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Development of a teaching package for the learning of relative velocity in Singapore secondary schools
Author
Ngoh, Sing Kien
Supervisor
Yap, Sook Fwe
Abstract
In 2002, relative velocity was included as a non-optional topic in the secondary Additional Mathematics syllabus for the first time. Since then, many teachers have indicated, through meetings and sharing sessions, to curriculum developers from the Ministry of Education that they faced tremendous difficulties teaching the topic. Most teachers did not have any experience teaching mathematics topics. There was no formal training given to teachers before the new syllabus was implemented. Teaching resources for this topic were scarce. There were few sample questions to illustrate the different types of relative velocity problems. Hence, teachers had to rely solely on school textbooks which were also deficient in certain aspects.
Students also had great difficulty learning this topic because they had very little exposure to mechanics concepts. After 10 years of learning mathematics, relative velocity is the first mechanics topic that they encounter. As mentioned above, there is a lack of learning resources and reference books that are available to students. All these problems resulted in much anxiety among students in the learning of relative velocity.
The purpose of this study is three-fold. Firstly, it is of interest to find out whether a comprehensive teaching package can help students in learning relative velocity more effectively. The literature in this area was reviewed and the views of a few experienced teachers were sought before developing the teaching package. At the end of its implementation, the test results of 40 secondary four students were analysed for problems among students. Secondly, the views of students with regards to the use of the teaching package were consolidated through a questionnaire for the purpose of making future improvement. Thirdly, two fellow teachers were invited to utilize the teaching package when teaching their students. At the end of the implementation, they offered their views on the package and how it may be improved.
The analysis of the test results showed that most students had benefited from the teaching package. The teaching package was an important source of teaching and learning materials to both students and teachers. The content is accurately and concisely presented with suitable illustrations and diagrams. It formed an important source for reference and revision. The teachers found that the teaching of this topic was made easier because the lessons were organised and systematically structured and the concepts were clearly explained.
The teaching package and the findings from this study will be useful to teachers who will be teaching the topic for the next two years. Even after its removal from the new syllabus that will be implemented in 2007, teachers who wish to teach the topic or some parts of it as applications of vectors in Elementary Mathematics may review the recommendations made at the end of the study and customise a teaching package that may meet the needs of their students. The experience documented in this study can also be useful to curriculum developers in making future changes to the mathematics curriculum.
Students also had great difficulty learning this topic because they had very little exposure to mechanics concepts. After 10 years of learning mathematics, relative velocity is the first mechanics topic that they encounter. As mentioned above, there is a lack of learning resources and reference books that are available to students. All these problems resulted in much anxiety among students in the learning of relative velocity.
The purpose of this study is three-fold. Firstly, it is of interest to find out whether a comprehensive teaching package can help students in learning relative velocity more effectively. The literature in this area was reviewed and the views of a few experienced teachers were sought before developing the teaching package. At the end of its implementation, the test results of 40 secondary four students were analysed for problems among students. Secondly, the views of students with regards to the use of the teaching package were consolidated through a questionnaire for the purpose of making future improvement. Thirdly, two fellow teachers were invited to utilize the teaching package when teaching their students. At the end of the implementation, they offered their views on the package and how it may be improved.
The analysis of the test results showed that most students had benefited from the teaching package. The teaching package was an important source of teaching and learning materials to both students and teachers. The content is accurately and concisely presented with suitable illustrations and diagrams. It formed an important source for reference and revision. The teachers found that the teaching of this topic was made easier because the lessons were organised and systematically structured and the concepts were clearly explained.
The teaching package and the findings from this study will be useful to teachers who will be teaching the topic for the next two years. Even after its removal from the new syllabus that will be implemented in 2007, teachers who wish to teach the topic or some parts of it as applications of vectors in Elementary Mathematics may review the recommendations made at the end of the study and customise a teaching package that may meet the needs of their students. The experience documented in this study can also be useful to curriculum developers in making future changes to the mathematics curriculum.
Date Issued
2006
Call Number
QC137.5 Ngo
Date Submitted
2006