Browsing by Subject "School education"
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Item Coherence and Cohesion in Dialoguewriting(Department of English Education, 2011) Gairhe, Krishna HariThe present thesis is a study on coherence and cohesion in writingdialogue. The main objective of the study was to find out and analyze theuse of coherence and cohesion in terms of private and community schoolregarding gender wisecomparison. The researcher collected data fromthe students studying in secondary schools in Tanahun district. Thesample population consisted of 80 students and they were selected byusing simple random sampling procedure. After collecting the data, thestudents’ achievement was analyzed on the basis of ranks and percentagethey secured. It was found out that the students studying in Tanahundistrict were good in achieving coherence andcohesion in dialoguewriting. It is, however, recommended that students should be encouragedto write guided and free dialogues as well. This research study consists of four chapters. Chapter one deals withgeneral background, review of related literature, objectives of the studyand significance of the study. Chapter two includes the methodology. Itconsists of sources of data, population of the study, tools for the datacollection, process of data collection and the limitation of the study.Chapter three includes analysis, interpretation and explanation of data.Finally, chapter four consists of findings and recommends of the study.The findings and relevant recommendations have been presented on thebasis of analysis and interpretation of the data. This chapter is followedby references and appendices.Item Factors Associated with under-Achievement in Mathematics at SLC Examination(Faculty of Mathematics Education, 2015) Bhattarai, DurbashaThis study was carried out the root cause of under-achievement in mathematics at SLC examination. Although mathematics has been given an important place in Curricula of all levels of school education, most students' under-achievement in this subject at SLC examination, the investigator undertook this particular study for the purpose to find out the root cause of under-achievement in mathematics at SLC examination. The main objectives of this study was to indentify the cause of under-achievement in mathematics in SLC examination and to identify the ways to minimized the rate of under-achievement in mathematics in SLC examination. The study was based on descriptive survey design. All the mathematics teachers and students who were teaching and studing mathematics in public secondary schools of Khotang district. There are 25 teachers and 80 students were sample population of the study. Mathematics teachers are taken from TPD training programme who were organized by NCED. In order to develop the tools for the study, the researcher first studied the school mathematics curriculum and textbook prescribed for secondary level. Then he developed the questionnaire to be distributed secondary level students, mathematics teachers and head teacher for assessing the various aspects of factors of under-achievement in mathematics at SLC examination. The developed questionnaire were distributed to 25 randomly selected secondary schools teacher and the same questionnaires were distributed to 80 randomly selected students. Students' performance is low in classes because of lack of teaching materials and drill practice. Similarly, the subject teachers don't check homework and classwork regularly. There was no proper management of subject teacher lack of checking homework as well as class works in the class. no proper educational environment of the students house and school. Large number of questions are in the examination while teaching, teachers focus only on the limited number of talented students. The finding of this study will be helpful for policy makers, stakeholders, authors and management committee of the institutions to carry out the policy towards better achievement of the students in mathematics at SLC exam. The Ministry of Education should review the curriculum to make it relevant and flexible to the diverse needs of different regions and background of the students. The researcher's conclusions can be used in practice to uplift the academic status of the students in every education institution. Since it is found that the mathematics achievement of under-achievement student are more affected by school environment, effective classroom teaching time variables and low affected by physical facilities and interest of learner. The study of this kind should be conducted at all levels of schools and in other subjects as well.Item Opportunities and challenges of digital technology in teaching-learning mathematics(Department of Mathematics Education, 2022) Acharya, GangaThis is the research on" opportunities and challenges of digital technology in mathematics education" main objectives were to explore the existing practices of digital technology in teaching and learning mathematics, to find out opportunities and challenges of the teacher using digital technology in teaching mathematics, and to explore opportunities and challenges of the students using digital technology in mathematics learning. Thus this study is based on the ethnography research design on the theoretical basis of the Connectivism theory. For this study, one school of Kathmandu valley, Sitapaila Secondary School was selected. The data were collected through the interview guidelines, observation guidelines, and focus group discussion. To meet the purpose of study one mathematics teacher for interview and class ten students for focus group discussion were selected. The data were analyzed and interpreted by different themes based on the conceptual framework and generated the different codes according to the response of participants and the triangulation method, member checking, and field observations. The study concludes that the use of technology in mathematics learning is increasing day by day and mostly mathematics teachers and students are using digital technology in mathematics teaching and learning. Also, digital technology provides a great opportunity for schools and universities in developing and improving their teaching and learning processes. Technology provides additional opportunities for learners to see and interact with mathematical concepts. Digital technology in teaching and learning mathematics was rarely used before lockdowns. After the pandemic situation of coronavirus, the school and universities were unable to run physical classes for a long time then started using digital technology in the teaching-learning sector highly. Mathematics teacher of Sitapaila Secondary School, Nagaarjun-4 using the laptop with projectors in the classroom to teach geometry and algebra. Most of the students are used YouTube and google. For the conceptual development of mathematics, one of the abstract subjects, the learning is being more effective by the use of digital technology in teaching-learning mathematics there are many opportunities and challenges faced by teachers and students.Item Status of Social Media in School Education of Kathmandu District(Department of Information Communication Technology, 2022) Bhusal, BikashAvailable with full textItem Use of ICT in mathematics at secondary school of Kathmandu district(Department of Mathematics Education, 2019) Rawal, MohanThis study focuse don the use of ICT in teaching mathematics at secondary school of Kathmandu district. The objectives of this study were to measure the status of using ICT tools in teaching mathematics and to explore the confident level of mathematics teachers in using ICT while teaching mathematics. This study adopted the survey design using the instruments likequestionnaire, u-test and t-test was applied to analyze the data. 50 secondary schools and 149 mathematics teachersof Kathmandu district were thesample of the studywhich were selected using the purposive sampling technique. The finding of the study shows that online resources, mathematical software, mobile apps are used less whereas the tools of ICT are frequently used while teaching mathematicsat secondary school of Kathmandu district. The use of online resources, mathematical software and mobile apps is poor results. The null hypothesis is accepted through the u-test and t-test and compared with tabulated value therefore there was no significant difference in school type, age, gender, teaching experiences, appointment type and ICT training on teaching mathematics.This study has made recommendation, that the use of ICT in teaching mathematics should be used as an important ICT in mathematics.