Strategies Used in Assessing Mathematics of Teacher Trainees and Effect on the Mathematics Taught in Primary Schools in the South West Region of Cameroon

International Journal on Integrated Education (IJIE)

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Field Value
 
Title Strategies Used in Assessing Mathematics of Teacher Trainees and Effect on the Mathematics Taught in Primary Schools in the South West Region of Cameroon
 
Creator Betangah, Forteck Aloysius
 
Subject Strategies used in assessing
Primary School Teacher Training Colleges
Teaching of mathematics in primary schools
 
Description This study ‘strategies used in assessing mathematics of teacher trainees and effect on the mathematics taught in primary schools in the South West Region of Cameroon’ was carried out quantitatively with the use of the survey design. All 31 mathematics teacher trainers of teacher training colleges in the South West Region of Cameroon constituted the accessible population. Data was collected with the use of a questionnaire made up of 10 close ended items. Spearman rank correlation was used to analyse the date and the results show that the strategies used in assessing mathematics of teacher trainees have no significant effect on the mathematics taught in primary schools in South West Region. Based on the findings, it is recommended that the coefficient of mathematics in PSTTC could be increased to be among the highest as is the case in primary and secondary schools, mathematics could be assessed in the end of course examination as an independent subject with same high coefficient as general pedagogy, mathematics could be among the subjects to be compulsorily assessed during teaching practice at the end of course examination, and the assessment of student teachers when they teach mathematics during teaching practice could be done solely by mathematics teacher trainers.
 
Publisher Research Parks Publishing LLC
 
Date 2021-12-31
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://journals.researchparks.org/index.php/IJIE/article/view/2577
10.31149/ijie.v4i12.2577
 
Source International Journal on Integrated Education; Vol. 4 No. 12 (2021): IJIE; 292-304
2620-3502
2615-3785
10.31149/ijie.v4i12
 
Language eng
 
Relation https://journals.researchparks.org/index.php/IJIE/article/view/2577/2475
 
Rights Copyright (c) 2021 Forteck Aloysius Betangah
https://creativecommons.org/licenses/by/4.0
 

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