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Analysing Teachers' Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach

Artigo2023

Kency Obed Sawah; Satoshi Kusaka

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Resumo

Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) and the Pacific Island Literacy and Numeracy Assessment (PILNA), reveal that mathematics achievements in the Republic of Vanuatu remain below the minimum standard. This study drew on the constructivist grounded theory approach to explore teachers' perspectives of the learning and teaching processes in mathematics education in the Republic of Vanuatu. Specifically, the focus was on the 'I do-we do-you do' approach of teaching, which is common in mathematics education in the country. Teachers' opinions about the current situation of mathematics education and possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based on the constructivist grounded theory analysis, four major interlink themes were found. Overall, the findings show that mathematics achievements in the country can be improved through proven discovery-learning strategies for stimulating students' mathematical thinking in the 21st century, such as the 'try-understand-apply-mastered' (TUAM) discovery learning process.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Educational Methodology
Ano
2023
Idioma
en
Palavras-chave
Mastery Learning; Discovery Learning; Teacher Attitudes; Teaching Methods; Learning Processes; Grounded Theory; Constructivism (Learning); Foreign Countries; Achievement Tests; Literacy; Numeracy; Mathematics Achievement; Mathematics Education; Educational Improvement; Urban Schools; Educational Strategies; Thinking Skills; 21st Century Skills; Pedagogical Content Knowledge
Temas
Avaliação
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SAWAH, Kency Obed; KUSAKA, Satoshi. Analysing Teachers' Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach. International Journal of Educational Methodology, 2023. Disponível em: https://eric.ed.gov/?id=EJ1378734. Acesso em: 5 nov. 2026.

APA

Sawah, K. O., & Kusaka, S. (2023). Analysing Teachers' Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach. International Journal of Educational Methodology. https://eric.ed.gov/?id=EJ1378734

BibTeX
@article{sawah2023,
  author = {Sawah, Kency Obed and Kusaka, Satoshi},
  title = {Analysing Teachers' Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach},
  year = {2023},
  journal = {International Journal of Educational Methodology},
  url = {https://eric.ed.gov/?id=EJ1378734},
  language = {en}
}
RIS
TY  - JOUR
AU  - Sawah, Kency Obed
AU  - Kusaka, Satoshi
TI  - Analysing Teachers' Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach
PY  - 2023
JO  - International Journal of Educational Methodology
UR  - https://eric.ed.gov/?id=EJ1378734
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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