Journal Articles

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Browsing Journal Articles by Author "Godfrey, Ejuu"

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    Teachers’ expectations and mathematics competence of primary one learners: a comparative study of Busiro and Luuka, Uganda
    (African Journal of Education and Practice, 2020-08) Sarah, Kisa; Godfrey, Ejuu; Joyce, Ayikoru Asiimwe
    Purpose: Teacher expectations of their learners’ competence has been seen as a key contributor to children’s level of performance in a given subject area. However, in the case where teachers already feel their learners do not have the competence, can the children have a chance of doing any better? This study explored the primary one teachers’ expectations of their learners’ mathematics competence to ascertain the linkage between those expectations and the learners’ performance in the identified mathematics competences. Methodology: The comparative study was conducted in Busiro North and Luuka North Counties in Uganda among primary one learners and teachers. A cross-sectional survey was used to collect data from 74 purposively selected primary one teachers and 296 randomly selected learners from 37 schools in Busiro North and 37 schools in Luuka North Counties respectively. Data collection tools used were questionnaires, learners’ mathematics competence test and artefacts of learners’ written work. Data analysis was done using the Statistical Package for the Social Sciences (SPSS). The t-test for independent groups was used to compare the learners’ test scores, while Pearson r was used to establish the relationship between teachers’ expectations and learner performance. Findings: Results showed significant relationships between teacher expectations and learners’ performance for both Busiro and Luuka (r =0.711, r = 0.596). Teachers considered age of a learner; language used as medium of instruction; and having attended nursery school as important background factors that promote a P.1 learner’s mathematics competence. Unique contribution to theory, practice and policy: The findings indicate a need for primary school teacher education courses to inform pre-service teachers about teacher expectations and their associated influence on learner performance. All teachers are urged to use strategies that encourage learners to meet teacher expectations. Teachers in urban areas ought to include more practical approaches to teaching mathematics in order to develop lasting and applicable skills in the learners.
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    Teachers’ instructional practices for promoting primary one learners’ mathematics competence: a comparative study of Busiro and Luuka, Uganda
    (. American Journal of Education and Practice, 2020) Sarah, Kisa; Godfrey, Ejuu; Joyce, Ayikoru Asiimwe
    Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence. Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively. Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”. Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.