Effect of the Dialogue and Argumentation Strategy on the Academic Achievement of Ordinary Level Students in Zimbabwe

Le résumé fourni par la source

The purpose of the study was to examine the effect of the dialogue and argumentation strategy on the academic achievement of mathematics students studying the subject at ordinary level. The research strategy used was a descriptive survey. A quantitative approach that used a structured questionnaire for data collection from a sample of 100 O’ level Mathematics teachers was used. Data validation was done using Confirmatory Factor Analysis (CFA). The Structural Equation Modelling (SEM) was used for data analysis. The empirical findings of the study indicated that all the factors of dialogue and argumentation strategy namely: collective teaching, purposeful teaching, supportive teaching, reciprocal teaching, cumulative teaching and pedagogical repertoires have a significant and positive influence on the teaching of ordinary level mathematics. These results demonstrate that the dialogue and argumentation strategy has a significant effect on the academic achievement of ordinary level mathematics students. The main study limitation was that the findings of this study might not be transferable nationally since the study was delimitated to only schools in Gutu district of Masvingo province in Zimbabwe. These results have implications on the effective teaching of ordinary mathematics in secondary schools in Zimbabwe.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.