Parents, students and teachers as data sources for the selection of minimum-competency objectives for grades seven and eight mathematics

Wilkins, Robert Domino (1976) Parents, students and teachers as data sources for the selection of minimum-competency objectives for grades seven and eight mathematics. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study attempted to test the feasibility of the approach of involving parents, students, and teachers in responding to a set of objectives which define what might be considered minimal mathematical competencies expected of an enlightened citizen in contemporary society. Samples rated on a Likert-type scale from 1 - not important to 5 - very important, forty-eight objectives which defined ten mathematical skills or competencies - Numbers and Numerals, Operations and Properties, Mathematical Sentences, Geometry, Measurement, Relations and Functions, Probability and Statistics, Graphing, Mathematical Reasoning, Business and Consumer Mathematics. Results were used to identify objectives which these three groups perceive as important and feel should be a major proportion of the objectives of the grades seven and eight mathematics program. -- Parents', students', and teachers' responses were analyzed using Kendall's Coefficient of Concordance, W. The X² test and the F-test at the 0.01 level of significance were used as a basis for rejection of the null hypothesis. The null hypothesis tested was. There is no significant agreement of the perceived importance of the objectives as revealed on an appropriate instrument among parents, students, and teachers. The observed value of W, 0.787, led to a rejection of the null hypothesis. This high value of W was interpreted to mean that the particular ordering obtained established an importance-priority of objectives which reflect the needs of the local clientele. -- In addition to making statistical comparisons for hypothesis testing, the researcher endeavoured to identify any educational needs which may exist in grades seven and eight mathematics. A descriptive analysis of mean ratings of the objectives revealed that seven of the ten skills investigated were considered of average or of above average importance by parents, students, and teachers for grades seven and eight mathematics. A comparison of these skills with the present grades seven and eight mathematics program skills revealed a substantial agreement. However, Business and Consumer mathematics was considered most important, Relations and Functions of average importance by parents, students, and teachers, but these skills were not being taught in grades seven and eight mathematics. Their relatively high rating suggested they were needs requiring educational amelioration. -- This study illustrated the utility of involving local clientele in determining priorities among educational objectives. Input in determining educational preferences among educational objectives by students, parents, and teachers may result in a more defensible set of preferences.

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