Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768453
Title: Introducing Learning Study approach to the teaching and learning of mathematics in Kenyan secondary schools
Author: Odindo, Fredrick
ISNI:       0000 0004 7654 2279
Awarding Body: University of East Anglia
Current Institution: University of East Anglia
Date of Award: 2019
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Abstract:
Recent reports ([KNEC], 2014) have shown that students' performance in the national mathematics examinations in Kenya is weak and have expressed concerns about the pedagogical methods adopted by teachers. The Kenyan Government has made some interventions in the past, including the initiation of in-service training for mathematics and science teachers in secondary schools. However, performance has not improved significantly ([KNEC], 2014). The purpose of this study is to explore the effect of Learning Study (LS) approach in the teaching and learning of quadratic expressions and equations - one of the topics of concern ([KNEC], 2014). The LS approach promotes collaborative work between teachers. Firstly, they prepare a lesson together, then one of them teaches the lesson while the others observe, and they later meet to reflect on and revise the lesson. In this study and in tandem with the recommendations from the Kenyan Ministry of Education ([MoEST], 2012) for more student-centred learning, the lessons were organised with the students participating in small group discussions followed by a whole-class discussion. The participants of the study included three teachers teaching two Form 3 (16-18 years) classes, and 79 students. I applied a LS design (Lo, 2012) and collected qualitative data from students' pre-and post-lesson tests, classroom observations, individual interviews with the teachers, and a group interview of eight students. Lesson observation data was analysed using a Variation Theory framework (Lo, 2012) and interview data was analysed using thematic analysis (Braun and Clarke, 2006). The findings show that: students adequately learned the topic, experienced positive changes in their attitudes towards mathematics, improved participation and communication in mathematics lessons, and increased their confidence when solving mathematical problems. The teachers appreciated the LS approach, saying that teamwork improved their teaching of the topic and helped them learn from each other. KEY WORDS: Quadratic Expression and Equation, Learning Study, Variation Theory, Collaboration, Group work.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.768453  DOI: Not available
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