- Title
- Teaching NCS (CAPS) FET mathematics: a comparison between an offline techno-blended Model and a traditional approach
- Creator
- Munemo, Noname
- Subject
- Mathematics -- Study and teaching (Secondary)
- Subject
- Mathematics -- Study and teaching (Higher) -- South Africa Blended learning Educational innovations
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10948/41614
- Identifier
- vital:36545
- Description
- This research is a comparative research study that compares the way learning has taken place when selected mathematics topics were taught to two groups of Grade 11 Mathematics learners. An offline Techno-Blended Teaching and Learning Model was used for one group, while the other group was taught without the integration of technology. The cognitive and affective impact of the use of technology when an offline Techno-Blended T&L Model was followed, was compared to a corresponding impact of an approach where no technology was integrated during the teaching of the topics. The research study involved teachers and selected learners in the Mathematics classes from four different high schools selected from two urban districts in the Eastern Cape Province in South Africa. The curriculum topics that the research focused on were Euclidean Geometry and Trigonometry.
- Format
- 219 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
- Hits: 1033
- Visitors: 1159
- Downloads: 179
Collections
NMU School for Education Research and Engagement
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Noname Munemo.pdf | 4 MB | Adobe Acrobat PDF | View Details Download |