Performance Ranking in School Mathematics in Kenya: A Device That Conceals and Naturalizes Inappropriate Teaching Strategies

Autor/inn/en	Njiru, Samson Murithi; Karuku, Simon; Nyaga, Milcah
Titel	Performance Ranking in School Mathematics in Kenya: A Device That Conceals and Naturalizes Inappropriate Teaching Strategies
Quelle	In: Educational Research and Reviews, 15 (2020) 8, S.465-472 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Mathematics Instruction; Teaching Methods; Mathematics Teachers; Secondary School Teachers; Secondary School Mathematics; Secondary School Students; Ethics; Cheating; Performance; Mathematics Achievement; Educational Quality; Tutoring; Knowledge Level; Thinking Skills; Critical Thinking; Achievement Tests; Scores; Kenya + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Ethik; Prellen; Achievement; Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Quality of education; Bildungsqualität; Förderkonzept; Nachhilfeunterricht; Wissensbasis; Denkfähigkeit; Kritisches Denken; Achievement test; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Testdurchführung; Testen; Kenia
Abstract	Teaching strategies have a significant influence on students' academic performance. This paper presents results from a qualitative study that examined the effects that performance ranking in Mathematics has on teaching strategies employed in Mathematics classrooms. In particular, the paper demonstrates how performance ranking disguises and legalizes inappropriate Mathematics teaching strategies. The participants for the study were Mathematics teachers and students in secondary schools in Embu County in Kenya. Face-to-face semi-structured interviews and focus group discussions were employed in data collection. Results showed that due to competition by teachers to achieve a higher mean score, they engaged in examination malpractices such as leaking examination questions to students. Secondly, teachers' desire for excellence in their subjects, and achieving top rank to receive prizes was found to be another reason behind teaching students to pass examinations rather than for conceptual understanding. Additionally, the study revealed that performance ranking promoted private tuition to offer assistance to the weak students in Mathematics to improve performance in the subject. This paper recommends that the practice of ranking should be tailored to include all the aspects. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01