Abstract:The purpose of this study was to determine what factors Kindergarten through 12^th grade teachers identify as important for creating positive learning environments. Fifty four teacher practitioners were involved in a three week study to determine attitudes toward learning environments in educational settings. The teacher-researcher administered a survey, kept notes from class discussions, made observations of an “ethos walk,” and conducted interviews to determine teachers’ perceptions of learning climates. Results from the study indicated the importance of positive learning environments for ensuring students’ academic success. Four predominate themes of teacher perceptions regarding learning climate were identified. These were caring relationships, invitational and safe environments, quality academic programs, and diversity of students and teacher populations. The study also affirmed the importance of creating safe learning environments so friendships and interpersonal relationships can flourish and the integration of academic, socio-emotional, and psychomotor development can help to promote learning.
Keywords:Teacher Perceptions, Learning Environments.

Abstract:Because of the full reception of learner-centred techniques and approaches to foreign language instruction more importance is placed on the role of the learner in the learning process. Learners are no more regarded as passively involved in their education but rather become responsible of their learning. The emphasis on the learner’s role in the learning process has brought about the concept of learner autonomy referring to the student’s capacity to set appropriate learning goals and to take charge of his/her learning. Formative feedback plays an important role in developing the learners’ autonomous learning skills because teachers respond to all parts of the process of writing. In this current research the relationship between indirect corrective feedback (IDF) and the students’ writing were explored in order to determine the degree to which IDF has contributed to the students’ development of autonomy as well as/ leading to their written texts’ improvement. IDF refers to the teacher’s provision of feedback through the use of underlining, circles or a correction code indicating errors in students’ writing without providing the correct forms; instead the learners are responsible for self-revising and correcting the errors following the correction code. The study showed that the students successively achieved higher scores participating on a 11-week summer pre-sessional course and improved their written performance. On completing the pre-sessional course, the students improved their writing performance by achieving a 6.5 IELTS level i.e. 60-69% meeting theuniversity’s language requirement for this particular skill. This was indicated through the statistical analysis of the students’ scores since there was a statistically significant difference regarding the scores obtained in Writing task 2 (formative coursework 2), Writing task 3 (formative researched writing task) and Writing task 3 (summative task – reworking of Writing task 3).
Keywords:academic writing skills, learner autonomy, formative feedback, written performance, correction code, feedback tutorial.

Abstract:This research was conducted to better understand the reasons behind the errors made by primary school students through error analysis methods of Newman and to identify types of errors made during the solving of mathematical problems, in particular, mathematical word problems. In addition, the author chooses to review this topic to assess the effect of the method chosen by students to answer mathematical problems as well as studying students' attitudes towards mathematics as a subject, especially in solving mathematical word problems. Through this study, students are examined through five levels of Newman Error Analysis namely in terms of reading, understanding, transforming thinking, applying process skills and written calculations. This study involved 10 students of Year Three in Sekolah Kebangsaan Kluang Barat in Kluang District, Johor. The five types of instrument used in this research are namely the respondent information form, a written test problem solving whole number, individual questionnaires, the analysis form on types of algorithm’s errors, and attitude questionnaires.Data were analysed by descriptive analysis that will explain in detail the tendency of students to make mistakes in a particular phase of Newman Error Analysis The outcomes demonstrated that the students are competent enough at the primary phase of Newman's Model (Read and Recode). However, they faced challenges in performing at the second to fifth phase of Newman's Model (Comprehension, Transformation, Process Skills and Encoding). Among the mistakes were wrong calculations, unclear handwriting, incorrect values, failing to show the mathematical working steps and incorrectly showing algorithm calculation.
Keywords:Newman Error Analysis; mathematics achievement; attitudes towards mathematics.

Abstract:The purpose of this study was to identify the level of use of mathematical problem solving strategies among primary school teachers in the Kanowit district. The researchers carried out survey research design to determine their problem solving strategies. Stratified sampling technique and simple random sampling were used to select 97 of the 130 mathematics teachers. The survey questionnaire was used to gather data. This study used quantitative type of research and the data collected was analyzed descriptively and inductively using the software version 25 of the Statistical Package for Social Sciences (SPSS). Findings revealed that the overall mean score obtained for the level of use of mathematical problem solving strategies among primary school teachers was 4.10. Based on the two sample independent t-test, there are 9 different types of mathematical problem solving strategies that show no significant difference in the level of strategies used between male and female mathematics teachers. The results of the study also suggest that there were no significant mean differences in the level of use of mathematical problemsolving strategies between novice and experienced teachers.
Keywords:Mathematics, Primary School Teachers, Problem Solving, Strategies.

Abstract:The usage of Teaching Learning materials during science lessons have a great influence on learners’ academic performance. The study however set to find how pre-service teachers cope with challenges with the non-availability of TLMs. Forty (40) pre-service teachers, having their internship at public basic schools in the Mfantseman Municipality in the Central Region of Ghana were the participants for the study and they were purposively selected. The survey method was used in which the participants responded to questionnaires administered to them.  From the results, it was concluded that the ability of teachers to improvise, use various strategies to teach science in the absence of TLMs and the involvement of learners in the improvisation process all contribute to the effectiveness of the teaching and learning process of science.
Keywords:Teaching and Learning Materials, Science lessons, Pre-service Teachers.

Abstract:The need to use varieties of different strategies in teaching during lessons calls for a continuous   exploration of those strategies in relation to topics in the syllabus. Since music cuts across all cultures, it has also became a tool in promoting the understanding of science concepts. In view of that this study sought to explore the use of a song in teaching Sub-atomic particles in chemistry among pre-service teachers. The student-teachers were made to learn a song with the lyrics re-written with information from the sub-atomic particles in chemistry. In groups, they answered questions based on the contents of the content-rich song. The lesson had the visual and verbal activities including group -based  learning. After a year, the student-teachers who had learnt the lesson were still singing the song which meant that they still remembered the concept they had learnt.
Keywords:  music, Sub-atomic particles, teaching, chemistry.

Abstract:Higher mathematical ability hierarchically depends on lower mathematical ability. Students’ failure to master and understand a concept makes it difficult for them to understand more complex teaching. The use of alternative method in teaching multiplication operation is less commonly used in teaching and facilitating processes in school. Teachers are still using traditional methods despite the many discoveries of alternative methods introduced as a result of teacher innovation from abroad. This article discusses the use of alternative methods of multiplication in Mathematics learning based on 20 articles found using two databases, Google Scholar and Eric. The chosen publishing year is from 2014 to 2019. A systematic review was conducted to determine the extent to which the use and effectiveness of alternative methods in learning multiplication at home and abroad. The findings show that there are strengths related to learning Mathematics using multiplication alternative method. Thus, this systematic review can give teacher another alternative in Mathematic learning process.
Keywords:Alternative method in multiplication, learning Mathematics, literature review.

Abstract:Multiplication is a very important skill driven by pupils to enable them to learn maths. Good mathematical dominance requires pupils to dominate the multiplication well. Pupils’ failure to dominate the multiplication will affect the achievement of mathematical subjects. In this regard, the study was conducted to know the pupils’ ability to dominate various methods of multiplications to increase their multiplication. The design of this study is a study of action. Based on a diagnostic test conducted on 27 pupils of Year 4, there is a pupil who can dominate the multiplication of two until nine. To curb this problem, the researcher took necessary measures to carry out data collection through questionnaires, pre/diagnostic tests, follow-up actions and a post-test. From this study, I hope that pupils can dominate the way to improve their performance in mathematical subjects. In addition, I hope that pupils can compete with their friends and be able to follow learning sessions in any normal classroom. There is an increase in the post test results compared to the pre/diagnostic tests.
Keywords:mastery of multiplication, mathematical achievements.

Abstract:Digital technology in education is proven to provide positive effects on student development. iPads is an easy-to-use wireless digital tool that helps students to access unlimited learning materials and it is getting attention to be introduced in teaching and learning session. The aim of this study is to investigate the comparison of students’ achievement between students learning with iPADs and with conventional method within the same mathematics topics. This study was conducted on 38 of form 4 students at MRSM Pengkalan Hulu, Perak which were evenly divided into two groups including Group A, students who were learning using iPADs and Group B, students who were learning using conventional method. This study was included the quasi-experimental quantitative and qualitative data in order to investigate the effects of iPADs as an individual learning tools on students’ achievement and attitudes towards mathematics. The data of students’ achievement was collected through pre and post-tests, while students’ attitudes were measured based on an Attitudes Towards Mathematics Inventory (ATMI). Interview was conducted with the participating teacher to provide more inclusive and holistic results. In addition, the teacher’s lesson plans on how to use iPADs in learning activities were analyzed. ANCOVA test was used to determine weather the group of students with iPADs has gained higher achievement compared to group of students without iPADs. Meanwhile, t-test was applied to investigate the mean difference of both groups statistically on attitudes through ATMI. Based on the results, there is inconsistency between quantitative and qualitative data. Post-test and ATMI results show that there is no statistically significant difference, while interview results show that there is significant improvement on students’ involvement, attitudes and productivity among students who used iPADs in learning activitied compared to students who learned without iPADs.
Keywords:iPADs; mathematics achievement; attitudes towards mathematics.

Abstract:Understanding students’ learning of Mathematics through ICT (information and communication technology) can help create engaged students and lead to better learning outcomes. The main objective of this study is to analyse how integrating ICT into the teaching and learning process can help improve students’ understanding of Mathematics. 30 articles published between 2014 to 2018 from search engine ERIC and Science Direct on this topic were analysed using a systematic literature review. ICT tools and approaches used to enhance students’ understanding were examined and discussed. The findings show that there are strengths and weaknesses related to learning Mathematics using ICT. This systematic review offer insights and suggestions for teachers, school administrators, and policymakers on how to improve students' learning of Mathematics through the integration of ICT.
Keywords:Learning Mathematics, students' understanding, ICT, systematic, literature review.

Abstract:Rapid changes in the twenty first century with regard to the use of technology and humane approach to issues have driven many people back to schooling. The world has become a global village where happenings in one part of the world influence other far flung areas as well. While distance learning was largely a European and American affair, Africa is now an active player as distance learning becomes widespread. The University of Nairobi has been an active participant in distance learning in Eastern Africa long before other institutions of higher learning got involved. Open, Distance and E-learning (ODel) campus houses division of educational studies. The school offers Bachelor of Education (Arts) by distance learning. This paper sought to establish characteristics of distance learners and how such characteristics in influence their participation in the programme. The target population was 547 Bachelor of education (Arts) students in distance learning program. Data was analyzed using both descriptive and inferential statistics. A sample size of 231 was obtained and 174 questionnaires were duly filled and returned. Learner characteristics studied were employment status and marital status and their influence on learner participation in distance learning. Results indicate that 126(76.4%) are married and 70% of the married participants strongly agreed that marital status poses a challenge to them as participants in distance learning. On employment status, out of 174 respondents, 136(78.2%) are employed. A total of 67 percent of the employed respondents fell between agree and strongly agree that they are able to balance their job demands and study. Correlation analysis indicate a correlation coefficient of 0.223 below the set 0.05 meaning there is a weak but positive relationship between learner participation in distance learning and learner characteristics. From the findings the study made conclusion that distance learners face challenges of balancing job requirements, family obligations and learning demands. In view of this, it is suggested that University of Nairobi should strengthen learner support through guidance and counseling so that learners facing challenges of participation due to their peculiar characteristics may be assisted. It is also recommended that guidance should be offered from the onset and carried out throughout the programme as the situation demands. As the programme transits to multimedia platform, it is recommended that a dedicated telephone line be established to offer support to learners who may need guidance that are non-academic.
Keywords:learner characteristics, marital status, employment status, learner participation.