Browsing by Subject "Classrooms"
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Item Democratic Classroom Practice in Mathematics Teaching at Primary Level in Myagdi District(Faculty of Education, 2011) Subedi, Mukti PrasadThis study focuses on classroom practices in primary schools in Myagdi District. In particularly, this study attempts to examine the democratic approach in classroom practice in teaching mathematics at primary level through democratic indicators. It also seeks to find aspects of democratic classroom practice and its hindering factors. This is qualitative study related to the classroom life of student in schools. I used semi-structured face to face interviews with class teacher and students and classroom observation form to collect primary data from the four schools of Myagdi District. Among these, two schools are from rural area and two schools are from urban. Related literature, theories and concepts, which are relevant to this study, have been reflected. Learning of mathematics depends upon active participation, creativity discovery and interaction, which are based on democratic classroom practice. Democracy has its own indicators like right of child, participation of child, interaction, facilitation and self-governance, equal opportunity and individual difference, democratic method of teaching and social activities. This study shows that the aspects of democratic classroom practice are active participation, power sharing, fraternity, freedom, interaction and equal opportunities in teaching mathematics at primary level. Likewise factors, which are needed for the democratic classroom practice, are physical facilities, teaching materials, active participation of children, child centered teaching method, interaction and equality. It is found that the factors which hinders for making good democracy in classroom practice are lack of teaching materials and physical facilities, crowded class, lack of student-teacher-parent relationship, activities less curriculum, unknown about democratic teaching method and lack of supervision and inspection. Education leads towards life and life, of course, demands democracy. If so, what harm is there having practice democracy in classroom? No harm rather benefits.Item Difficulties in Learning Trigonometric Problem(Central Department of Education Mathematics, 2019) Paudel, KamalThe major purpose of this study was to explore the difficulties in learning trigonometric problem and analyze its causes at grade IX students. The study was carried out on four private schools of Kaski district that were selected through purposive sampling. In this research I selected hundred students for achievement test. Among them seven students, whose performance is not satisfactory were selected for interview. The case study research design was used in this qualitative research. Data were collected from diagnostics test, observation and in-depth interview schedules. The collected data was analyzed by general inductive approach. After collection the data from the achievement test, class observation and interview, difficulties in learning trigonometric were categorized in two topics as conceptual and procedural difficulties. Similarly the causes of difficulties in learning trigonometry were categorized as motivation, pre-knowledge, home/school environment, student's attitudes and misconception. In conceptual difficulties: students had difficulties in mathematical definition, symbolizing of mathematics terms, mathematical representation and notation. Similarly in procedural difficulties; students had difficulties in using formula, making connection between definition and problem, findings significant value, separating and multiplying the power of trigonometric terms and visualizing the objects. For the above difficulties reason involve that lack of conceptual knowledge, less practice at home, lack of confidence, teaching method, student's attitude towards trigonometry. Student didn't give clear solution of trigonometric problem. It is necessary to find suitable strategy to cover most of these difficulties for improving student's conceptual and procedural difficulties in trigonometry. The results of this analysis can help to select and design effectiveness learning strategy to rectify the mentioned difficulties.Item Girls’ Perception of Social Justice in Mathematics Classroom(Department of Mathematics Education, 2019) Parajuli, SaritaThis study focused on “Girls‟ Perception of Social Justice in Mathematics Classroom”. The objectives of this study were to explore the girls‟ perception of social justice, to find out the challenges faced by the teachers to maintain social justice and to find out the strategies for reducing the challenges of maintaining social justice in mathematics classroom. In dealing with such objectives, I applied interpretive qualitative research design and ethnography approach to explore the multiple realities through the methods of open-ended interview, observation and as a research tools. Five girl students were selected from the Central Department of Education, Department of Mathematics Education Kirtipur , Kathmandu through purposive sampling. Three mathematics teachers and two Math educators were also selected as a sample of this study. The data analysis went through multiple layers of thematic analysis and interpretations of narratives from interview data. The collected data were analyzed with the help of theories and related literatures. I found that girls understand social justice in mathematics classroom as equity, equality, fairness, social process and caring marginal students. Teachers seemed to provide equal opportunities and access to their students to socially just classroom. The challenges for creating socially just classroom include: diverse students, gender gap, cultural differences, insufficient teaching materials, student absenteeism, different interests of students and marginal students. Thus, the teachers need to apply different strategies such as counseling, group work, linking mathematics on daily life, enjoyment, demonstration and encouragement for reducing the challenges to maintain social justice in mathematics classroom. Such strategies are likely to give new and practical ways to understand the issues of social justice in mathematics classroom. Also make the mathematics classroom more inclusive and justifiable.Item Promoting Mathematics Learning Culturally Diverse Classroom(Department of Mathematics Education, 2021) Niroula, Netra ManiThe main concern or area of this study was “Promoting mathematics learning in culturally diverse classroom”. The objectives of the study were to explore the causes of students' difficulties in mathematics learning of culturally diverse classroom and also to identify the teaching approaches used by teacher to promote the students' mathematics learning in culturally diverse classroom. The descriptive ethnography approach was adopted to conduct the study for convenience under the qualitative research method. This study was bounded in only Maijogmai Gaupalika of Illam district and also this study was only delimited on Shree Amarkalyan Secondary School Maijogmai-1 of Illam district. In-depth interview, classroom observation, document reviews were used as tools for data collection. This study was conducted with the sample of four mathematics students, two head teacher and two mathematics teachers. The researcher observed classroom for five days and interviewed with related students, Head teacher, mathematics teacher and parents. Collected information were analyzed and interpreted with the help of conceptual framework and linking with theoretical construction. The study found that, lack of culture friendly curricular materials, mathematics anxiety, traditional teaching learning activities, family's socioeconomic status, discrimination in classroom and home-school mismatch were the difficulties in learning mathematics of culturally diverse students at secondary level. There is mutual relation between culture and learning mathematics. addressing individual differences, arranging co-operative learning, providing opportunities and motivating, connecting cultural phenomena with mathematical contents, making representative parents aware and responsible, creating proper environment of family as well as society, suggesting administrative team for manage extra class, are the effective teaching approaches for the culturally diverse classroom at school. It has also concluded that mathematics teaching and learning ways from the schooling is not good. Existing school mathematics teaching learning practices seem failing to address social and cultural needs of the students.Item Relevance of translation as a course(Faculty of Education Tribhuvan University, Kirtipur Kathmandu, Nepal, 2010) K.C., PremThis research work entitled “Relevance of Translation as a Course” was carried out to find out the perception of students on relevancy of teaching of translation academically in ELT syllabus. I used both primary and secondary sources of data in this study. I purposively selected four campuses- Department of English Education, Kirtipur, Mahendra Ratna Campus, Butwal Multiple Campus and Tansen Multiple Campus. And 35 students were selected from Department of English Education, 20 from Mahendra Ratna Campus, 15 from Butwal Multiple Campus and 10 from Tansen Multiple Campus using not random judgmental sampling procedure. They were given questionnaires for the collection of primary data. This study shows that majority of the students found translation as a relevant in the sense that it developed language skills and vocabulary aspect of language and provided the skills of translating text into second language without loosing its meaning. Likewise, majority of the students i.e. 90% expressed that it was a practical subject in career development. This thesis consists of four chapters. The first chapter introduces the study with general background i.e. importance and scope of translation; teaching of translation and translation: situational study in case of Nepal. This chapter also deals with the review of literature, the objectives and significance of the study. The second chapter deals with procedures adopted to carry out the research. It contains the information on the sources of data, sampling procedure, tools, process of data collection and limitations of the study. Similarly, the third chapter consists of the analysis and interpretation of the data collected through questionnaire. The fourth chapter deals with the major findings of the study on the basis of analysis and interpretation of the data. It also deals with some recommendations made on the basis of findings of the study. Finally, the fourth chapter is followed by the references and appendices.Item Strategies to Promote Equity in Socio-Culturally Diverse Mathematics Classroom(Central Department of Education Mathematics, 2019) Khanal, Tej BahadurThe major focus of this study was to carry out the strategies use by teachers to promote equity in socio-culturally diverse mathematics classroom. The objectives of this study were to find out the problems faced by teacher while managing equity in culturally diverse mathematics classroom and to explore the strategies used by teacher for the ‘promotion of equity’ in culturally diverse mathematics classroom. This study has addressed the research questions, why do teachers face obstacles while managing equity? And how and what strategies do adopt mathematics teachers for ‘promoting equity’? Qualitative with ethnography approach was the research design for this study. Classroom observation, semi-structured interview, documents analysis were the main tools of this research. The data were collected from Shree Mangal Higher Secondary School, Kirtipur. I used purposive sampling to select the participants for the study. The participants of this study were two mathematics educators, two mathematics teachers and four students from class seven and four students from class nine. Altogether twelve persons were there during the data collection. From the analysis of data, it was found that teachers faced problems were; to select appropriate medium of instruction, poor achievement of students from basic level, limitation of time to complete full course, poor responsible of parents and school administrative team to arrange extra class and un-contextual curriculum. Likewise, strategies that were used by teacher to promote equity were addressing individual differences, arranging co-operative learning, providing opportunities and motivating, connecting cultural phenomena with mathematical contents, making representative parents aware and responsible, creating proper environment of family as well as society, suggesting administrative team for manage extra class, following democratic behavior with all students and regular unit test, weekly test and terminal test for promotion of equity.Item A Study on Mathematics Classroom Management and Its Effect on Students Achievement at Secondary Level(Faculty of Education, 2011) Thapa, Ram BahadurThis study focuses on classroom management in secondary level of Kaski District of Nepal. In particular, this study attempts to examine the physical resources management and discipline management in mathematics classroom. This study tries to explain the existing situation of physical resources, problems created due to the facilities in the school, disciplinary problems in the students and impact of disciplinary problems in mathematics learning. This is a qualitative study related to the classroom behavior of students and situation of physical facilities in the schools. Observation form for the researcher, questionnaire for the teachers and students with unstructured interview schedule for the students were used to collect primary data from the eight community schools of Kaski District. The study is concerned to the physical resources, facilities, classroom condition and disciplinary problems in mathematics classroom It also tries to explore their effect in mathematics achievement. The study shows that the condition of classroom was not good in most of the schools. There was no use of sufficient teaching materials, clean drinking water etc. Due to the student's absence in their class, carelessness in preparing the next day lesson, making unnecessary noise, highly affects in their mathematics learning Those physical and disciplinary problems were found to be influential factors on learning and achievement of students. The analysis of data concluded that the achievement of students in mathematics is better in school with well physical and disciplined than not well physical and disciplined ones.Item Teachers' Skills at Managing Disruptive Classroom Behaviour in ELT(Central Department of Education English, 2012) Dhakal, NilkanthaAvailable With Full TextItem Teaching English in Multilingual Classrooms: Challenges Faced and Strategies Employed(Central Department of Education English, 2019) Oli, NabarajThe present study entitled "Teaching English in Multilingual Classrooms:Challenges Faced and Strategies Employed" has main objectives to identify thechallenges faced by English language teachers in multilingual classroom and toexplore the possible strategies they use to deal with them. The design of this studywas case study. The data were collectedby using semi-structured interview andclassroom observation. The total sample were four English language teachers fromsecondary and basic schools of Tehrathum district, Aathrai Rural Municipality. Totake the sample for the study, I adopted non-random convenience samplingprocedures. I analyzed and interpreted the collected data from descriptive point ofview. After the analysis and interpretations of data, it has been found thatmanaging teaching materials, learner's interest, medium of instruction, mixedability class, learner's participation, and individual awareness and discipline arethe main challenges. The strategies they used to face challenges are feel confident,develop rapport, teach with well-planned lesson, create student centeredenvironment,use of ICT, body language, teaching materials, mother tongue as amedium of instruction. This study consists of five chapters. Chapter one deals with introduction whichincludes background of the study, statement of the problem, objective of the study,research questions, significance of the study, delimitation of the study andoperational definitions of the key teams. And, Chapter two deals with the reviewof the different literatures and conceptual framework of the research. Similarly,chapter three deals with the methodology adopted for the study in terms of sourcesof data, population of the study, sampling procedure, tools and process of datacollection and ethical consideration. Likewise, chapter four contains the analysisand interpretation of the data collected from informants. Finally, chapter five dealswith the findings, conclusion and recommendations of the study.