| dc.creator |
Uiso, Catherine |
|
| dc.date |
2019-08-29T07:38:47Z |
|
| dc.date |
2019-08-29T07:38:47Z |
|
| dc.date |
2013 |
|
| dc.date.accessioned |
2022-10-20T14:15:33Z |
|
| dc.date.available |
2022-10-20T14:15:33Z |
|
| dc.identifier |
Uiso, C. (2013). The effects of the presence of others and complexity of task on primary school children’s performance. Dodoma: The University of Dodoma. |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1241 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1241 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
The purpose of the current experimental study was to investigate the effects of
presence of others and task performance primary school children. The study
hypothesized that the pupils would perform significantly better on simple task when
they would do the task in presence of others who would similarly be engaged on the
same task as well as in the presence of passive on-lookers than when would conduct
the task alone, and vice versa.
Further, the study hypothesized that girls would out perform their boy‟s
counterparts. The study included 42 standard six pupils whereby 21 were girls and
21 were boys who were obtained through stratified random sampling from Kiwanja
cha Ndege Primary school in Dodoma Municipality in Tanzania.
The study employed Within-Participants Repeated Measures Experimental Design
for data collection whereby the obtained performance scores were analysed through
two way Analysis of Variance (ANOVA) for repeated-measure designs SPSS
version 16 provision. The study found that pupils performed slight best in both
simple and complex tasks in the presence of the engaged others. Further, they
performed better in the presence of the passive on-lookers than when alone. The
study also found that girls performed better than boys.
The study therefore recommend the organization of teaching and learning tasks in
primary schools with preference of co-operative, collaborative and/ or other
arrangements which will expose learner to others, particularly similarly engaged on
the given task.
The study further recommends replication of studies to affirm theories in the study
area. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Primary school |
|
| dc.subject |
Dodoma municipality |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Task performance |
|
| dc.subject |
Children’s performance |
|
| dc.subject |
Primary school children’s performance |
|
| dc.subject |
Children’s performance complexity |
|
| dc.title |
The effects of the presence of others and complexity of task on primary school children’s performance |
|
| dc.type |
Dissertation |
|