The Relationship between Scores of Mathematics Knowledge and Teaching Practice of Diploma Mathematics Students: A Quest for Quality Assurance

Autor/in	Adamu, L. E.
Titel	The Relationship between Scores of Mathematics Knowledge and Teaching Practice of Diploma Mathematics Students: A Quest for Quality Assurance
Quelle	In: Journal of Education and Practice, 6 (2015) 19, S.179-183 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Quality Assurance; Mathematics Achievement; Mathematical Aptitude; Scores; Educational Practices; Correlation; Hypothesis Testing; Predictor Variables; Predictive Validity; Teaching Skills; Teaching Experience; Preservice Teacher Education; Preservice Teachers; Regression (Statistics); Student Records; Data Analysis; Student Teaching; Student Teacher Evaluation; Praxis; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Qualitätssicherung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungspraxis; Korrelation; Hypothesenprüfung; Hypothesentest; Prädiktor; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehramtsstudiengang; Lehrerausbildung; Regression; Regressionsanalyse; Schülerakte; Auswertung; Teaching practice; Unterrichtspraxis; Ausland
Abstract	The purpose of the study was to determine the relationship between scores in mathematics knowledge and teaching practice of Diploma mathematics students. A sample of 39 students was used. Two research questions and two hypotheses were asked and formulated respectively. An ex-post facto correlation design was used. The data were analyzed using Pearson's product moment correlation and simple regression analyses. The findings revealed that mathematics knowledge scores was not a good predictor of teaching practice scores. Again Mathematics knowledge had no significant relationship with teaching practice scores of students. Recommendations based on the findings of the study are that mathematics knowledge should include ways that specialized mathematics knowledge can be developed and the subject should be taught encouraging active engagement, social interaction, mini teaching and student teachers should be encouraged to attend regular workshops and seminars to acquaint themselves with requisite skills. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01