Exploring Factors that Have Negative Effects on the Teaching of Mathematics at Qatar University Foundation Program
Exploring Factors that Have Negative Effects on the Teaching of
Mathematics at Qatar University Foundation Program
Maha Nabhan, Qatar University, Qatar
Mahmoud Syam, Qatar University, Qatar
Maysoon Swalem, Qatar University, Qatar
Abstract
Math faculty at Qatar University Foundation Program are facing certain challenges that have its positive or negative effects on the teaching process inside the classroom. The aim of this paper is to detect and analyze such challenges and to provide recommendations that may contribute to the improvement of teaching of Mathematics at the Foundation Program. In this paper, the feedback of Foundation Math faculty was gathered through an e-questionnaire that was answered on a voluntary base. Questions were grouped in 7 categories and several study hypotheses were then analyzed by using the T-test. The study detected that the major challenges can be divided into students related challenges such as absenteeism, disturbing behavior, poor proficiency of
English, use of mobiles, and lack of motivation; and work related challenges such as large class sizes, late teaching hours, heavy teaching load and the overall work environment of the Program.
Keywords: Factors, Negative Effects, Teaching Mathematics, Testing Hypotheses
1.
Introduction
The Foundation Math Program at Qatar University has its unique circumstances in terms of students, faculty and work environment. Such circumstances have their positive and negative effects on the teaching process inside the classroom. Supporting the teacher to understand and manage such circumstances will minimize their negative effects and will positively contribute to the teaching process.
In this study, and through a questionnaire targeted Foundation Math faculty, we tried to categories and analyze such factors and to introduce some possible solutions that may contribute to the improvement of the Program.
Doing such studies will assist Qatar University higher
Mathematics at Qatar University Foundation Program
Maha Nabhan, Qatar University, Qatar
Mahmoud Syam, Qatar University, Qatar
Maysoon Swalem, Qatar University, Qatar
Abstract
Math faculty at Qatar University Foundation Program are facing certain challenges that have its positive or negative effects on the teaching process inside the classroom. The aim of this paper is to detect and analyze such challenges and to provide recommendations that may contribute to the improvement of teaching of Mathematics at the Foundation Program. In this paper, the feedback of Foundation Math faculty was gathered through an e-questionnaire that was answered on a voluntary base. Questions were grouped in 7 categories and several study hypotheses were then analyzed by using the T-test. The study detected that the major challenges can be divided into students related challenges such as absenteeism, disturbing behavior, poor proficiency of
English, use of mobiles, and lack of motivation; and work related challenges such as large class sizes, late teaching hours, heavy teaching load and the overall work environment of the Program.
Keywords: Factors, Negative Effects, Teaching Mathematics, Testing Hypotheses
1.
Introduction
The Foundation Math Program at Qatar University has its unique circumstances in terms of students, faculty and work environment. Such circumstances have their positive and negative effects on the teaching process inside the classroom. Supporting the teacher to understand and manage such circumstances will minimize their negative effects and will positively contribute to the teaching process.
In this study, and through a questionnaire targeted Foundation Math faculty, we tried to categories and analyze such factors and to introduce some possible solutions that may contribute to the improvement of the Program.
Doing such studies will assist Qatar University higher
References: Noddings, N. (1990). Constructivism in mathematics education. In R. B. Davis, C