| dc.creator |
Anyigulile, Boyd |
|
| dc.date |
2018-08-17T12:47:08Z |
|
| dc.date |
2018-08-17T12:47:08Z |
|
| dc.date |
2017 |
|
| dc.date.accessioned |
2021-05-06T12:58:58Z |
|
| dc.date.available |
2021-05-06T12:58:58Z |
|
| dc.identifier |
Anyigulile, B. (2017). Teachers factors affecting performance of standard two pupils in numeracy skills in primary schools in Songea municipality, Ruvuma region, Dodoma: The University of Dodoma |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/450 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/450 |
|
| dc.description |
Dissertation (MSc Mathematics) |
|
| dc.description |
Numeracy education is a very important component in human life activities and survival. It is useful in science, technology, commerce, economics, and education. The purpose of the study was to investigate the teacher factors affecting performance of standard two pupil’s in numeracy skills in public primary schools in Songea Municipality, Ruvuma Region. Three research objectives guided the study. The objectives sought to find out the extent to which attitudes of teachers affects the performance results of standard two pupils in numeracy skills, to assess the extent to which teacher’s teaching experience affects the performance results of standard two pupils in numeracy skills and to find out the extent to which teachers' professional training affect the performance results of standard two pupils in numeracy skills.
Research shows that the acquisition and development of basic numeracy concepts and skills during early years form the foundation for future mathematics achievement. For many years the performance results in numeracy education in Tanzania Primary School Leaving Examination (PSLE) has been low compared to other subjects. The dependent variable was pupils’ achievement in basic skills in simple arithmetic problem (performance results in numeracy skills), while the independent variables were teachers’ attitude to teaching numeracy education, teachers’ professional training and teachers teaching experience. The study recommends that schools should motivate their teachers and the ministry of education should provide more opportunities for further professional trainings. Also the government should set a good working environment for experienced teachers teaching numeracy education in order to enhance high performance results of standard two pupils in numeracy skills |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Education performance |
|
| dc.subject |
Numeracy skills |
|
| dc.subject |
Primary schools |
|
| dc.subject |
Songea |
|
| dc.subject |
Ruvuma |
|
| dc.subject |
Tanzania |
|
| dc.subject |
Professional training |
|
| dc.subject |
Teachers motivation |
|
| dc.subject |
Numeracy |
|
| dc.subject |
Teaching experience |
|
| dc.subject |
Performance |
|
| dc.subject |
Standard two |
|
| dc.title |
Teachers factors affecting performance of standard two pupils in numeracy skills in primary schools in Songea municipality, Ruvuma region |
|
| dc.type |
Dissertation |
|