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ISSN Approved Journal No: 2456-3315 | Impact factor: 8.14 | ESTD Year: 2016
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Impact Factor : 8.14
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| Paper Title: | Content Analysis on the Ethiopian Mathematics Textbook for Grade-10 and Teachers’ Perspectives: Challenges and Implications to Teachers’ Instructional Practices |
| Authors Name: | Abreha Tesfay Weldeslassie , Girmay Negash |
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IJRTI_189978
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| Published Paper Id: | IJRTI2406012 |
| Published In: | Volume 9 Issue 6, June-2024 |
| DOI: | |
| Abstract: | The purpose of teaching and learning is to equip students with knowledge, attitude, and skills. It strengthens the overall students' capacity, opens room for students to become competent and problem solvers in the real-world of daily-life activities, if not so it is meaningless and empty. The objective of this study is to identify problems and strengths of grade-10 mathematics textbook, identify factors affecting instructional practices and recommend corrective measures, policy directions, share experiences among teachers, practitioners, policy makers, and the education community. The study employed mixed research approach employing content analysis and conducting survey on grade-10 mathematics teachers from randomly selected schools. Findings indicated that a large number, 35 (55.70%) out of 62 textbook activities are purely assigned for the concept of functions; polynomial, trigonometric, exponential and logarithmic. The geometry part (measurement, coordinate and plane geometry) took a total of 21 (33.87%) activities indicating that little emphasis is given to geometric concepts. The remaining 6 (9.68%) activities are assigned for solving inequalities. Most activities focus on lower-level cognitive objectives (44.83% for remembering). It can be concluded from the findings that the voluminous nature of the textbook (Mean =4.00, S.D.=1.3801), low interest of students towards mathematics learning (Mean=4.6190, S.D.=0.5754) and mathematical misconceptions, high rate of migration (including students and young teachers), lack of continuous training (Mean=3.4762, S.D.=1.4013), lack of parents’ support (Mean = 3.7143, S.D.=1.1606) and low living standard of teachers are among the major factors affecting teachers’ instructional practices. The bold idea found then is that most teachers have high interest in teaching, but their moral in practice is dead. |
| Keywords: | Behaviorism, Cognitive objectives, Constructivism, Content Analysis, Instructional Practices, Mathematics textbook, Misconception |
| Cite Article: | "Content Analysis on the Ethiopian Mathematics Textbook for Grade-10 and Teachers’ Perspectives: Challenges and Implications to Teachers’ Instructional Practices", International Journal of Science & Engineering Development Research (www.ijrti.org), ISSN:2455-2631, Vol.9, Issue 6, page no.74 - 84, June-2024, Available :http://www.ijrti.org/papers/IJRTI2406012.pdf |
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2456-3315 | IMPACT FACTOR: 8.14 Calculated By Google Scholar| ESTD YEAR: 2016 An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.14 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator |
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Published Paper ID: IJRTI2406012
Registration ID:189978
Published In: Volume 9 Issue 6, June-2024
DOI (Digital Object Identifier):
Page No: 74 - 84 Country: -, -, Ethiopia Research Area: Mathematics Publisher : IJ Publication Published Paper URL : https://www.ijrti.org/viewpaperforall?paper=IJRTI2406012 Published Paper PDF: https://www.ijrti.org/papers/IJRTI2406012 |
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ISSN: 2456-3315
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