Mathematical skill is viewed as critically important in a technologically sophisticated world. Since everyone needs to acquire at least some skills in this learning area, the poor performance of grade 12 learners raises concern. The process during which learners gain awareness of their own thinking processes when solving mathematical problems, is referred to as "metacognition". Metacognitive strategies include knowledge (of oneself as a learner, the task at hand and strategies to be used) and self-regulation (planning, monitoring and evaluation). Metacognitive strategies are linked interactively by its twin process of reflection, eventually facilitating the implementation of certain cognitive strategies. Since metacognitive strategies essentially comprise skills, facilitators of learning should facilitate learners' development and application of these skills and the study and mastery of mathematics in an integrated way, thereby ensuring that learners deliberately and intentionally apply these skills in a satisfactory way. It is important to note that "metacognition" is both directly and indirectly mentioned in the Critical Outcomes stated in Curriculum 2005 - after all, most of the outcomes referred to imply that learners should be directed to reflect on their own thoughts. The primary aim of my study was to investigate the possible value of metacognition for the teaching and learning of mathematics. I used a two-phased, consecutive, mixed research method involving learners as well as in-service and pre-service mathematics facilitators. Results of the quantitative part of my study were triangulated with the results of the qualitative part of my study. My findings indicate, inter alia, that learners' metacognitive strategies as regards prediction, evaluation, monitoring and reflection could be insufficient. In-service and pre-service facilitators of mathematics may very well possess metacognitive skills and utilise them intuitively, however, these skills are not implemented in their classes or learning to a satisfactory extent. Since this is a local study conducted on a relatively small scale, it would be inappropriate to infer. My findings do, however, suggest that implementation of and research on metacognition and metacognitive strategies in the teaching and learning of mathematics require attention at national. tertiary and secondary levels. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Mathematical skill is viewed as critically important in a technologically sophisticated world. Since everyone needs to acquire at least some skills in this learning area, the poor performance of grade 12 learners raises concern. The process during which learners gain awareness of their own thinking processes when solving mathematical problems, is referred to as "metacognition". Metacognitive strategies include knowledge (of oneself as a learner, the task at hand and strategies to be used) and self-regulation (planning, monitoring and evaluation). Metacognitive strategies are linked interactively by its twin process of reflection, eventually facilitating the implementation of certain cognitive strategies. Since metacognitive strategies essentially comprise skills, facilitators of learning should facilitate learners' development and application of these skills and the study and mastery of mathematics in an integrated way, thereby ensuring that learners deliberately and intentionally apply these skills in a satisfactory way. It is important to note that "metacognition" is both directly and indirectly mentioned in the Critical Outcomes stated in Curriculum 2005 - after all, most of the outcomes referred to imply that learners should be directed to reflect on their own thoughts. The primary aim of my study was to investigate the possible value of metacognition for the teaching and learning of mathematics. I used a two-phased, consecutive, mixed research method involving learners as well as in-service and pre-service mathematics facilitators. Results of the quantitative part of my study were triangulated with the results of the qualitative part of my study. My findings indicate, inter alia, that learners' metacognitive strategies as regards prediction, evaluation, monitoring and reflection could be insufficient. In-service and pre-service facilitators of mathematics may very well possess metacognitive skills and utilise them intuitively, however, these skills are not implemented in their classes or learning to a satisfactory extent. Since this is a local study conducted on a relatively small scale, it would be inappropriate to infer. My findings do, however, suggest that implementation of and research on metacognition and metacognitive strategies in the teaching and learning of mathematics require attention at national. tertiary and secondary levels. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006

The purpose of this study was to investigate the effectiveness of the facilitation methods used in the adult centre to motivate adult learners to participate in Adult Basic Education and Training (ABET) programmes, as the majority of South Africans have a low level of literacy. The illiteracy could not be viewed independently of the apartheid policies that were in place before democratisation in 1994. After the democratisation the African National Congress (ANC) policies, prioritised the provision of ABET. The policy was for ABET provide education including basic literacy, numeracy to a level equivalent to the General Certificate of Education to adults who have had little or no formal schooling. ABET is viewed as a means to educate and train adults and is regarded as a force for social participation and economic development. The researcher was prompted to investigate the effectiveness of the facilitation methods to motivate adult learners to participate in learning or not. Adults’ participation in learning programmes will help them towards social participation and also to develop them economically. If adults are economically developed, South Africa will not be facing such huge rate of unemployment, poverty and illiteracy. As there are a number of development programmes that are offered at Ekurhuleni to equip adults with relevant skills required for development and equipping them with the skills to face economic challenges of the country, motivation becomes essential because if learners are not motivated to participate, they are not going to be involved in them and get the necessary education. The focus is also on the facilitation methods that are used in the learning centre. Qualitative research has enabled the researcher to gather enough data through employing interviews. Individual interviews, focus group interviews as well as observation were the tools used in this study. It reveals that facilitation methods that are used are not effective enough to motivate adult learners’ participation in ABET programmes. Thus recommendations and suggestions were made to assist the i facilitators in rendering effective facilitation methods for the benefit of the adult learners. / Educational Leadership and Management / D. Ed. (Education Management)

The purpose of this study was to investigate the effectiveness of the facilitation methods used in the adult centre to motivate adult learners to participate in Adult Basic Education and Training (ABET) programmes, as the majority of South Africans have a low level of literacy. The illiteracy could not be viewed independently of the apartheid policies that were in place before democratisation in 1994. After the democratisation the African National Congress (ANC) policies, prioritised the provision of ABET. The policy was for ABET provide education including basic literacy, numeracy to a level equivalent to the General Certificate of Education to adults who have had little or no formal schooling. ABET is viewed as a means to educate and train adults and is regarded as a force for social participation and economic development. The researcher was prompted to investigate the effectiveness of the facilitation methods to motivate adult learners to participate in learning or not. Adults’ participation in learning programmes will help them towards social participation and also to develop them economically. If adults are economically developed, South Africa will not be facing such huge rate of unemployment, poverty and illiteracy. As there are a number of development programmes that are offered at Ekurhuleni to equip adults with relevant skills required for development and equipping them with the skills to face economic challenges of the country, motivation becomes essential because if learners are not motivated to participate, they are not going to be involved in them and get the necessary education. The focus is also on the facilitation methods that are used in the learning centre. Qualitative research has enabled the researcher to gather enough data through employing interviews. Individual interviews, focus group interviews as well as observation were the tools used in this study. It reveals that facilitation methods that are used are not effective enough to motivate adult learners’ participation in ABET programmes. Thus recommendations and suggestions were made to assist the i facilitators in rendering effective facilitation methods for the benefit of the adult learners. / Educational Leadership and Management / D. Ed. (Education Management)