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The effect of using a computer assisted instruction on teaching circle geometry in grade 11 / The effect of using a computer assisted instruction on teaching circle geometry in grade elevenGweshe, Lovejoy Comfort 12 1900 (has links)
South African learners continue to perform poorly in high school Circle Geometry. Lack of learner confidence and motivation in Mathematics may be the contributing factors to the low success rate in Circle Geometry. These factors, coupled with Conventional Teaching Instructions (CTI), may have contributed to the significant reduction in the number of learners enrolled for Mathematics, and provided a rationale for the study that explored a possible alternative teaching pedagogy to motivate and eventually improve learner performance in Circle Geometry. The study aimed to investigate the comparative effects of Computer Assisted Instruction (CAI) and CTI on the performance and motivation of Grade 11 learners in the topic of Circle Geometry. The population of the study consisted of Grade 11 Mathematics learners from 65 secondary schools in the Ekurhuleni North District of Gauteng province in South Africa. Using convenience sampling techniques two schools with n=136 Grade 11 Mathematics learners and two teachers participated in the study. One school formed the experimental group (n=71) and the other school formed the control group (n=65).
The study followed a quasi-experimental design with a non-equivalent control group approach consisting of pre-and post-test measures. Intact classes participated in the study as it was not possible to randomly select participants for the study. Both groups wrote a standardised achievement pre-test to ascertain their performance status at the beginning of the study. CAI was implemented in the experimental school while CTI was implemented in the control school. A similar post-test was administered on both groups to measure the comparative effects of each teaching method on the performance of learners. A questionnaire was also administered to both groups to measure the motivation of learners. A purposive sample (n=12) was selected from both groups to participate in semi-structured interviews to account for the results of the test and the questionnaire. A socio-constructivist theory framed the study. Analysis of Covariance (ANCOVA) was used to analyse data. The results of this investigation indicated that the use of the computer software, GeoGebra, in the teaching and learning of Circle Geometry improved the performance and motivation of Grade 11 learners. / Mathematics Education / M. Ed. (Mathematics Education)
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The effectiveness of computer-aided teaching on the quality of learning geometric concepts by grade 7 learners at a selected primary school in KwaZulu-NatalYegambaram, Puvernentheran 05 June 2013 (has links)
Submitted in fulfillment of the requirements of the Degree of
Master of Technology: Management, Durban University of Technology, 2012. / The emphasis of geometry is of such significance that the current National
Curriculum Statement has included the learning of two-and three-dimensional
shape from grade R. However it is observed that teachers rely on textbooks
for their knowledge of a dynamic topic such as nets of solids. Learners do not
have an opportunity to explore the different orientations of solid shapes. Not
many teachers use technology to assist their pedagogy. Quality processes in
mathematics education emphasise the use of technology in teaching and
learning.
A study was performed using “Poly”, which is free open-source software for
mathematics teaching and learning. This software was chosen because it
was an easy to use application. It was able to show the different orientations
of the solid shapes. Three-dimensional geometry can be explored using this
software.
The research is based on a social constructivist view of learning and the
methodology used is a case study. The Piagetian and van Hiele stages of
development will be the basis of the researcher’s investigation. Piaget’s
theory is based on age development whilst van Hiele alludes to the different
stages of geometrical development. A control group was compared to the
experimental group consisting of 20 learners each. The research was
conducted in KwaZulu-Natal and involved a teacher with a class of 40
learners. Qualitative and quantitative data were collected and were analysed.
The data consisted of classroom observations and learner questionnaires
and interviews.
The findings of this study affirm that the use of technology in the teaching of
geometry can enhance conceptual understanding. Classroom management
breaks from routine while using Poly. Poly has the potential to improve
learners' educational experiences; it can enable the effective application of
constructive, cognitive and collaborative models of learning. Poly is not just a
mathematical tool but also a tool for thinking and helping to enhance
learners’ learning. It can serve as a vehicle for helping learners to foster
fundamental geometrical concepts. The assessment of the use of computers
in mathematics by the learners of the experimental classes indicates that
application of computers enables increasing the interest of the learners in
mathematics and introduces more variety to the studies, making them more
enjoyable and interesting. / National Research Foundation
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The effect of using a computer assisted instruction on teaching circle geometry in grade 11 / The effect of using a computer assisted instruction on teaching circle geometry in grade elevenGweshe, Lovejoy Comfort 12 1900 (has links)
South African learners continue to perform poorly in high school Circle Geometry. Lack of learner confidence and motivation in Mathematics may be the contributing factors to the low success rate in Circle Geometry. These factors, coupled with Conventional Teaching Instructions (CTI), may have contributed to the significant reduction in the number of learners enrolled for Mathematics, and provided a rationale for the study that explored a possible alternative teaching pedagogy to motivate and eventually improve learner performance in Circle Geometry. The study aimed to investigate the comparative effects of Computer Assisted Instruction (CAI) and CTI on the performance and motivation of Grade 11 learners in the topic of Circle Geometry. The population of the study consisted of Grade 11 Mathematics learners from 65 secondary schools in the Ekurhuleni North District of Gauteng province in South Africa. Using convenience sampling techniques two schools with n=136 Grade 11 Mathematics learners and two teachers participated in the study. One school formed the experimental group (n=71) and the other school formed the control group (n=65).
The study followed a quasi-experimental design with a non-equivalent control group approach consisting of pre-and post-test measures. Intact classes participated in the study as it was not possible to randomly select participants for the study. Both groups wrote a standardised achievement pre-test to ascertain their performance status at the beginning of the study. CAI was implemented in the experimental school while CTI was implemented in the control school. A similar post-test was administered on both groups to measure the comparative effects of each teaching method on the performance of learners. A questionnaire was also administered to both groups to measure the motivation of learners. A purposive sample (n=12) was selected from both groups to participate in semi-structured interviews to account for the results of the test and the questionnaire. A socio-constructivist theory framed the study. Analysis of Covariance (ANCOVA) was used to analyse data. The results of this investigation indicated that the use of the computer software, GeoGebra, in the teaching and learning of Circle Geometry improved the performance and motivation of Grade 11 learners. / Mathematics Education / M. Ed. (Mathematics Education)
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