Kajebo, Tariku Deiliso (2014) Evaluation of the Implementation of Grade Eight Mathematics Syllabus in Hadiya Zone: The Case of Hosanna Town Administration. Masters thesis, Addis Ababa University.
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Abstract
The purpose of this study was to evaluate grade eight mathematics syllabus implementation in Hadiya Zone; Hosanna Town Administration. To conduct this research, mixed research approach and survey design was employed. The primary sources of data were grade eight mathematics teachers (6 in number) and students (150 in number), principals and mathematics department heads (9 in numbers) and. Secondary data was also obtained from school documents like grade eight curriculum materials (syllabus and teacher’s guide) and students’ rosters from (2004E.C- 2005E.C). Purposive sampling and simple random sampling technique were employed to select the study area and respondent students respectively. Similarly to select teachers, school principals, and department heads available sampling techniques was employed. Questionnaires and observations were the main data gathering instruments while semi-structured interview and document reviews were employed to enrich the data gathered through questionnaires and observations. Moreover, the collected data were analyzed quantitatively using descriptive statistics, and qualitatively using descriptive narration. The findings of the study indicate that, although classroom materials resources (tables, desks, chairs etc), curriculum materials (syllabus, teacher’s guide, and student’s text) and teachers’ in-service trainings were relatively available for classroom instruction but there are insufficient instructional materials, mathematics reference materials and instruments, and inconvenient school environments in the study area. Teachers’ could not use varieties of teaching methods and assessment techniques during classroom instructions. In addition, the students’ poor mathematics background knowledge and the negative perceptions toward learning mathematics due to traditional beliefs of the subject as difficult might affect their effectiveness on the subject in the study area. Consequently, the current mathematics teaching learning status of schools was found to be unsatisfactory when it was evaluated from point of grade eight mathematics syllabus implementation realities in classrooms. Finally, the researcher was recommended that the school stakeholders, especially teachers, principals and department heads should give due to attention to the effectiveness of the implementation of mathematics syllabus and consider the subject is at least equally important like other subjects in the school and for students’ future life for improving the current status of grade eight mathematics syllabus implementation in the study area.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB2361 Curriculum L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education |
| Divisions: | Africana |
| Depositing User: | Emmanuel Ndorimana |
| Date Deposited: | 02 Aug 2018 14:08 |
| Last Modified: | 02 Aug 2018 14:08 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/8132 |
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