Community Participation in Resource Mobilization and Sustainability of Community Water Projects In Kenya
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 2
Abstract
Most Educators Agree That Mathematics Should Be Taught In A Way To Enable Learners Acquire Problem Solving Ability. Thus The Focus In Teaching Mathematics Should Be On Problem Solving Situations Rather Than On Routine Computations. This Implies Active Learner Participation As Brought About By Student Centered Instruction. This Study Was Concerned That The Conventional Methods Of Instruction Were Not Facilitating Acquisition Of Problem Solving Skills Resulting In Mass Failure Of Students In National Examinations. The Study Investigated The Role Of Peer Instruction In Learners’ Perception Of Their Problem Solving Ability In Mathematics. The Observation Learning Theory Was Used To Guide The Study. Previous Studies Indicated That Using Peer Instruction Enables Learners Acquire Skills Of Analysis, Synthesis And Evaluation That Facilitate Problem Solving. The Study Was Conducted In Bungoma County. Proportionate Sampling Was Used To Pick 300 Participants. The Study Used An Ex Post Facto Research Design. A Questionnaire Was Used To Collect Data. Both Descriptive And Inferential Statistics Were Used In Data Analysis. The Results Indicate That Majority Of Students Perceived Themselves Able To Solve Problems In Mathematics After Peer Instruction. The Study Therefore Recommends That Teachers Incorporate Peer Instruction In Their Teaching To Facilitate Learners Acquire Problem Solving Skills In Mathematics.
Authors and Affiliations
Susan Awinoouko
Keywords
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- EP ID EP417223
- DOI 10.9790/0837-2302090104.
- Views 34
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