Browsing by Author "Galabawa, Justinian Chrinton Joseph"

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    The performance of grade of grade IIIC teachers in Mathematics: a comparative analysis of the performance of residential and non-residential (UPE) teachers in Iringa district
    (University of Dar es Salaam, 1976) Galabawa, Justinian Chrinton Joseph
    The main purpose of this study was to make a comparative analysis of the performance of non-residential (UPE) grade IIIC teachers and residential grade IIIC teachers in mathematics in Iringa District. The secondary purpose was to investigate both the general academic and classroom teaching performances of Grade IIIC teachers. The data were collected by 1) A constructed mathematics test 2) An observation schedule 3) Evaluation rating forms. The first part of this study which used a constructed mathematics test showed that both groups of teacher’s academic performance in mathematics was below average. Out of maximum possible points of 33, the mean scores for resident’s teachers was 13.50 and that for UPE rural teachers was 13.0. When the mean-scores were subjected to an analysis of variance technique the differences between the means were found not to be statistically significant at either p = 0.01 or p = 0.05. The pattern of performance on the test as shown by the item analysis technique did not differ significantly for the two groups of teachers. The study suggested that residential teachers scored higher than UPE Teachers in the following mathematics topics (1) set-theory (2) proportions (3) decimals and percentages (4) numeration in different bases (5) algebra. The UPE teachers scored higher than residential teachers in the following topic (1) statistics (2) geometry (3) probability theory. Rural-urban differentiation appeared to be a factor on the performance of teachers. In both programmers rural teachers scored higher than their urban-counterparts. However this difference was attributed more to sex differentials than rural-urban differences because 70% of the teachers in urban schools who eat for the test were females. The second part of this study which used self-evaluative rating forms on the ten topics of the test showed that the self-ratings from the two groups of teachers did not repreant statistically significant different opinions by used the chi-square technique at either p = 0.05 or p = 0.01. However the self-ratings of the teachers in the ten topics of mathematics contradicted their performance on the test. The UPE teachers rated themselves higher than the residential teachers on topics (1) number theory (2) fractions (3) decimals (4) numeration in different bases (5) algebra (6) geometry (7) probability theory.The overall relationship of ranking by level of mastery of the ten topic used in the study was found to be statistically significant. The correlation coefficient for these ranks was found to be 0.88, p = 0.01 indicating a relationship this much did not occur by chance. In the third part of the study which involved classroom skills the UPE teachers were rated high in the following skills (1) knowledge of subject matter (2) methods and principles of teaching (3) use of materials of instruction (4) relating classroom materials to other fields of study. The residential teachers were rated higher than UPE teachers in (1) command of language (2) skill in evaluation (3) planning lesson procedure and (4) techniques of instruction. However these differences in the classroom skills were found not to be statistically significant and thus did not represent a split of opinion regarding the classroom performance of the teachers. The classroom performance of the teachers as shown by data from the observation schedule suggested that the teachers have act attained the mastery level of the following classroom skills (1) relating classroom materials together fields of study (2) used of materials of instruction (3) skills in leading group discussion (4) methods and principles of teaching. These skills had bigger standard deviations indicating also that the teachers differed greaty with some having high ratings and others having low ratings. This part of the study suggested that traditional methods are still present in the education system twelve years after the adoption of policy of education for self-reliance. The chi-square value for ratings on skills 10 relating classroom teaching to other fields of study was significant at p = 0.05 in favour of UPE teachers. While the UPE teachers were exceptionally capable in correlating materials studied to other areas of learning the residential teachers occasionally demonstrated the relationship of subject matter to other subjects or outside classroom activities. The study did not suggest major performance differences between teachers from the two programmers.