Suchergebnisse

Knowledge exchange method teaching is a growing trend. The main objective of this work to see the effect of knowledge exchange method teaching in the mathematics classrooms and thus sees its outcomes in terms of learning and classroom environment. Action research was adopted for this study. Four cycles were implemented with the focus of different contents in each cycle. Each cycle lasted for a week. The data was collected through observation and students interview. The results showed significant improvement in their classroom learning environment as well as in learning. The students felt enthusiastic about the new teaching methods and were eager to participate. It is recommended that teachers should be trained to implement the knowledge exchange method in the classroom.

The main aim of universities is to conduct research studies on different aspects of human life for the purpose of development and prosperity. In this regard the importance of statistical literacy cannot be denied in every discipline of knowledge. Therefore, the main objective of this study was to investigate the statistical literacy of the university students at BS level. Quantitative survey research design was employed where sample of the study comprised of randomly selected 360 BS level students from 9 public sector universities of Khyber Pakhtunkhwa (Pakistan). The data were collected through self-developed instrument namely Instrument for Statistical Literacy (ISL). The study demonstrated that students had low statistical literacy at BS level; it was therefore, recommended that Higher Education Commission of Pakistan may include a significant portion of practical work in the approved curriculum at university level for the enhancement of statistical literacy.

Teachers sketch diagrams and use other representations as a portion of systematic inquiry in science. This study was consist of a qualitative paradigm that examined the five students' perceptions of teachers' instructional strategies with multiple representations in the learning of chemistry. The purposive sampling techniques were used to collect data from 5 students using interview protocol in a natural environment. The audio tapped data were transcribed by the researcher and found that the teacher use of diagram is an interesting activity, teacher draw diagram for imparting the knowledge, uses relevant diagram, lecture-demonstration method is used, using charts graphs and models, assessment is done through conducting test and using questions.

This study makes an effort to investigate learner mathematics-related beliefs at the secondary level. The study was qualitative and the method adopted for the in-depth information about the belief was a single case study. The site were selected for this investigation were Government Girls Higher Secondary School Rustam in District Mardan. The number of participants was six from class 10th science students. In-depth interviews were scheduled for the collection of data. Interview items were 9 in number. Thematic analysis of the transcripts exposed learner beliefs about mathematics. The main findings of the study showed that those students who understand the concept of mathematics possessed the positive beliefs about mathematics, and they also like the book and course materials and satisfied with it. They feel easy during mathematics classrooms, enjoy, and excited to learn something new in this subject. In contrast, the learners who do not understanding level is low they hold negative beliefs they did not like the book and course materials and not satisfied and feel hesitation during mathematics classroom. The study further showed that in the construction of beliefs that are positive or negative about the mathematics classroom environment play a great role especially mathematics teacher, her methods, and her beliefs. If the teacher involves the students in activities, keep good and interesting method and motivate the students time to time, then the learners will possess positive beliefs and will take interest in such a very important mathematics class.