Mrs Alice E. Asim,
Akpan, Joseph E.
and
Eni I. Eni
DEVELOPMENT AND VALIDATION OF OBSERVATIONAL
SCHEDULE FOR PRIMARY SCHOOL MATHEMATICS CLASS
IN SOUTH EDUCATION ZONE OF CROSS RIVER STATE
This study involved the development and validation of an Observational
Schedule for Primary School Mathematics Classroom interactions. Twelve
primary 6 classes selected through stratified proportionate sampling
technique were studied in Cross River South Education Zone. Sixty four
(64) observable items constituted the instrument which focused on
classroom interactions in mathematics. The instrument had two parts with
seven subscales - Lesson Presentation, Use of Instructional Materials,
Classroom Management and Evaluation (Teachers' part). Pupils'
Activities, Pupil–Teacher Interactions, and Pupil - Pupil Interactions
formed the Pupils' part. The validity of the schedule was established by
subjecting the instrument to expert judgment by Mathematics Educators,
Measurement and Evaluation Experts and a trial testing in twelve primary
6 Mathematics classrooms. Inter-rater reliability coefficients ranged from
0.52 to 0.97 for the sub scales. There was high internal consistency (0.67 to
0.99) among items in the subscales and full scale which revealed the
relative contribution of the items within the subscales to the validity of the
developed instrument. However, the usefulness of the instrument in
evaluating teaching and learning of Mathematics in primary schools was
ascertained by test-retest method with a coefficient of stability of 0.99. It
was recommended among others, that the instrument be used in data
collection in Mathematics teaching in primary schools.
Keywords: Observational schedule, primary schools, mathematics, teaching.
Mrs Alice E. Asim, Akpan, Joseph E. and Eni I. Eni
DEVELOPMENT AND VALIDATION OF OBSERVATIONAL SCHEDULE FOR PRIMARY SCHOOL MATHEMATICS CLASS IN SOUTH EDUCATION ZONE OF CROSS RIVER STATE
This study involved the development and validation of an Observational Schedule for Primary School Mathematics Classroom interactions. Twelve primary 6 classes selected through stratified proportionate sampling technique were studied in Cross River South Education Zone. Sixty four (64) observable items constituted the instrument which focused on classroom interactions in mathematics. The instrument had two parts with seven subscales - Lesson Presentation, Use of Instructional Materials, Classroom Management and Evaluation (Teachers' part). Pupils' Activities, Pupil–Teacher Interactions, and Pupil - Pupil Interactions formed the Pupils' part. The validity of the schedule was established by subjecting the instrument to expert judgment by Mathematics Educators, Measurement and Evaluation Experts and a trial testing in twelve primary 6 Mathematics classrooms. Inter-rater reliability coefficients ranged from 0.52 to 0.97 for the sub scales. There was high internal consistency (0.67 to 0.99) among items in the subscales and full scale which revealed the relative contribution of the items within the subscales to the validity of the developed instrument. However, the usefulness of the instrument in evaluating teaching and learning of Mathematics in primary schools was ascertained by test-retest method with a coefficient of stability of 0.99. It was recommended among others, that the instrument be used in data collection in Mathematics teaching in primary schools. Keywords: Observational schedule, primary schools, mathematics, teaching.