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The influence of South African teachers' qualifications and experience on the mathematics performance of learners by Anna Sophia Robberts Submitted in partial fulfilment in accordance with the requirements for the degree of MAGISTER EDUCATIONIS at the UNIVERSITY OF PRETORIA PROMOTOR: Prof Linda van Ryneveld CO-PROMOTOR: Dr Marien Graham AUGUST 2016 © University of Pretoria Ethical clearance certificate i © University of Pretoria Declaration of originality I, Anna Sophia Robberts, student number 02626705 hereby declare that this dissertation, “The influence of South African teachers' qualifications and experience on the mathematics performance of learners,” is submitted in accordance with the requirements for the Magister Educationis degree at the University of Pretoria, is my own original work and has not previously been submitted to any other institution of higher learning. All sources cited or quoted in this research paper are indicated and acknowledged with a comprehensive list of references. ............................................................. A.S. Robberts 29 August 2016 ii © University of Pretoria Dedication I am always aware of how blessed I am, loved by God Almighty my Creator and surrounded by my family and friends. I want to dedicate this research affectionately to all of you: My mother and father that have always been there, loving, understanding, willing to help and my reason for trying. My husband, for his patience, grocery shopping, neck massages and late night outings for garage chocolates when my spirit was low My children and grandchildren, for their loving encouragement, you laughed with me, cried with me and I know you will celebrate with me My siblings and friends that have always been positive and supportive And to you, a person interested in the education of our biggest asset, our youth. iii © University of Pretoria Acknowledgements To have achieved this milestone in my life, I would like to express my sincere gratitude to the following people: My Heavenly Father, who provided me with the strength, knowledge and perseverance to complete this study Prof Johan Knoetze, with whom I started this research project Prof van Ryneveld, research supervisor, for her invaluable advice, guidance and inspiring motivation in difficult times during the research. You have stepped in graciously after prof Knoetze passed away. You have not only given your time and expertise to better my work, but also much appreciated moral support Dr Marien Graham in providing statistical assistance and guidance Anetha de Wet for the language editing of the final document Last, but not the least – my husband and children, you inspire me. iv © University of Pretoria Abstract The shocking mathematics results of South Africa’s Grade 9 learners in TIMSS 2011 were received as a warning that all is not well with the country’s educational system. Since good quality teaching is often associated with high performing learners, the influence of the teacher’s level of education and years of teaching experience on the mathematics performance of Grade 9 learners is the focus of this study. The data originates from the South African participation in TIMSS 2011. The relative effects of these aspects on learners’ performance were investigated by employing regression analysis with effect coding using the IDB Analyzer. The results suggest a positive relation between teacher education level and learner performance. The influence of years of experience on learner performance confirmed theories regarding teacher development stages and can be beneficial for professional development courses specifically aimed at teachers. Key Terms: Mathematics, investigation, qualifications, experience, performance, teachers, learners, learning, TIMSS. v © University of Pretoria Language editor vi © University of Pretoria List of abbreviations ESE Enhancement of Emotional Capabilities HE Higher Education HED Higher Education Diploma HSRC Human Sciences Research Council IDB IEA International Database Analyzer IEA International Association for the Evaluation of Educational Achievement IEA DPC IEA Data Processing and Research Center IQCM International Quality Control Monitors IRT Item Response Theory NQCO National Quality Control Observers NRC National Research Coordinators PDOE Provincial Department of Education PGCE Postgraduate Certificate of Education PIRLS Progress in International Reading Literacy Study PISA Program for International Student Assessment QIRC Questionnaire Item Review Committee SACMEQ The Southern and Eastern African Consortium for Monitoring Educational Quality SDA Secondary Data Analysis SMIRC Science and Mathematics Item Review Committee SPSS Statistical Package for the Social Science TIMSS Trends in International Mathematics and Science Study WEF World Economic Forum vii © University of Pretoria Table of Contents Ethical clearance certificate ...................................................................................... i Declaration of originality .......................................................................................... ii Dedication .............................................................................................................. iii Acknowledgements ................................................................................................ iv Abstract ................................................................................................................... v Language editor ..................................................................................................... vi List of abbreviations .............................................................................................. vii Table of Contents ................................................................................................. viii List of Figures ......................................................................................................... xi List of Tables ......................................................................................................... xii Chapter 1: The Problem ........................................................................................ 1 1 Introduction to the research .......................................................................... 1 2 Background to the problem ........................................................................... 2 3 Statement of the problem .............................................................................. 3 4 Research Questions ..................................................................................... 5 5 Statement of the Hypotheses ........................................................................ 5 6 Nature of the study ....................................................................................... 6 7 Purpose of the study ..................................................................................... 6 8 Assumptions ................................................................................................. 8 9 Delimitations ................................................................................................. 8 10 Limitations ..................................................................................................... 8 11 Ethical considerations ................................................................................... 9 12 Conclusion .................................................................................................... 9 Chapter 2: Review of Literature ......................................................................... 10 1 Introduction ................................................................................................. 10 2 The importance of mathematics .................................................................. 10 3 Most common goals associated with the learning of mathematics ............. 12 4 Factors that influence mathematics performance ....................................... 13 4.1 School and school related factors ............................................................... 14 4.2 Learner and learner related factors ............................................................. 15 4.3 Teacher and teacher related factors ........................................................... 17 viii © University of Pretoria 5 Conceptual framework ................................................................................ 19 6 Teacher qualifications and teaching experience ......................................... 21 6.1 Teacher qualifications ................................................................................. 21 6.2 Teaching experience................................................................................... 24 7 Concluding remarks .................................................................................... 26 Chapter 3: Research Design and Methodology ................................................ 27 1 Introduction ................................................................................................. 27 2 Research paradigm .................................................................................... 27 3 Research design ......................................................................................... 30 4 Secondary data analysis ............................................................................. 33 4.1 What is secondary data analysis? .............................................................. 33 4.2 Background to TIMSS 2011 ........................................................................ 34 5 Data types ................................................................................................... 36 5.1 Types of data .............................................................................................. 36 5.2 Types of data in this research ..................................................................... 37 6 Instruments ................................................................................................. 37 6.1 Instruments developed for the TIMSS 2011 assessment............................ 38 6.1.1 Mathematics and Science achievement tests .................................................. 39 6.1.2 Questionnaires exploring contextual framework .............................................. 44 6.2 Instruments used in the current study ......................................................... 45 7 Sampling and Participants .......................................................................... 46 7.1 TIMSS sampling procedures for South Africa ............................................. 47 7.2 Sample used in current study ..................................................................... 51 8 Data collection methods .............................................................................. 51 8.1 TIMSS data collection methods .................................................................. 51 8.2 Data collected for the current study ............................................................ 55 9 Data access ................................................................................................ 55 9.1 TIMSS International Database .................................................................... 56 9.2 Data extracted for the current study ............................................................ 56 10 Statistical tests ............................................................................................ 59 11 Validity and reliability .................................................................................. 63 11.1 TIMSS validity and reliability ....................................................................... 64 11.2 Validity and reliability for the current study .................................................. 65 12 Assumptions ............................................................................................... 66 13 Ethical considerations ................................................................................. 66 14 Operational Definition of Research Variables ............................................. 67 ix © University of Pretoria

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I, Anna Sophia Robberts, student number 02626705 hereby declare that this dissertation, “The influence of South African teachers' qualifications and experience on the mathematics performance of learners,” is submitted in accordance with the requirements for the Magister Educationis degree at th
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