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An Investigation of the Teaching Behaviours of Effective Secondary Mathematics Teachers in Dhaka, Bangladesh

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An Investigation of the Teaching Behaviours of Effective Secondary Mathematics Teachers in Dhaka, Bangladesh An Investigation of the Teaching Behaviours of Effective Secondary Mathematics Teachers in Dhaka, Bangladesh Sheikh Asadullah A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy School of Education Faculty of Arts and Social Sciences University of New South Wales April 2017 ii THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Asadullah First name: Sheikh Abbreviation for degree as given in the University calendar: PhD School: School of Education Faculty: Faculty of Arts and Social Sciences Title: An Investigation of the Teaching Behaviours of Effective Secondary Mathematics Teachers in Dhaka, Bangladesh. Abstract: Education is a high priority for Government in Bangladesh. Despite significant progress in access, equity and public examination success, poor student performance in English and mathematics in secondary schools has become a major concern for government, education practitioners and the public in Bangladesh. A substantial body of international research has emphasised the important contribution of teacher instructional practices to student achievement. However, this has not been investigated in Bangladesh. The purpose of this study was twofold, first, to identify the 20 highest performing secondary schools in mathematics in Dhaka, Bangladesh, and second, to investigate the teaching practices of mathematics teachers in these schools. A two-phase mixed method approach was adopted to accomplish the study purpose. In the first phase, secondary source data were obtained from Bangladesh Education authorities and value-added measures used to identify the highest performing secondary schools. In the second phase, a concurrent mixed method design, where qualitative methods were embedded within a dominant quantitative approach was utilised. A purposive sampling strategy was used to select fifteen teachers from the twenty highest performing secondary schools. The main sources of data were teacher observations, student ratings of teaching behaviours and interviews. The data from teacher observations and student ratings were analysed with descriptive and nonparametric statistics, and confirmatory factor analysis respectively. The interview data were analysed qualitatively. The main findings showed teachers adopt a direct teaching approach which incorporates orientation, structuring, modelling, practice, questioning and teacher-student interaction that creates an individualistic learning environment. The variation in developmental levels of teaching skill indicate teachers do not necessarily use the qualitative (i.e., focus, stage, quality and differentiation) aspects of teaching behaviours effectively. This is the first study to investigate teaching behaviours of effective secondary mathematics teachers within Dhaka, Bangladesh. It contributes an international dimension to the field of educational effectiveness and raise questions about existing constructivist approaches. Further, it contributes important insights about teaching behaviours that can be used to inform the development of evidence-based policy and practice on quality teaching in Bangladesh. Declaration relating to disposition of project thesis/dissertation I hereby grant to the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all property rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350-word abstract of my thesis in Dissertation Abstracts International (this is applicable to doctoral theses only). 11/04/2017 ………………………………………… ……………………………………..……………… ……….………………….. Sheikh Asadullah Nahid Hossain Date Author Witness The University recognises that there may be exceptional circumstances requiring restrictions on copying or conditions on use. Requests for restriction for a period of up to 2 years must be made in writing. Requests for a longer period of restriction may be considered in exceptional circumstances and require the approval of the Dean of Graduate Research. FOR OFFICE USE ONLY Date of completion of requirements for Award: iii ORIGINALITY STATEMENT ‘I hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been accepted for the award of any other degree or diploma at UNSW or any other educational institution, except where due acknowledgement is made in the thesis. Any contribution made to the research by others, with whom I have worked at UNSW or elsewhere, is explicitly acknowledged in the thesis. I also declare that the intellectual content of this thesis is the product of my own work, except to the extent that assistance from others in the project's design and conception or in style, presentation and linguistic expression is acknowledged.’ Signed Sheikh Asadullah Date 11/04/2017 iv COPYRIGHT STATEMENT ‘I hereby grant the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350-word abstract of my thesis in Dissertation Abstract International (this is applicable to doctoral theses only). I have either used no substantial portions of copyright material in my thesis or I have obtained permission to use copyright material; where permission has not been granted I have applied/will apply for a partial restriction of the digital copy of my thesis or dissertation.' Signed Sheikh Asadullah Date 11/04/2017 v AUTHENTICITY STATEMENT ‘I certify that the Library deposit digital copy is a direct equivalent of the final officially approved version of my thesis. No emendation of content has occurred and if there are any minor variations in formatting, they are the result of the conversion to digital format.’ Signed Sheikh Asadullah Date 11/04/2017 vi ABSTRACT Education is a high priority for the Government of Bangladesh. Despite significant progress in access, equity and public examination success, poor student performance in English and mathematics in secondary schools has become a major concern for government, education practitioners and the public in Bangladesh. A substantial body of international research has emphasised the important contribution of teacher instructional practices to student achievement. However, this has not been investigated in Bangladesh. The purpose of this study was twofold, first, to identify the 20 highest performing secondary schools in mathematics in Dhaka, Bangladesh, and second, to investigate the teaching practices of mathematics teachers in these schools. A two-phase mixed method approach was adopted to accomplish the study purpose. In the first phase, secondary source data were obtained from Bangladesh Education authorities and value-added measures used to identify the highest performing secondary schools. In the second phase, a concurrent mixed method design, where qualitative methods were embedded within a dominant quantitative approach was utilised. A purposive sampling strategy was used to select fifteen teachers from the twenty highest performing secondary schools. The main sources of data were teacher observations, student ratings of teaching behaviours and interviews. The data from teacher observations and student ratings were analysed with descriptive and nonparametric statistics, and confirmatory factor analysis respectively. The interview data were analysed qualitatively. The main findings showed teachers adopt a direct teaching approach which incorporates orientation, structuring, modelling, practice, questioning and teacher- student interaction that creates an individualistic learning environment. The variation in vii developmental levels of teaching skill indicate teachers do not necessarily use the qualitative (i.e., focus, stage, quality and differentiation) aspects of teaching behaviours effectively. This is the first study to investigate teaching behaviours of effective secondary mathematics teachers within Dhaka, Bangladesh. It contributes an international dimension to the field of educational effectiveness and raises questions about existing emphasis on constructivist approaches. Further, it contributes important insights about teaching behaviours that can be used to inform the development of evidence-based policy and practice on quality teaching in Bangladesh. viii ACKNOWLEDGEMENTS Firstly, I would like to express all praises to Almighty ALLAH alone, the Omnipotent, the Omnipresent, the Most Merciful and Most Compassionate and His Holy Prophet, MUHAMMAD (Peace be Upon Him) the most Perfect and Exalted among and of even born on surface of earth, who is forever torch of guidance and knowledge for humanity as a whole. My special appreciation and deepest gratitude to my supervisor, Dr Kerry Barnett, for her unwavering support, patience, and collegiality throughout this project. I owe a debt to my co-supervisor, Professor
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