Probability Theory is a more of a game of chance. It has the condition of likely and unlikely certainties. This theory plays much in human life, in financial institutions, banking, education, governance, insurance, etc. Governments apply probabilistic methods in environmental regulation, entitlement analysis, and financial regulation. Weather patterns, for example, are used by meteorologists to forecast the likelihood of rain. Probability theory is used in epidemiology to investigate the relationship between exposures and the risk of adverse health outcomes. Probability is widely used in all sectors in daily life like sports, weather reports, blood samples, predicting the sex of the baby in the womb, congenital disabilities, statics, and many. In short, probability theory is about randomness; how will probability be applied in life and be enjoyed? Much needs to be done in inculcating it more in our day-to-day activities. We do more to make life a reality. Probability theory is a multifaceted discipline or art of which every life activity revolves around it.
It is essential for Course Lecturers and Course Tutors to be aware of their students' cognition. It is noteworthy in the context of teaching and learning. Teacher recognition is critical to improving classroom teaching and learning and has been the core mandate of every educational institution worldwide. And it has become critical that various approaches and shifts be learned and incorporated into the educational system. This study used a purely qualitative approach and a Single Case Design. It also determined the cognition level of topics facilitated by a Course Lecturer or Course Tutor and topics learned in groups by students. It was carried out to ascertain the cognition of some university students enrolled in a semester course. The Teacher Noticing framework was used for this. A diagnostic test was used in the study to assess the cognitive level of the topics covered in the fifteen (15) undergraduate participants' courses. The "ACS Model" conceptual framework was contextualized or framed to notice students' understanding and cognition in three levels: "A" for accuracy, "C" for creativity, and "S" for stumbling. Within the time frame, eight related topics were covered. About 85% of the topics were taught with the help of the lecturer, and 15% were taught by the students in groups. The course lecturer also reiterated the few topics covered in groups. The findings indicated that university students (N=8) performed better than non-university students (N=8), with a percentage increase of 75.54% for topics covered by the course lecturer compared to 24.46% for topics covered by group projects. When comparing the topics covered with the instructor acting as the facilitator, topics 2 and 4 have higher means and lower standard deviations (mean = 2.8000, SD =.56061, and mean = 2.0667, SD =.88372, respectively). It is advised that the course lecturer and mathematics instructors use diagnostic tests and quizzes to monitor students' understanding of the subjects covered. In order to support teacher professional development and student assessment, it is advised that Teacher Noticing be incorporated into classroom discussions.
The study explored factors affecting senior high school students' academic performance in the Kassena-Nankana Municipality. Eighty-one (81) students, fifty-one (51) males and thirty (30) females were used to gather cross-sectional data on demographics and factors influencing their mathematics ability. They came from two senior high schools in the municipality, which were randomly sampled. Students in the chosen schools were asked to fill out questionnaires. The mixed-methods research approach was used and the descriptive design was adopted. The data was examined using a qualitative study that used a survey design to carry out the investigation. The findings showed that students' attitudes play a significant role in determining how well they succeed in mathematics. These include pupils who don't find mathematics very intriguing and who aren't motivated to learn the subject, among other things. Again, there was evidence of significant teacher-related variables that hampered student performance in mathematics. Examples include teacher absenteeism and inadequate time allotted for mathematics classes. Findings revealed that parents' inability to provide their children with necessary mathematics learning materials, parents' unwillingness to encourage their children to study mathematics, and parents' failure to monitor their children's progress in mathematics performance were all factors that hampered students' performance. It is recommended that, the creation of an environment that is conducive to learning and teaching, including individual studies by students should be inculcated. To boost their students' interest in mathematics, math teachers should develop the usage of teaching aids and mathematical models. Parents, instructors, the ministry of education, and school administrations should encourage pupils to study mathematics.
The process of teaching and learning must include assessment. Teachers' assessment approaches are influenced by how they view mathematics evaluation. This study set out to discover how Ghanaian elementary school teachers felt about mathematics assessment. A descriptive survey research approach was used because the study wanted to learn more about the perceptions, attitudes, beliefs, and other characteristics of the sample as a whole. Sixty-three (63) elementary school teachers were selected as a sample. According to the study, teachers generally had positive perceptions about what should be assessed, how it should be assessed, and the feedback to give to students, despite the fact that their perceptions about mathematics assessment generally do not align with the current thinking on assessment (socio-constructivist view). However, teachers had favorable opinions about what should be examined, how it should be assessed, and how to provide feedback to pupils. Future researchers are advised to use observation to learn more about the real assessment methods used by mathematics teachers. This will make it easier to offer the teachers specialized support to enhance their classroom activities, including assessment.
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