Browsing by Subject "Classroom environment"
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Item Causes of Low Achievement in learning mathematics at Secondary Level(Department of Mathematics Education, 2019) Bhatt, Laxman DattThis is case study research titled on “Causes of low achievement in learning mathematicsat secondary level”. The primeconcern of this study was to analyze the causes of lowachievement of student in learning mathematics and to suggest the possible ways for thebetterment of student’s achievement in mathematics. For this study researcher selected one government school through conveniencesampling procedure from Kanchanpur district. The interview guidelines, classroom observationform and school documents were the main tools of this study. The collected data wereorganized, analyzed and interpreted based on descriptive analysis to find the causes of lowachievement in mathematics learning. After analyzing and interpretation of collected data, the findings indicates lack ofteaching learning materials, poor school environment, poor motivation for students are thecauses of low achievement in learning mathematics. Also findings indicates that there is most ofthe parents were illiterates so that they cannot provides further guidance and feedback inmathematics, students didn’t pay attention while the teacher taught in classroom are the maincauses of low achievement in mathematics learning at secondary level.Item Causes of Low Achievement in Mathematics(Department of Mathematics Education, 2015) Poudel, AmarThis study focuses on the causes of low achievement in mathematics of students in Lamjung district. The objectives of the study were to dig out the causes of low achievement at grade eight students in mathematics and to identify the strategies taken by the school and teacher to improve their achievement. It is the case study qualitative in nature. This study was conducted with the sample of eight students of grade eight. The sample was chosen purposively according to the performance in mathematics and different family background of the case school. Direct interview with eight low achiever students in mathematics, respective teacher and head teacher of the case school were taken. Classroom observation was done regularly for thirty days during the teaching learning activities being participate with mathematics teacher and students. Such collected information's were analyzed descriptively according to the constructivism theory. This study showed that different causes of low achievement in mathematics students they were poor socio-economic status, poor learning cultures, negative parent and peer influences, negative learning attitude and poor facilities, management in mathematics, irregularity of students lack of teaching materials and poor interaction system are the main causes of low achievement in mathematics which is the conclusion of the study.Item Causes of Low Performance in Mathematics(Department of Mathematics Education, 2020) Rijal, PradeepThis is a survey research related to find the "causes of low performance in mathematics." The objectives of this study were to find the causes of low performance in mathematics at secondary level and to recommend the solution to mitigate the low performance of secondary students in mathematics learning. For, Ninety students from three secondary school were selected by using stratified random sampling. The teachers of selected schools were also chosen. The study focused to find causes of low performance and so the facts which influence the performance were explored. Semi-structured interview schedule for teachers and structured questionnaire for students were used as tools of data collection. FGD and classroom observation were also applied to find the causes of low performance. The quantitative data were analyzed by using descriptive statistics such as frequency, percentage and mean and the qualitative information were analyzed by thematic process. The major findings of the study were pre-knowledge of students, practice and participation, teacher's training and implication, method, motivation and materials, teaching learning environment of the school directly affect on student's mathematics performance. Thus it is concluded that low performance is the function of weak academic foundation of students, poor assessment and promotion practices. Finally the study suggests teachers should identify pre-mathematical knowledge of students before teaching every unit and also should focus on better teaching learning activities from lower level of school not only in class eight or SEE, teacher training should be given in demand base, the ministry of education should provide training on use of ICT and materials to the mathematics teacher and also should encourage to use of ICT and teaching material in class room. and parents should attention about their children.Item Causes of low performance of secondary level students in mathematics(Department of Mathematics Education, 2022) Thapa, Chakra BahadurThis is case study research titled “Causes of low performance of Secondary level students in Mathematics’’. The prime concern of this study was to analyse the causes of low performance of secondary level students in mathematics and to suggest the possible ways for the betterment of student’s performance in mathematics. For this study researcher selected one government school through convenience sampling procedure from Baglung district. The interview guideline, classroom observation from and school document were the main tools of this study. The collected data were organized, analysed and interpreted based on descriptive analysis to find the causes of low performance of secondary level students in mathematics. After analysing and interpretation of collected data, the findings indicates lack of teaching learning materials, poor school environment, poor motivation for students are the cause of low performance of secondary level students. Also findings indicates that there is most of the parents were illiterate so that they cannot provide further guidance and feedback in mathematics, students did not pay attention while the teacher taught in classroom are the main causes of low performance of secondary level students in mathematics.Item Effects of Pedagogical Content Knowledge on Students' Achievement(Department of Mathematics Education, 2018) Chaudhary, Sachi KumarThis study focused on the effect of teacher's pedagogical content knowledge on students’ achievement in mathematics of grade IX students of Rautahat district. The objectives of this study were to compare the achievement of students taught by teacher having PCK and teacher without having PCK and to explore classroom behavior of teacher having PCK and teacher without having PCK. This study is based on mixed research design.For quantitative data, 30/30 students taught by teacher having PCK and teacher without having PCK were taken from the annual results of each year 2070, 2071 and 2072. In this way, 90/90 students of both teachers having Roll No. 1-30 were selected for the study. For qualitative data,the researcher selected two teachers, one having PCK and another without having PCK. The qualitative data was collected from interview and class observation of the sample teachers. Mean, standard deviation and z-test were used for the analysis of quantitative data and the qualitative data analyzed by thematic approach method. In comparison,teacher having PCK has more knowledge about the organization of lesson,management of classroom environment,understanding of student psychology,skill to use teaching materials,skill to use teaching methods and use of student evaluation than the teacher without having PCK. Also its implementation side of teacher having PCK is better than the teacher without having PCK. It means that the pedagogical content knowledge and its implementation side of teacher having PCK is better than the teacher without having PCK. Also according to the annual result of combined three years 2070, 2071 and 2072,the mean of the achievement scores of the students taught by teacher having PCK and teacher without having PCK are 66.56 and 51.56 respectively and the calculated z-value is 6.56 which ix is greater than the critical value z0.05 = 1.645. That means the achievement of students taught by teacher having PCK is higher than the achievement of students taught by teacher without having PCK and there is significance difference between the achievement of students taught by teacher having PCK and teacher without having PCK. From this, it was declared that the achievement of students taught by teacher having PCK became higher than the achievement of students taught by teacher without having PCK due to the pedagogical content knowledge. Hence the researcher concluded that teacher's pedagogical content knowledge affects on the achievement of students and play a vital role to deliver PCK in their teaching.Item Exploring learning difficulties in school level Geometry(Department of Mahematics Education, 2017) Sapkota, RadhikaMost of the students regard mathematics as a difficult and dislike subject in school education. However, different studies showed that it could be made easier if we can find the cause of difficulties in learning mathematics. So, this study intended to determine the causes of difficulties in learning Geometry and to minimize the difficulties in learning geometry at secondary level. This study based on mixed method design. The researcher took interview and questionnaire with teachers and students. I observed the classroom for twenty days class. I collected the data and analyzed the obtained data with the help of conceptual understanding. Observation and achievement test among 200 students were conducted. Participants of this study were selected by simple random sampling method. Responses obtained from class observation and questionnaires were categorized based on Likart scale Mean Weightage score was collected to analyze the data obtained from observation and questionnaire. Percentage score was collected to analyze the data obtained from achievement test. In addition to that answer sheets were analyzed to identify the difficulties area in geometry. The data obtained from interview were analyzed descriptively. Finally it is concluded that the students feel difficulties in learning geometry because of school environment, home environment, lack of pre- knowledge, motivation and interest, learning activities teaching methods and technique. If the school provides sufficient teaching materials about geometry, extra classes for weak students, teacher uses appropriate teaching methods and parents create good environment for practice then the difficulties in learning geometry would be minimize.Item Perspective on the Use of Nepali Language in English Classroom(Faculty of Education Tribhuvan University Sukuna Multiple Campus KoshiHaraincha, Morang, 2016) Bhattarai, TanujaThe present research study entitled Perspective on the Use of Nepali Language in English Classroom is an attempt to analyze the perspective of teachers and students. While undergoing the research, the researcher sampled four secondary (community) school of Morang district. Twenty students and ten teachers were selected from secondary levels of community school. The principal objectives of this study are to explore views towards the use of Nepali language in English classroom, to explore the reasons of using Nepali language in English classroom and to suggest some pedagogical implications. The methodology employed to carry out this study was the survey research based on qualitative and quantitative (mixed) method. This research has been produced by the use of primary and secondary sources. The survey tools used in this study were observation and questionnaire and the data were analyzed and interpreted descriptively. It was found that both learners and teachers need of the using Nepali language in English classroom and also found that background of student, exposure of English language influence of mother tongue play vital role using Nepali in English classroom. It contains five main chapters. The first chapter deals with background of the study, statement of the problem, objective of the study, research questions significance of the study delimitations of the study, definition of the terms used. The second chapter deals with the review of theoretical literature, review of empirical literature, theoretical / conceptual, frame work. The third chapter deals with design and method of study population sample and sampling strategy, study site, sources of data, collection procedures, data analysis and interpretation procedure. The fourth chapter deals with analysis and interpretation of result, summary of findings. The chapter five deals with conclusion, recommendation policy & practice related, further research related. The final section of the study includes the references and appendices.Item Students' Perception and Practice of ELT Classroom Interaction(Department of English Education, 2015) Nepal, MaheshThis thesis entitled Students' Perception and Practice of ELT Classroom Interaction was carried out to find out some of the basic features of classroom interaction. The main objective of the study was to find out the existing situation of classroom interaction at secondary level English classes and the students' perception regarding this. The research study was mainly based on the primary sources of data which was collected from five different government aided secondary schools of Morang district. The schools were selected by using purposive sampling procedure. From purposive non- random sampling procedure was adapted to select the students and teachers for the research. To find out the practice of the classroom interaction the classroom checklist was made. The data was collected with the help of classroom observation checklist and questionnaire. The systematically collected data have been analyzed and interpreted descriptively and analytically. After analyzing the data, it was found that the most of the interactions between teachers and students were based on course content, authoritative formulaic and rote learning but not creative. Asthe result the students' perception regarding the interaction was not good enough. This study found that the teaching materials were not used for interactive activities and there was a gap between teachers' theoretical knowledge and classroom practices. English language teachers considered listening and speaking as essential skills but much attention was given in reading and writing in the classroom, so students are found not much interested in interactive activities. This thesis consists of five chapters: The first chapter is introductory in nature.It introduces the research in general. The objectives, limitations, significance ofthe study etc have been mentioned. In second chapter some research works have also been critically reviewed. The classroom interaction, its aspects, leveland some interactive activities have been further described in the following headings. The third chapter deals with the methodology adopted during the study. Sampling procedure was purposive and random. The researcher used classroom observation checklist and questionnaire for teacher and students as atool for data collection. Similarly, the forth chapter deals with the analysis and interpretation of data collected in the classroom observation checklist and questionnaire. The findings of the research are also mentioned. The last chapter deals with conclusion of the study according to the analysis and interpretation; and some pedagogical suggestions made on the basis of the findings. In the final part of the thesis references and appendices have been included systematically.Item Teachers' perceived roles and challenges in the use of post-method instruction in English classes(Department of English Education, 2023) Adhikari, IndukaAvailable with full textItem Teachers' Perceptions on the Role of Classroom Observation for their Professional Development(Faculty of Education Tribhuvan University, Kirtipur Kathmandu, Nepal, 2016) Jagari, Chakra BahadurThe present thesis entitled " Teachers' Perceptions on the Role of Classroom Observation for their Professional Development " has been conducted to find out teachers 'perception on role of classroom observation for TPD. For this purpose, I selected thirty secondary level Englsih teachers from Nuwakot district and questionnaire was main research tool. The schools were selected by using Judgmental non-random sampling procedure. The main finding of the study was 'classroom observation play effective role for TPD'. The teachers were motivated from feedback provided by observer. Classroom observation helps to maintain the discipline in the classroom and helps teachers engaging in problem solving that occur in the classroom and then applying the new ideas. Classroom observation also help to improve lesson presentation in the class, making teaching materials, improve the way of using visual materials in the classroom and developed the communicative competence of the teachers. The study is divided into five chapters. The first chapter is introductory part. It includes background of the study, statement of the problem, objectives of the tidy, research questions, significance of the study, delimitations of the study and operational definitions of key terms. The second chapter deals with review of related literature and conceptual framework. The third chapter includes research design, population, sample and sampling strategy, study area, data collection tools and techniques, data collection procedure. The fourth chapter includes analysis of data and interpretation of results and summary and findings. In this section, both simple statistical and descriptive approach are used. The fifth chapter includes conclusion and recommendations. The references and appendices are included at the concluding part of this thesis.Item Teachers’ Beliefs on And Practices of Using Learners’ Mother Tongue in EFL Classrooms(Faculty of Education, Tribhuvan University Kirtipur, 2016) Bhat, ThakurThe thesis entitled "Teachers‟ Beliefs on and Practices of Using Learners‟ Mother Tongue in EFL Classrooms" is an attempt to find out teachers‟ beliefs on use of mother tongue in ELT classrooms and to find out the practices of using learners‟ mother tongue in English classroom. I collected the data by administrating the questionnaire to 10 teachers of higher secondary schools of Kanchanpur district and 20 classroom observations of those teachers i.e. two of each teacher by using classroom observation checklist. They were from different higher secondary schools of Kanchanpur district. Two types of questionnaire (close-ended and open-ended) and classroom observation checklist were employed to elicit data. The sample of the study was selected through purposive non-random sampling procedure. The data were analyzed and interpreted in order to find out their beliefs and practices of using mother tongue in EFL classroom. I had conducted survey research to achieve the objective of the study. The major findings of the study show that mother tongue use in ELT classrooms is believed as positive and should be used in English classroom by teachers. The teachers used it for teaching difficult vocabulary, abstract concepts, to teach poems and other forms of literary genres/literature. Most of the teachers used mother tongue 10 to 15 minutes in English classrooms at higher secondary level. Moreover, it was believed that use of mother tongue is beneficial at higher secondary level in EFL classrooms; but it was also found that overuse of mother tongue in EFL classroom may hinder learning of the students. It is recommended that teachers are required to get training regarding appropriate and judicious use of mother tongue in EFL classrooms. This thesis consists of five chapters. The first chapter is introduction which consists of background of the study, statement of the problem, objectives of the study, research questions, significance of the study, delimitations of the study and operational definitions of the key terms. The second chapter includes review of related literature and conceptual framework that consists of review of theoretical literature, review of empirical literature, implications of the review of the study and conceptual framework. Similarly, the third chapter deals with methods and procedures of the study which covers design of the study, population, sample and sampling strategy, research tools and techniques, sources of data, data collection procedures, data analysis procedures and ethical considerations. Likewise, the fourth chapter includes the analysis and interpretation of the data. Furthermore, fifth chapter includes findings, conclusion and recommendations. Finally, the references and the appendices, which are necessary for the validation of the research, have also presented.