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- Title
Pupils' Perceptions On Teachers' Classroom Interpersonal Behaviour As A Significant Factor Towards Effective Learning Outcomes In Mathematics.
- Authors
Adedoyin, O. O.
- Abstract
This is a quantitative study of pupils' perceptions of what teachers' classroom interpersonal behaviour should be in relation to their learning outcomes in mathematics. A shorter questionnaire on teacher interaction (QTI) in the classroom developed by Wubbels (1993) was adopted for the purpose of this study and modified in the context of Botswana educational setting. The questionnaire on teacher classroom interpersonal behaviour consisted of 48 items on a five (5) likert scale, (1 2 3 4 5) where number 1 agree least to the statements and number 5 agree most to statement and was administered to a random sample of eight hundred pupils (800) at the junior secondary schools in the Southern educational region of Botswana. Out of which six hundred and forty five (645) responded to the questionnaire on teacher interpersonal classroom behaviour and the pupils responses were analysed using factor analysis (available on the SPSS computer package). The principal factor analysis with iteration was employed and varimax rotation method was also used. From the results of the factor analysis, fourteen (14) meaningful factors with eigen values greater than one emerged from the factor analysis of the pupils' responses to the 48 items on the QTI. These fourteen emerging factors will inform the Botswana educational system on teacher's interpersonal behaviour in mathematics classroom as perceived by JSS pupils for effective learning outcomes. Gender differences were also detected of pupils' perceptions on mathematics teachers' interpersonal behaviour with respect to achievements and learning outcomes. These findings should also have implications for teacher educators of mathematics and in-service training programmers for mathematics teachers at the junior secondary schools in Botswana, to be aware and improve on the teachers' interpersonal classroom behaviour, which should eventually have effect on learning outcomes or achievements of pupils in mathematics.
- Subjects
BOTSWANA; CLASSROOM environment; TEACHER-student relationships; MATHEMATICS education; FACTOR analysis; SECONDARY education
- Publication
National Teacher Education Journal, 2010, Vol 3, Issue 3, p5
- ISSN
2157-0590
- Publication type
Article