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Item Difficulties in Learning Algebraic Word Problem(Department of Mathematics Education, 2019) Chapagain, Devi PrasadThe purpose of this study was to investigate the difficulties and analyze the causes of difficulties in learning algebraic word problem of grade ten students. This study was based on mixed method design with sample of all grade ten students of three public schools of Kirtipur, selected by random sampling. I used the achievement test of algebraic word problems for all students of related schools and interview guideline for three teachers and fifteen students who achieve less marks in respective test, as the tools of data collection. Mean and percentage were used to determine the difficulties. I categorized the difficulties in the areas of understanding, application, solving process and generalization. Regarding as above categories, I found that most of the failure in algebraic word problems were on translating and representing verbal problem into algebraic expression, equations by using variables and symbols, difficulties in applying problems to manipulate formulas, apply different given conditions, difficulties in calculation problems in arithmetic operation, difficulties in generalization of pattern etc. Also the students had some cause of difficulties which were lack of pre knowledge. There was no proper interaction between teachers and students. Most of the students did not practice sufficiently at home. Moreover, lack of motivational role of parents and teachers is also the causes of students’ difficulties in learning algebraic word problems.Item Language Learning Strategies Adopted by Bachelor Level Students(Department of English Education, 2011) Mahat, RinaThis research entitled “Language learning strategies adopted by the bachelor level students” is an attempt to find out the strategies adopted by the students in learning at class. It also aims to point out the problems faced by them while studying at that level. In order to achieve these objectives, two research tools – questionnaire for students and class observation form were prepared. Two colleges of Kathmandu district were selected for the collection of data. Twenty-five students were selected from each college. The researcher distributed the questionnaire to the selected students and also observed their classes for six days focusing on the strategies of language learning. A very divergent situation was found in the strategies of language learning. It was varied from students to students. No fixed strategy was found in language learning at Bachelor level. The condition of language learning to the respective level was found satisfactory. Though, there was the maximum use of memory strategy, students were using other strategies too. It was found that students were facing with different problems in language learning. This thesis consists of four chapters. Chapter one defines the study in terms of general background of the learning strategy, its types, review of the related literature, objectives of the study and significance of the study. Chapter two deals with methodology i.e. how the research was carried out. This chapter includes sources of data, sampling procedure, tools, and process of data collection and limitations of the study. The analysis and interpretation of the data has been presented in chapter three. Simple statistical tools and charts have also been used to make presentation and interpretation more vivid. On the basis of analyzed data, some findings and recommendations have been pin pointed in chapter four.Item Teaching Culture in the Classroom: Binding the Gap Between Teachers' Perspectives and Students’ Needs(2009) Dhakal , Ganesh PrasadIn the present context of Nepal, a number of governmental, non-governmental and private organizations have taken a nationwide initiation to provide children with the quality education. To accomplish this objective, the programs like EFA, SESP, TEP, food for education program, Japanese grant for the development of school physical facilities have been executed with the active involvement and contribution of these organizations. These programs have mainly contributed to creating enabling environment in Nepalese schools through monitory support, development of physical infrastructure and capacity building of human resources. Despite these initiatives, the existing performance level of public school students is relatively low as compared to that of private school students. Hence, it is in this context that the present research has aimed to examine and explore the present scenario of the classroom environment, which is one of the responsible factors for overall students’ performance. This study made an attempt to undertake four objectives such as to explore actual teaching learning culture, pedagogical processes, stakeholders’ perceptions and problems faced by them, and finally to suggest some solutions in overcoming these problems. In pursuit of these objectives, the findings of the study were explored from detailed and systematic observation of different aspects of classroom culture in respect of teaching and learning activities, and from expressions and experiences of different stakeholders. Similarly, field information has been analyzed in terms of different theories, principles and the concepts available in different literatures. The research tools adopted in the present work are basically open observations of the classrooms and an in-depth interview with the stakeholders. The information about classroom teaching culture and stakeholders’ perceptions in relation to democracy, equity, child friendly and learner centered classroom activities were also compiled and analyzed. To analyze information, data were grouped into different main headings and sub headings. In this process I have analyzed information keeping the literature in view and linking them to different theories. In the same way, the data from the field were triangulated for its validation. Most of the teachers were found to carry remarkably structured, traditionally routed, cultured and power centric characteristics in the actual classroom activities. The major lacking on the part of teachers in the actual classroom situation is that they were not able to contextualize and generate knowledge when they involved students in teaching learning activities. Furthermore, they were not enthusiastic enough to make maximum utilization of their knowledge by using resources available. They mostly treated all individual students equally instead of identifying and addressing their personal needs. They did not understand themselves as a supporter of students, and presented themselves as an authoritarian in the classroom. It is interesting to note that teacher as a powerful authoritarian employed the same traditional model of transmitting knowledge to students. The present work revealed that teachers did not produce new ideas with the active involvement of students in the classroom so that they create an environment in which they can actualize students’ potentials. Thus, the present classroom practices driven by such a trend of teachers fail to solve the students’ needs. Eventually, facts and information elicited from the observations did not agree consistently with the perceptions and expressions of stakeholders. However, the opinions of the stakeholders were found consistently similar. The present scenario after all showed in general that the classroom culture could not address the children’s needs.