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首页> 外文期刊>Mathematical Theory and Modeling >Teachers’ Perceptions of Students’ Mathematics Guidance and Counselling Needs: A Case of Secondary Schools in Maara District, Kenya
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Teachers’ Perceptions of Students’ Mathematics Guidance and Counselling Needs: A Case of Secondary Schools in Maara District, Kenya

机译：老师对学生数学指导和辅导需求的看法：以肯尼亚马阿拉区的一所中学为例

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School counsellors collaborate with teachers, parents, school administrators and the local community in an attempt to influence students’ academic, social, personal and career domains. Basically, mathematics teachers hold key information necessary for identifying pertinent guidance and counselling needs related to students’ achievement in the subject. Therefore, to facilitate school counsellors’ role in providing comprehensive mathematics counselling services to students, this study sought to assess teachers’ perceptions of students’ mathematics guidance and counselling needs in secondary schools within Maara District, Kenya. The study utilized the descriptive survey research design on a sample comprising Heads of Mathematics Departments from 48 secondary schools in the District. Questionnaires were used for the collection of desired data which was analyzed by use of Statistical Package for Social Sciences version 17.0. The findings indicated that secondary school students needed mathematics guidance and counselling services regarding attitude, study habits and test orientation. Thus, it was recommended that guidance and counselling programmes emphasize treatment of students’ negative attitude, study habits and test orientation in order to enhance progress in mathematics achievement. Key Words: Counselling, Mathematics, Perceptions, Assessment.
机译：学校辅导员与老师，家长，学校管理人员和当地社区合作，以影响学生的学术，社会，个人和职业领域。基本上，数学老师会掌握必要的关键信息，以确定与学生在该学科中的成就相关的指导和咨询需求。因此，为促进学校辅导员在向学生提供全面的数学辅导服务中的作用，本研究旨在评估教师对肯尼亚马阿拉区中学对学生数学指导和辅导需求的看法。该研究对包括来自该地区48所中学的数学系负责人的样本进​​行了描述性调查研究设计。使用问卷调查表收集所需数据，然后使用“社会科学统计软件包” 17.0版进行分析。调查结果表明，中学生需要有关态度，学习习惯和考试方向的数学指导和咨询服务。因此，建议引导和咨询程序强调对待学生的消极态度，学习习惯和考试方向，以促进数学成绩的进步。关键词：辅导，数学，知觉，评估。

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