- Title
- Geometry Proficiency Of Grade 11 Learners In Alfred Nzo Education District, Eastern Cape Province, South Africa
- Creator
- Qwele, Benedicta Nonstikelelo
- Subject
- Special education--Geometry
- Date Issued
- 2020-11
- Date
- 2020-11
- Type
- Master's/Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/11260/6660
- Identifier
- vital:47201
- Description
- This is a mixed method research study that aims to investigate the Geometry Proficiency of Grade 11 learners in rural senior secondary schools of Mount Frere in Alfred Nzo Education District, in the Eastern Cape, South Africa. The study is oriented in interpretive paradigm and utilizes both quantitative and qualitative methods. The study was conducted in 10 rural senior secondary schools that were selected using convenient sampling technique. The quantitative part employed a survey that consisted of 19 mathematics teachers and total of 162 Grade 11 learners. Out of 10 rural senior secondary schools, three were purposively selected with their three (3) classes, three (3) Mathematics teachers and three (3) Heads of Mathematics and Science Divisions for qualitative part. Questionnaires were administered to 19 Mathematics teachers and 162 learners. Three teachers in three different schools were observed as they taught Grade 11 learners Circle Geometry in their respective classes. Qualitative data through observations, interviews and document analysis were gathered. The study targeted to provide an in-depth understanding of the Geometry Proficiency of the learners in the sample. The quantitative data were analysed using IBM Statistical Package for Social Sciences (SPSS) Version 22. The study found the failure of teachers to instate teaching strategies appropriate for generating acceptable levels of Geometry Proficiency and a myriad of challenges that were experienced by learners. These included inadequate preparation by teachers, lack of learning and teaching support materials, the manner in which Geometry was taught, learners' problem solving skills, absenteeism, illiterate and impoverished parents, and failure to understand the utilitarian value of Geometry. The study recommends that Van Hiele’s levels of Geometric thought as well as the Van Hiele’s phases of learning be implemented in the schools particularly in rural schools. These should be integrated with appropriate teaching strategies and learner teaching support materials, particularly the ones that include practical investigations.
- Description
- Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (336 leaves)
- Format
- Publisher
- Walter Sisulu University
- Publisher
- Faculty of Education Sciences
- Language
- English
- Rights
- Faculty of Education Sciences
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Qwele BN Final Signed DEd Thesis 2020.pdf | 7 MB | Adobe Acrobat PDF | View Details Download |