The effect of setting academic and behavioural goals on the mathematics performance of the University of Namibia Science Foundation programme. select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Chirimbana, Moses
dc.date.accessioned 2014-05-14T07:45:51Z
dc.date.available 2014-05-14T07:45:51Z
dc.date.issued 2013
dc.identifier.other thesis
dc.identifier.uri http://hdl.handle.net/11070/867
dc.description A thesis submitted in partial fulfilment of the requirement of the requirements for the Degree of Master of Education. en_US
dc.description.abstract Since independence, mathematics performance across all levels in Namibia remains a national problem among the parents, teachers, The Ministry of Education, regional, circuit education officers and all educational stakeholders. The Science Foundation Programme at Oshakati Campus of the University of Namibia is also caught up in this universal academic problem. This study intended to find the effect of setting academic and behavioural goals in the Science Foundation programme of the University of Namibia. In this study Foundation students had to set academic and behavioural goals they intended to maintain in order to improve their mathematics performance but the reference was Test 1 which was written without set goals. The study sort to find out the effects of setting academic and behavioural goals, classroom factors that need to be fulfilled in the setting of goals so as to improve the mathematics performance of the Science Foundation Programme at Oshakati UNAM Campus. Consequently, this study sought to seek answers to the following questions: (1) What effect does the setting of academic goals have on the mathematics performance of the Science Foundation Programme Students of the University of Namibia? (2) What are the classroom factors that affect the setting of academic and behavioural goals? (3) How can the Science Foundation Mathematics lecturers plan and present their lessons to support and promote the setting of academic goals and behavioural goals? This study used the quantitative research design. In order to assess the students’ current academic level in mathematics, all students did not set goals for assessment Test 1, but started from assessment Test 2 until assessment Test 4 for the 2013 academic year. A quasi experimental design was adopted in this study where the control group had 46 participants and the experimental group had 80 participants. At the end of the goals setting process the experimental group completed a questionnaire with open-ended and close ended questions to add to the information collected from the goal sheets. Findings of this research study showed that the use of academic and behavioural goals significantly improved the mathematics performance of the students since the test of hypothesis accepted the alternative hypothesis which stated that that the experimental group would perform significantly better than the control group. This study also established that some factors such as students’ level of competence should be taken into consideration and that specific teaching methods should be used in order to get maximum results in a goal oriented classroom environment. It was concluded that the setting of academic and behavioural goals significantly improved the performance of the Science Foundation Programme students at Oshakati UNAM Campus. Therefore it is important for mathematics teachers in the same educational settings to implement the setting of academic and behavioural goals among their students as a way of improving the students’ mathematics performance. en_US
dc.language.iso en en_US
dc.subject Behavioural goals en_US
dc.subject.lcsh Mathematics, Study and teaching (Higher)
dc.title The effect of setting academic and behavioural goals on the mathematics performance of the University of Namibia Science Foundation programme. en_US
dc.type Thesis en_US


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