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<title>Old technology - New experience: Teachers' and pupils' reactions to Interactive Radio Instruction (IRI) in grade two mathematics classrooms in Guyana</title>
<creator>Wintz, Peter</creator>
<creator>Wintz, Godryne</creator>
<subject>Mathematics education</subject>
<subject>Interactive Radio Instruction</subject>
<subject>Educational radio</subject>
<subject>Radio programmes</subject>
<subject>Primary school mathematics</subject>
<subject>Teaching techniques</subject>
<subject>Student attitudes</subject>
<subject>Teacher attitudes</subject>
<subject>Programme evaluation</subject>
<subject>Conference papers</subject>
<subject>Guyana</subject>
<description>Paper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and Tobago</description>
<description>The paucity of trained and qualified teachers, and poor mathematical attainment at the primary school level, triggered the introduction of the cost effective Interactive Radio Instruction (IRI) mathematics programmes in Guyana. This study examines teachers' classroom practices, and explores teachers' and students' reaction to IRI in Grade 2 mathematics classrooms. The questions addressed were: 1) How are children reacting to the Grade 2 Interactive Radio Instruction? 2) What challenges do teachers experience in delivering Interactive Radio Instruction lessons? 3) What is the nature of Grade 2 teachers' classroom practice? Data for this study were collected through 10 focus group interviews involving 52 students, individual interviews with 30 teachers, and 38 classroom observations. The findings revealed that pupils reacted positively to the IRI radio programme, which was probably linked to their successful classroom experiences. Most of the teachers expressed reservations for the IRI methodology although it employed a wide range of teaching strategies. However, there seems to be a lack of accountability for students' learning. The lack of preparation and leadership by the teachers resulted in ineffective management of students' learning. One-third of the teachers observed had unsatisfactory classroom practices, and they were worse at addressing students' misconceptions</description>
<date>2013-06-24T20:46:06Z</date>
<date>2013-06-24T20:46:06Z</date>
<date>2013-06-24</date>
<type>Article</type>
<identifier>http://hdl.handle.net/2139/15715</identifier>
<language>en</language>
</dc>
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