Citation

Patterns of teaching styles and active teaching: Do they differ across subjects in low and high performance schools?

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Abstract:

Research on quality of education tends to focus more on inputs, outputs and outcomes. In Kenya, within the same locality, there exist schools that persistently perform well and others that persistently perform poorly in standardized national examinations. Investigating the patterns of teaching styles and active teaching across subjects and between low and high performing schools gives us an opportunity to have a deeper understanding of what could account for differences between these schools. The paper is anchored on a general framework of opportunity to learn to pattern the teaching styles and active teaching, and proceeds to find out what teacher and school related factors accounts for these patterns. Data was collected in 72 primary schools spread across 6 districts. We use video recordings of 213 lessons in Math (72), Science (71) and English (70) and interviews with grade six subject teachers. Results show that half of the lessons were taught less than 35 minutes. The dominant teaching activities were individual seat work, recitation and whole class chorus in Math, English and Science lessons respectively. Overall, active teaching accounted for 62% of the lesson time. One way ANOVA results show insignificant variation between subject and school category on active teaching and a significant variation between school categories on school performance in maths. However, the patterns of teaching and active teaching did not significantly explain the variation in school performance in both low and high performing schools; this therefore may not be the source of differential performance between the school categories.

Author's Keywords:

Teaching styles, active teaching, Maths, Science, English
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492318_index.html
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MLA Citation:

Ngware, Moses. and Mutisya, Maurice. "Patterns of teaching styles and active teaching: Do they differ across subjects in low and high performance schools?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492318_index.html>

APA Citation:

Ngware, M. and Mutisya, M. "Patterns of teaching styles and active teaching: Do they differ across subjects in low and high performance schools?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492318_index.html

Publication Type: Panel Paper
Abstract: Research on quality of education tends to focus more on inputs, outputs and outcomes. In Kenya, within the same locality, there exist schools that persistently perform well and others that persistently perform poorly in standardized national examinations. Investigating the patterns of teaching styles and active teaching across subjects and between low and high performing schools gives us an opportunity to have a deeper understanding of what could account for differences between these schools. The paper is anchored on a general framework of opportunity to learn to pattern the teaching styles and active teaching, and proceeds to find out what teacher and school related factors accounts for these patterns. Data was collected in 72 primary schools spread across 6 districts. We use video recordings of 213 lessons in Math (72), Science (71) and English (70) and interviews with grade six subject teachers. Results show that half of the lessons were taught less than 35 minutes. The dominant teaching activities were individual seat work, recitation and whole class chorus in Math, English and Science lessons respectively. Overall, active teaching accounted for 62% of the lesson time. One way ANOVA results show insignificant variation between subject and school category on active teaching and a significant variation between school categories on school performance in maths. However, the patterns of teaching and active teaching did not significantly explain the variation in school performance in both low and high performing schools; this therefore may not be the source of differential performance between the school categories.


Similar Titles:
Does teaching practice explain differences in learner achievement in low and high performing schools?

Assessing the gender differences in maths teaching and learning across low and high performing primary schools in Kenya

Teaching Styles, Learning Styles and the Road between: A Survey of High School Students’ Attitudes and Perceptions


 
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