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Active learning approaches in mathematics education at universities in Oromia, EthiopiaAlemu, Birhanu Moges 11 1900 (has links)
Meaningful learning requires active teaching and learning approaches. Thus, with a specific focus on Mathematics teaching at university in Oramia, the study aimed to:
• examine the extent to which active learning/student-centered approaches were implemented;
• assess the attitudes of university lecturers towards active-learning;
• investigate whether appropriate training and support have been provided for the implementation of an active learning approaches
• assess the major challenges that hinder the implementation of active learning approaches and
• recommend ways that could advance the use of active learning approaches in Mathematics teaching at university.
A mixed-methods design was used. Among the six universities in the Oromia Regional State of Ethiopia, two of the newly established universities (younger than 5 years) and two of the old universities (15 years and older) were involved in the study. A total of 84 lecturers participated in the study and completed questionnaires. This was complemented by a qualitative approach that used observation checklists and interviews for data gathering: 16 lessons were observed while the lecturers taught their mathematics classes (two lecturers from each of the four sample universities were twice observed). In addition, semi-structured interviews were conducted with four mathematics department heads and eight of the observed lecturers. The study adhered to ethical principles and to applied several techniques to enhance the validity/trustworthiness of the findings. / Psychology of Education / D. Ed. (Psychology of Education)
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Active learning approaches in mathematics education at universities in Oromia, EthiopiaAlemu, Birhanu Moges 11 1900 (has links)
Meaningful learning requires active teaching and learning approaches. Thus, with a specific focus on Mathematics teaching at university in Oramia, the study aimed to:
• examine the extent to which active learning/student-centered approaches were implemented;
• assess the attitudes of university lecturers towards active-learning;
• investigate whether appropriate training and support have been provided for the implementation of an active learning approaches
• assess the major challenges that hinder the implementation of active learning approaches and
• recommend ways that could advance the use of active learning approaches in Mathematics teaching at university.
A mixed-methods design was used. Among the six universities in the Oromia Regional State of Ethiopia, two of the newly established universities (younger than 5 years) and two of the old universities (15 years and older) were involved in the study. A total of 84 lecturers participated in the study and completed questionnaires. This was complemented by a qualitative approach that used observation checklists and interviews for data gathering: 16 lessons were observed while the lecturers taught their mathematics classes (two lecturers from each of the four sample universities were twice observed). In addition, semi-structured interviews were conducted with four mathematics department heads and eight of the observed lecturers. The study adhered to ethical principles and to applied several techniques to enhance the validity/trustworthiness of the findings. / Psychology of Education / D. Ed. (Psychology of Education)
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