Browsing by Author "Ramsawak-Jodha, Nalini"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Post graduate Diploma in Education students' perspectives about the factors that contribute to effective classroom practice at the secondary school [PowerPoint presentation]
    (2013-06-24) Ramsawak-Jodha, Nalini
    Based on the perceived need for information from the developing world about secondary school teachers' perspectives on the factors that contribute to effective classroom practice, this study sought to determine 1) how the factors that contribute to effective classroom practice from the literature correspond with those identified by the PG Diploma in Education (Dip.Ed.) students at the School of Education at the St. Augustine Campus of The University of the West Indies; 2) whether there are differences in perceptions about the factors that contribute to effective classroom practice with respect to (a) age, (b) gender, (c) environmental context, and (d) subject taught; 3) whether teachers' perspectives of the factors that contribute to effective classroom practice differ after they complete the Dip.Ed. programme; and 4) the relationship among the factor groupings that contribute to effective classroom practice. A questionnaire was used to collect data from the 86 (20 male and 66 female) in-service teachers enrolled in the Dip.Ed. in 2010. Results of the data analysis suggest that the factor groupings are different to the original ones suggested. No significant differences in perceptions appear to exist. Further analysis is being carried out
  • Thumbnail Image
    Item
    Reflection on the Effects of Concrete Mathematics Manipulatives on Student Engagement and Problem Solving in Three Secondary Schools in Trinidad and Tobago
    (School of Education, UWI, 2020) Roberts, Jozette; Phipps, Sasha; Subeeksingh, Diandra; Jaggernauth, Sharon Jacqueline; Ramsawak-Jodha, Nalini; Dedovets, Zhanna
    This paper reports and reflects on three studies that explored changes in students’ engagement in learning mathematics, and their ability to solve mathematics problems in three secondary schools in Trinidad and Tobago. Concrete manipulatives were integrated into mathematics instruction over 4 weeks in Trigonometry at two sites, and Set Theory at one site. The individual studies employed multi-method quasi-experimental, single-group action research designs. Student and teacher journals, observation checklists and notes were analysed using thematic analysis to identify themes related to student engagement. T-tests were computed to determine whether students perceived that engagement changed over their exposure to the intervention. Students’ ability to solve mathematics problems was investigated via t-tests to determine whether their pre- and post-intervention achievement scores differed significantly, as well as qualitative analysis of their solutions to mathematics problems in the respective units. There was observable evidence of improvement in engagement, in learning, and problem-solving ability at the three sites. The findings across research sites suggested that students responded favourably to the integration of manipulatives into instruction. Reflections on these findings suggest that though they are specific to the three schools, they are consistent with research outcomes in research literature and support the integration of manipulatives into mathematics instruction to improve student engagement in learning and mathematics problem solving.
  • Thumbnail Image
    Item
    A study of the factors which contribute to effective classroom practice in secondary school mathematics
    (2012-05-22) Ramsawak-Jodha, Nalini
    This study sought to identify the factors that contribute to effective classroom practice in secondary school mathematics. The focus of this report was on development of the data collection instrument of the study. It explored the process of developing, pilot testing, analysing and revising the instrument, and presents the final instrument that will be used in the data collection process
  • Thumbnail Image
    Item