Exploring senior phase teachers’ use of kahoot! Gamification as a formative assessment tool to scaffold mathematical understanding
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
Third generation calibrations for Meerkat Observation of Saraswati Supercluster
- Authors: Kincaid, Robert Daniel
- Date: 2022-10-14
- Subjects: Square Kilometre Array (Project) , Superclusters , Saraswati Supercluster , Radio astronomy , MeerKAT , Calibration
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/362916 , vital:65374
- Description: The international collaboration of the Square Kilometre Array (SKA), which is one of the largest and most challenging science projects of the 21st century, will bring a revolution in radio astronomy in terms of sensitivity and resolution. The recent launch of several new radio instruments, combined with the subsequent developments in calibration and imaging techniques, has dramatically advanced this field over the past few years, thus enhancing our knowledge of the radio universe. Various SKA pathfinders around the world have been developed (and more are planned for construction) that have laid down a firm foundation for the SKA in terms of science while additionally giving insight into the technological requirements required for the projected data outputs to become manageable. South Africa has recently built the new MeerKAT telescope, which is a SKA precursor forming an integral part of SKA-mid component. The MeerKAT instrument has unprecedented sensitivity that can cater for the required science goals of the current and future SKA era. It is noticeable from MeerKAT and other precursors that the data produced by these instruments are significantly challenging to calibrate and image. Calibration-related artefacts intrinsic to bright sources are of major concern since, they limit the Dynamic Range (DR) and image fidelity of the resulting images and cause flux suppression of extended sources. Diffuse radio sources from galaxy clusters in the form of halos, relics and most recently bridges on the Mpc scale, because of their diffuse nature combined with wide field of view (FoV) observations, make them particularly good candidates for testing the different approaches of calibration. , Thesis (MSc) -- Faculty of Science, Physics and Electronics, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Kincaid, Robert Daniel
- Date: 2022-10-14
- Subjects: Square Kilometre Array (Project) , Superclusters , Saraswati Supercluster , Radio astronomy , MeerKAT , Calibration
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/362916 , vital:65374
- Description: The international collaboration of the Square Kilometre Array (SKA), which is one of the largest and most challenging science projects of the 21st century, will bring a revolution in radio astronomy in terms of sensitivity and resolution. The recent launch of several new radio instruments, combined with the subsequent developments in calibration and imaging techniques, has dramatically advanced this field over the past few years, thus enhancing our knowledge of the radio universe. Various SKA pathfinders around the world have been developed (and more are planned for construction) that have laid down a firm foundation for the SKA in terms of science while additionally giving insight into the technological requirements required for the projected data outputs to become manageable. South Africa has recently built the new MeerKAT telescope, which is a SKA precursor forming an integral part of SKA-mid component. The MeerKAT instrument has unprecedented sensitivity that can cater for the required science goals of the current and future SKA era. It is noticeable from MeerKAT and other precursors that the data produced by these instruments are significantly challenging to calibrate and image. Calibration-related artefacts intrinsic to bright sources are of major concern since, they limit the Dynamic Range (DR) and image fidelity of the resulting images and cause flux suppression of extended sources. Diffuse radio sources from galaxy clusters in the form of halos, relics and most recently bridges on the Mpc scale, because of their diffuse nature combined with wide field of view (FoV) observations, make them particularly good candidates for testing the different approaches of calibration. , Thesis (MSc) -- Faculty of Science, Physics and Electronics, 2022
- Full Text:
- Date Issued: 2022-10-14
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