relationships between possible differences in achievement and differences in inputs, processes and educational contexts. Since Mozambique’s independence in 1975 there have been many small research studies undertaken by the Ministry of Education and universities, which have not been nationally representative. One exception is a nationally representative study conducted under the auspices of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) implemented in 2000 and comprising 15 systems of education, namely Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia, Zanzibar and Zimbabwe. This thesis is a quantitative study and undertakes a secondary analysis using a sample from the SACMEQ database archive collected in 2000 in all countries except Zimbabwe in reading and in mathematics. The Mozambican sample was drawn from 3 177 pupils in 168 schools, while in the SACMEQ study the sample was composed of 41 686 pupils within 2 305 schools. The purpose of this study was to describe and explore the main factors that have an effect on Grade 6 teacher competence and pupil performance in reading and mathematics. Findings reveal that the relationship between teacher competence and pupil performance in reading and mathematics in upper primary schools in Mozambique, as well as in SACMEQ countries, is influenced by a cognitive domain, an affective domain and a behavioural domain. In addition, teacher competence and pupil performance are affected by many constructs but in this study 10 main predictors related to teacher competence and pupil performance, were identified. The Cheng and Tsui model (1998) was adopted and adapted as a conceptual framework for this study and findings reveal that for SACMEQ countries as a whole, the data in some way is consistent with the adapted model and fill two domains, namely cognitive and behavioural within the following six constructs: teacher training, teacher characteristics, internal and external teaching context, pre-existing pupils’ characteristics and parent and community involvement. However, no individual country is completely consistent with the adapted model. This study, taking into account the role of the teacher on pupil performance, as emphasized by many researchers such as Chapman and Mählck (1997), Châu (1996), Darling-Hammond (1999) and Kanu (1996), is intended to be a modest contribution for the Ministries of Education in SACMEQ countries although it has particular reference for the Ministry of Education and Culture in Mozambique. For instance, on the one hand, the Ministry has conducted few studies in upper primary schools related to the pupil and teacher performance and, on the other hand, Mozambique as a Portuguese speaking country, has a unique history, tradition and system of education which differs from that of the other participating countries. The SACMEQ studies have provided valid and reliable data on which important decisions could be based. Specifically, SACMEQ II provided relevant, high quality data about the academic profile of teachers, the level of performance in the areas assessed, school management and other aspects that are relevant for policymaking. A comparative analysis, using such a cross-national study, is important for the Ministry of Education and Culture in order to have an overview of the performance of teachers and pupils in other school systems within the SACMEQ countries. By identifying the weaknesses and the strengths in each system, all SACMEQ countries can learn from one another. However, the results of this analysis should be used with caution, taking into consideration the history, location, economy and culture of each country. Within the educational context of the region, many benefits are also apparent. The data collected through SACMEQ II can be considered to be of extreme importance for Mozambique’s education system, since it provides the country with important data to promote a reflection on its primary education sector, to identify the position of Mozambique’s education system within the region, and to work towards its improvement. / Thesis (PhD)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted Pupil performance Teacher competence UCTD
2	Effects of English as medium of instruction on pupils' academic achievement in social studies in primary schools in Malawi Mchazime, Hartford Skaliot 01 January 2002 (has links) The current language policy in education in Malawi allows pupils to be taught through local languages form Standard 1 to 4 and through English from Standard 5 upwards. However, classroom observation suggets that teachers use Chichewa as the language of learning even in areas where Chichewa is not the home language of the majority of pupils. Surveys indicate that generally parents feel that their children would be learning better if they started learning through English earlier than in Standard 5. This study was conducted with a view to finding out whether English is the most appropriate language of learning for senior primary school children in Malawi. The study specifically addressed the question of whether or not the use of English as the language of learning in Social Studies resulted in better academic performance among Standard 7 pupils in Malawi. The study also addressed the question of whether the use of English as the language of learning increased pupil participation in the learning process and whether the use of Chichewa as the language of learning favoured Chichewa home language pupils more than Chiyao home language pupils. The findings suggest that primary school children in Malawi are not linguistically prepared for instruction through the medium of English. Standard 7 pupils, the target of the study, found it difficult to learn Social Studies through English although they had had three years of English as the language of learing. Their participation in academic work was hampered by their limited mastery of the language. Pre-test and post-test results show that Standard 7 pupils receiving instruction through Chichewa obtained higher scores than those who were taught in English. When Yao and Chewa children were taught together through the Chichewa medium, the Yao children scored as well as their counterparts whose home language was Chichewa. Thus the study suggests that the use of Chichewa benefited both groups while the use of English seemed to retard their performance. These results imply that the language policy in Malawi and the way teachers are currently trained to teach English in primary schools need to be re-examined and reviewed. / English Studies / D.Litt. et Phil. (English) Academic performance Attainment levels Pupil performance Bilingual education Language of education Medium of instruction English as medium of instruction Learning through English English vs local languages Second language learning 372.83096897 Academic achievement -- Malawi Education, Bilingual -- Malawi Language and education -- Malawi Language policy -- Malawi
3	Effects of English as medium of instruction on pupils' academic achievement in social studies in primary schools in Malawi Mchazime, Hartford Skaliot 01 January 2002 (has links) The current language policy in education in Malawi allows pupils to be taught through local languages form Standard 1 to 4 and through English from Standard 5 upwards. However, classroom observation suggets that teachers use Chichewa as the language of learning even in areas where Chichewa is not the home language of the majority of pupils. Surveys indicate that generally parents feel that their children would be learning better if they started learning through English earlier than in Standard 5. This study was conducted with a view to finding out whether English is the most appropriate language of learning for senior primary school children in Malawi. The study specifically addressed the question of whether or not the use of English as the language of learning in Social Studies resulted in better academic performance among Standard 7 pupils in Malawi. The study also addressed the question of whether the use of English as the language of learning increased pupil participation in the learning process and whether the use of Chichewa as the language of learning favoured Chichewa home language pupils more than Chiyao home language pupils. The findings suggest that primary school children in Malawi are not linguistically prepared for instruction through the medium of English. Standard 7 pupils, the target of the study, found it difficult to learn Social Studies through English although they had had three years of English as the language of learing. Their participation in academic work was hampered by their limited mastery of the language. Pre-test and post-test results show that Standard 7 pupils receiving instruction through Chichewa obtained higher scores than those who were taught in English. When Yao and Chewa children were taught together through the Chichewa medium, the Yao children scored as well as their counterparts whose home language was Chichewa. Thus the study suggests that the use of Chichewa benefited both groups while the use of English seemed to retard their performance. These results imply that the language policy in Malawi and the way teachers are currently trained to teach English in primary schools need to be re-examined and reviewed. / English Studies / D.Litt. et Phil. (English) Academic performance Attainment levels Pupil performance Bilingual education Language of education Medium of instruction English as medium of instruction Learning through English English vs local languages Second language learning 372.83096897 Academic achievement -- Malawi Education, Bilingual -- Malawi Language and education -- Malawi Language policy -- Malawi
4	Developing Skills for Successful Learning Swersky, Liz 20 March 2012 (has links) (PDF) No description available. effektiver Lehrmethoden aktiv und kreativ im Lernen bessere Qualität der Lehre Anfangsjahre verbesserte Schülerleistung Edupeg-Projekt in Südafrika Ausdauer Gedächtnisleistung soziale Kompetenz Selbstvertrauen Selbstwertgefühl kognitive Fähigkeiten visuelle Wahrnehmung Rechnen Lebenskompetenzen intuitives Wissen des Kindes kreatives Denken genaues schriftliche Arbeiten fließend sprechen Wortschatz geschriebene Sprache Geschichten erzählen Muttersprache Denkvermögen Techniken zur Problemlösung Problemlösungsstrategien Entscheidungsfindung Selbstvertrauen stärken Disziplinprobleme vermindern Tempo und Inhalt des Unterrichts der am langsamsten lernende Schüler praktische Erfahrungen positive Lernerfahrungen aktiveres Engagement im Unterricht more effective teaching methods improved quality of teaching early years improved pupil performance Edupeg perseverance memory skills social skills self-confidence self-esteem cognitive skills visual perception numeracy life skills child's intuitive knowledge creative thought accurate written work fluency of language vocabulary written language story-telling mother tongue thinking skills problem solving techniques problem solving strategies decision making promotes self-reliance discipline problems diminish pace and content of the lesson the slowest learner practical experiences positive learning experiences more actively engaged in teaching ddc:510 rvk:SD 2011
5	Developing Skills for Successful Learning Swersky, Liz 20 March 2012 (has links) No description available. info:eu-repo/classification/ddc/510 ddc:510

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