NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1079547
Record Type: Journal
Publication Date: 2015
Pages: 6
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-2222-1735
The Relationship between Scores of Mathematics Knowledge and Teaching Practice of Diploma Mathematics Students: A Quest for Quality Assurance
Adamu, L. E.
Journal of Education and Practice, v6 n19 p179-183 2015
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria