- Title
- Achievement in mathematics through self-directed learning facilitation: an impact evaluation of an offline technological approach
- Creator
- Zinn, Paméla Olive
- Subject
- Mathematics -- Study and teaching (Secondary) -- South Africa
- Subject
- Mathematical ability
- Subject
- Academic achievement -- South Africa
- Date Issued
- 2024-12
- Date
- 2024-12
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/68385
- Identifier
- vital:76992
- Description
- International assessments indicate that mathematics education in South Africa is still in a crisis of significant proportions. This is reflected in the low pass rate of Grade 12 mathematics learners in South Africa in general, and in the Eastern Cape Province in particular. In response, the Govan Mbeki Mathematics Development Center (GMMDC) of the Nelson Mandela University (NMU) in the Eastern Cape developed an intervention strategy. A Techno-Blended support Model for teaching and learning mathematics (TBM), used as an intervention strategy, provides learners with potential from disadvantaged communities and under-resourced schools with 21st-century education technology. The defining features of the strategy which distinguishes it from others are that it is technology-enhanced, providing the learner access to mathematics teaching and learning without the need for Internet connectivity, that is, offline, incorporating blended learning into the approach. This ex-post study, using secondary analysis, evaluates the impact of the defining features of the strategy on learners' self-directed learning skills acquisition or enhancement for mathematics learning. Firstly, statistical analysis of secondary qualitative and quantitative data in a mixed methods approach, with primary qualitative data integrated into the secondary qualitative data employing quantification, is undertaken. The quantified data is then compared with the quantitative data (methodologic triangulation technique). Secondly, the theory-based Contribution Analysis is undertaken to increase the validity and credibility of the findings of the statistical analysis, providing an additional layer of triangulation. The study revealed that providing 21st-century digital education technology for use offline, within a blended learning environment, leads to a significant improvement in learner mathematics knowledge; conceptual understanding; positive self-perceptions; and finally, to the required intrinsic motivation to learn. Analysed data, obtained from the original study, indicates a positive correlation between learners who participated in the intervention strategy and enrolment in STEM-related courses at tertiary institutes.
- Description
- Thesis (DPhil) -- Faculty of Education, School of Postgraduate education, 2024
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (245 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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NMU School for Education Research and Engagement
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | ZINN, P. December 2024.pdf | 3 MB | Adobe Acrobat PDF | View Details Download |