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首页> 外文期刊>Journal of Education and Practice >Teachers’ characteristics and students degree of errors in different content areas in senior secondary certificate examination in mathematics
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Teachers’ characteristics and students degree of errors in different content areas in senior secondary certificate examination in mathematics

机译：数学高级中学证书考试中不同内容领域的教师特征和学生错误程度

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The study objective was to determine the influence mathematic teachers’ characteristics on errors made by students in different content areas. Ex-post facto design was used to study a sample of 400 students’ scripts drawn from scripts of 18,000 SS3 (senior secondary three) students that participated in the West African Examination Council (WAEC) examination; and 100 of their mathematics teachers in two Nigerian States. The sources of data were the students’ answer scripts with a redesigned marking scheme and questionnaire administered on their mathematics teachers. Students’ errors and content areas were respectively categorized into four areas for analysis. Chi-square test, ANOVA, and multiple regression analyses were used to analyze the data. The findings revealed that students taught by teachers with WAEC marking experience committed fewer errors than their counterparts taught by teachers without WAEC marking experience. The mean achievement scores of students taught by WAEC examiners significantly differed from that of those taught by non-WAEC examiners. Teachers’ qualifications and competence affected the type and degree of students’ errors. It is recommended were that mathematics teachers should be encouraged to attend WAEC script-marking workshop (tagged “coordination”), even if they may not participatee the actual marking, and regular workshops and seminars be organized for mathematics teachers.
机译：研究目的是确定数学老师的特征对学生在不同内容领域所犯错误的影响。采用事后事实设计，研究了400名学生的脚本样本，这些样本是从参加西非考试委员会（WAEC）考试的18,000名SS3（高中三年级）学生的脚本中提取的;尼日利亚两个州的100名数学老师。数据源是学生的答案脚本，其中包括重新设计的评分方案以及对数学老师的问卷调查。将学生的错误和内容区域分别分为四个区域进行分析。卡方检验，方差分析和多元回归分析用于分析数据。调查结果表明，具有WAEC标记经验的老师教给的学生比没有WAEC标记经验的老师教给学生的错误更少。 WAEC考官教给的学生的平均成绩得分与非WAEC考官教给的学生的平均成绩得分显着不同。老师的资历和能力影响了学生犯错误的类型和程度。建议鼓励数学教师参加WAEC脚本标记讲习班（标记为“协调”），即使他们可能没有参加实际的标记，也应为数学教师定期组织讲习班和研讨会。

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