The poor mathematics achievement of South African learners is a great shock and reason for concern in our country. The question is asked why the learners achieve so poorly and whether something can be done to improve learners’ mathematics achievement. Research has shown that the field of study orientation is a primary factor for learners’ mathematics achievement. A positive study orientation towards Mathematics has a great influence on the positive achievement of learners in Mathematics. The use of metacognition has also been found to improve learners’ mathematics achievement and their ability to solve problems. It has been decided to find the relationship between learners’ study orientation and metacognition and to determine what the influence of the relationship is on learner's mathematics achievement. Learners’ study orientation is identified as six fields that have an influence on learner's mathematics achievement. The fields are learners’ study attitude in Mathematics, Mathematics anxiety, study habits in Mathematics, problem solving behaviour in Mathematics, study milieu (social, physical well-being and classroom atmosphere) in Mathematics and information processing in Mathematics. Metacognition is described as the learners’ thoughts concerning their own thinking and is divided in two separate components: • Metacognitive knowledge: it addresses the questions of what you know, how you think, when and where to use certain strategies. Metacognitive knowledge consists of strategic knowledge, knowledge of cognitive tasks and self-knowledge. • Self-management: self-management is 'metacognition in action' and learners use it to effectively apply the metacognitive knowledge. Self-management consists of prediction, planning, monitoring and evaluation. The study population comprise of Grade 7-learners in the Potchefstroom district. The schools that participated in the study serve learners from different socioeconomic backgrounds (ex-Model C, multicultural, township, farm and learners living in the township but their school is in an affluent environment. The sample was chosen from an expedient sample. The study consists of a quantitative research as well as a qualitative research. The quantitative research was conducted by making use of the study orientation questionnaire in Mathematics, a metacognitive questionnaire and a mathematics achievement questionnaire for Grade 7. The average of the high achievement learners as well the low achievement learners were determine, intercorrelations between the variables and a regression analysis has been done to find out which fields is a good predictor for mathematics achievement. The qualitative research was conducted, using interviews. The Mathematics teachers (involved in the learner's teaching and learning), high achievement learners and low achievement learners where interviewed. The interviews were interpreted and combined with the qualitative research findings. The study found that both a positive study orientation and use of metacognition in Mathematics can enhance learners’ mathematics achievement. High achieving learners are better orientated towards Mathematics and make use of metacognition in a greater extent than learners that achieve poorly in mathematics. In general learners have a positive attitude towards Mathematics and their study milieu is positive. It has been found that learner's orientation toward study habits is weak and their problem solving behaviour is weak also, especially with solving non routine problems. Out of the correlations it was found that learners which experience a high level of mathematics anxiety and a negative study milieu make less use of metacognition than learners that experience less mathematics anxiety and have a positive study milieu. There is a relationship between metacognition and study-orientation and this relationship has an influence on learners’ mathematics achievement. Recommendations were made concerning metacognition and study orientation. In order to enhance learners’ mathematics achievement, it is necessary to improve their use of metacognition and study orientation towards mathematics / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006

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

The poor mathematics achievement of South African learners is a great shock and reason for concern in our country. The question is asked why the learners achieve so poorly and whether something can be done to improve learners’ mathematics achievement. Research has shown that the field of study orientation is a primary factor for learners’ mathematics achievement. A positive study orientation towards Mathematics has a great influence on the positive achievement of learners in Mathematics. The use of metacognition has also been found to improve learners’ mathematics achievement and their ability to solve problems. It has been decided to find the relationship between learners’ study orientation and metacognition and to determine what the influence of the relationship is on learner's mathematics achievement. Learners’ study orientation is identified as six fields that have an influence on learner's mathematics achievement. The fields are learners’ study attitude in Mathematics, Mathematics anxiety, study habits in Mathematics, problem solving behaviour in Mathematics, study milieu (social, physical well-being and classroom atmosphere) in Mathematics and information processing in Mathematics. Metacognition is described as the learners’ thoughts concerning their own thinking and is divided in two separate components: • Metacognitive knowledge: it addresses the questions of what you know, how you think, when and where to use certain strategies. Metacognitive knowledge consists of strategic knowledge, knowledge of cognitive tasks and self-knowledge. • Self-management: self-management is 'metacognition in action' and learners use it to effectively apply the metacognitive knowledge. Self-management consists of prediction, planning, monitoring and evaluation. The study population comprise of Grade 7-learners in the Potchefstroom district. The schools that participated in the study serve learners from different socioeconomic backgrounds (ex-Model C, multicultural, township, farm and learners living in the township but their school is in an affluent environment. The sample was chosen from an expedient sample. The study consists of a quantitative research as well as a qualitative research. The quantitative research was conducted by making use of the study orientation questionnaire in Mathematics, a metacognitive questionnaire and a mathematics achievement questionnaire for Grade 7. The average of the high achievement learners as well the low achievement learners were determine, intercorrelations between the variables and a regression analysis has been done to find out which fields is a good predictor for mathematics achievement. The qualitative research was conducted, using interviews. The Mathematics teachers (involved in the learner's teaching and learning), high achievement learners and low achievement learners where interviewed. The interviews were interpreted and combined with the qualitative research findings. The study found that both a positive study orientation and use of metacognition in Mathematics can enhance learners’ mathematics achievement. High achieving learners are better orientated towards Mathematics and make use of metacognition in a greater extent than learners that achieve poorly in mathematics. In general learners have a positive attitude towards Mathematics and their study milieu is positive. It has been found that learner's orientation toward study habits is weak and their problem solving behaviour is weak also, especially with solving non routine problems. Out of the correlations it was found that learners which experience a high level of mathematics anxiety and a negative study milieu make less use of metacognition than learners that experience less mathematics anxiety and have a positive study milieu. There is a relationship between metacognition and study-orientation and this relationship has an influence on learners’ mathematics achievement. Recommendations were made concerning metacognition and study orientation. In order to enhance learners’ mathematics achievement, it is necessary to improve their use of metacognition and study orientation towards mathematics / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006

Die doel van voorligting is om 'n persoon tot selfaktualisering te lei, of anders gestel, om hom te help om sy volle potensiaal te verwesenlik. Die doel wat ook op 'n leersituasie van toepassing is, word moeilik bereik indien 'n leerling onbewus van of onrealisties oar sy potensiaal is. So 'n leerling sal baat vind by 'n voorligtingsprogram waarin realistiese prestasievlakke bepaal word. 'n Empiriese ondersoek waarby 124 graad 11- leerlinge betrek is, is uitgevoer. Veranderlikes soos intelligensie, aanleg, selfkonsep, motivering, belangstelling (brein voorkeur) en studieorientasie is met betroubare instrumente gemeet en deur middel van regressie-analises gekombineer ten einde variansie in prestasie te verklaar. Regressievergelykings is opgestel waarmee realistiese punte in die vernaamste vakke bepaal kan word. / The aim of guidance is to lead a person to self-actualisation or stated differently, to help him to develop his full potential. This aim, which is also applicable to a learning situation, is difficult to attain if a pupil is unaware of, or unrealistic about his potential. Such a pupil will benefit from a guidance programme in which realistic achievement levels are determined. An empirical investigation which involved 124 grade 11 pupils was carried out. Variables such as intelligence, aptitude, self­ concept, motivation, interest (brain preference) and study orientation were measured with reliable instruments, and by means of regression analyses combinations were found to explain the variance in achievement. Regression equations were formulated with which realistic scores could be determined in the most important subjects. / Psychology of Education / M. Ed. (Voorligting)

Die Digitalisierung stellt die Unternehmen über alle Industrien hinweg vor große Herausforderungen (Fitzgerald 2014). Im Kontrast dazu, bieten die neuen Technologien und die damit verbundenen Methoden ein riesiges Potential für den Erfolg eines jeden einzelnen Unternehmens. Um diesen Herausforderungen zu begegnen und die Mehrwerte aus den neuen Technologien zu schöpfen, sind im Themengebiet der Digitalisierung gut informierte und gut ausgebildete Mitarbeiterinnen und Mitarbeiter ein wichtiger Faktor. Die Belegschaft von morgen sind die Schülerinnen und Schüler von heute. Diese jungen Talente müssen mit geeigneten Maßnahmen an die Digitalisierung und die entsprechenden Arbeitsweisen herangeführt werden. Dies ist insbesondere im Prozess der Berufs- und Studienorientierung wichtig (Hammer 2010). Allerdings werden diese Kompetenzen kaum oder nicht in Schulen vermittelt (Reher 2010). Eine Möglichkeit dafür bilden Schülerlabore, die als außerschulischer Lernort einen Raum zum Entwerfen, Entwickeln und Erleben bieten (Streller 2011). Hauptziel der Schülerlabore ist es, die Interessen für die Fachgebiete zu wecken, und die Technologien, die Methoden und deren Berufsbilder zu vermitteln (Engeln 2004). Die drei Phasen, Entwerfen, Entwickeln und Erleben sollen am Beispiel des PROJECT 10|2018, einem gemeinsamen Ferienprojekt der Schülerlabore Create IT Studio von SAP und dem Future Mobility Campus von VW, verdeutlicht werden. In Abschnitt 2 werden die Begrifflichkeiten eines Schülerlabors näher erläutert und das Beispiel des Create IT Studios aufgezeigt. Danach folgt die theoretische Auseinandersetzung mit den Effekten auf Schülerinnen und Schüler durch regelmäßiges Experimentieren im Rahmen eines Schülerlabors in Abschnitt 3. Abschnitt 4 beschreibt die Produktentwicklung im Rahmen des Projektes 10|2018. Das Projekt wird durch eine Auswertung des Feedbacks der Teilnehmerinnen und Teilnehmer evaluiert und Rückschlüsse für die nächsten Projekte im Rahmen von Schülerlaboren getroffen. [... aus Punkt 1]

lnternasionaal, sowel as nasionaal bestaan daar besorgdheid oor leerders se ontoereikende prestasie in wiskunde. In postapartheid Suid-Afrika is ontoereikende prestasie in wiskunde 'n wesenlike probleem. Talle studies is reeds onderneem om hierdie verskynsel te verklaar omdat wiskundeprestasie van kardinale belang is vir enige ontwikkelende land. Navorsing het onder meer aangetoon dat wiskundeprestasie op skoal een van die beste voorspellers van sukses op tersiere vlak is en dat daar 'n statistiese betekenisvolle verband bestaan tussen wiskundeprestasie en aspekte van studie-orientasie in wiskunde (insluitende studiegewoontes, wiskunde-angs, houding jeens wiskunde, effektiewe tydsbestuur, ouerverwagting, asook leerders se sosiale en ervaringswereld in wiskunde). Verskeie ander faktore beïnvloed ook wiskundeprestasie, met inbegrip van bekwaamheid, belangstelling, leerders se agtergrond en die gehalte van onderrig. Oor die afgelope 20 jaar fokus navorsers op onder meer die invloed van sosiale, kognitiewe en metakognitiewe, konatiewe en affektiewe fasette van prestasie in wiskunde. Die doel van hierdie studie was om ondersoek in te stel na die fasette van emosionele intelligensie en die dimensies van studie-orientasie in wiskunde wat moontlik 'n rol kan speel in die middel-adolessent se wiskundeprestasie. Die studie het veral gefokus op die aard van emosionele intelligensie en studie-orientasie in wiskunde, die aard en betekenis van wiskundeprestasie, die mate waartoe ('n kombinasie van fasette van) emosionele intelligensie en studie-orientasie middeladolessente se wiskundeprestasie voorspel en hoe verskillende taal-, geslag- en graadgroepe (in hierdie studie verteenwoordig) se prestasie in hierdie opsig vergelyk. Die studie het plaasgevind vanuit 'n sosio-konstruktivistiese paradigma wat uit die interpretivistiese paradigma ontwikkel het. Seide kwantitatiewe en kwalitatiewe datainsamelingstegnieke (KWAN-kwal) is in hierdie studie ge"implementeer ten einde die moontlike verband tussen emosionele intelligensie, studie-orientasie in wiskunde en die middel-adolessent se wiskundeprestasie te ondersoek en te beskryf. Altesaam 435 leerlinge in graad 9 en 11 aan die drie Engelsmedium-hoerskole in die Mafikeng area het aan die studie deelgeneem. Die kwantitatiewe komponent van die studie het bestaan uit die implementering van twee gestandaardiseerde vraelyste. Leerders is gevra om 'n El-vraelys, naamlik die Bar-On EQ-i: YV™ en die Studieorientasievraelys in Wiskunde (SOW) te voltooi. Kwalitatiewe tegnieke wat in hierdie studie ge"implementeer is, sluit in fokusgroeponderhoude, observasie, veldnotas en die gebruik van 'n reflektiewe joernaal. Daar is een fokusgroeponderhoud by elk van die drie deelnemende skole gevoer om die leerders wat aan die navorsing deelgeneem het se menings en opinies rakende wiskunde en wiskundeprestasie te peil. Die resultate het aangedui daarop dat 'n kombinasie van die fasette van emosionele intelligensie en die dimensies van studie-orientasie as moontlike voorspellers van die middel-adolessent se wiskundeprestasie beskou kan word. Die volgende Elkomponente het as voorspellers van wiskundeprestasie na vore getree: Algemene gemoedstoestand, Aanpasbaarheid en lntrapersoonlike gedrag. Die volgende SOW dimensies was voorspellers van wiskundeprestasie: Probleemoplossing, Studiegewoontes, lnligtingverwerking en Wiskundeangs. Temas wat uit die kwalitatiewe aspek van my studie na vore getree het as moontlik bydraend tot leerders se ontoereikende wiskundeprestasie, verwys spesifiek na uitdagings op makro-, meso- en mikrovlak binne die Suid-Afrikaanse konteks. ENGLISH : There is both internationally and nationally great concern about the poor achievement of learners in mathematics. Inadequate performance in mathematics is a substantial problem in post-apartheid South Africa. Numerous studies have been undertaken to explain this phenomenon, since mathematics achievement is of cardinal importance to any developing country. Research has shown inter alia that mathematics achievement at school is one of the best predictors of success at tertiary level and that there is a statistically significant correlation between mathematics achievement and aspects of study orientation in mathematics (including study habits, mathematics anxiety, attitude towards mathematics, effective time management, parents' expectations, learners' social world and mathematics experience). Various other factors also affect mathematics achievement, including competence, interest, learners' background and the quality of tuition. Over the past 20 years, researchers have focused on issues such as the impact of social, cognitive and metacognitive, conative and affective facets on achievement in mathematics. The aim of this study was to examine the facets of emotional intelligence and the dimensions of study orientation in mathematics that might play a role in the mathematics achievement of the middle adolescent. The study focused especially on the nature of emotional intelligence and study orientation in mathematics, the nature and meaning of mathematics achievement, the extent to which (a combination of facets of) emotional intelligence and study orientation predict(s) the mathematics achievement of middle-adolescents and also compared the performance of the different language, gender and grade groups (represented in this study). The study was based on a socio-constructivist paradigm, which had developed from the interpretivist paradigm. Both quantitative and qualitative data-gathering techniques (QUAN-qual) were implemented so as to examine and describe the possible relationship between emotional intelligence, study orientation in mathematics and the mathematics achievement of the middle adolescent. Altogether 435 learners in Grades 9 and 11 from the three English medium high schools in the Mafikeng region took part in the study. The quantitative component of the study comprised the implementation of two standardised questionnaires. Learners were asked to complete an El questionnaire, the Bar-On EQ-i: YV™, and the Study Orientation Questionnaire in Mathematics (SOM). Qualitative techniques implemented in the study included focus group interviews, observation, field notes, and the use of a reflective journal. One focus group interview was conducted at each of the three participating schools to gauge the views and opinions of learners participating in the research on mathematics achievement. The results indicated that a combination of the facets of emotional intelligence and the dimensions of study orientation could be considered potential predictors of the middle adolescent's mathematics achievement. The following EI components also emerged from the results as predictors of mathematics achievement: General mood, Adaptability and Intrapersonal behaviour. The following SOM dimensions were predictors of mathematics achievement: Problem-solving behaviour, Study habits, Information processing and Mathematics anxiety. Themes that emerged from the qualitative aspect of my study as potential contributors to learners' inadequate mathematics achievement refer specifically to challenges at the macro, meso and micro level within the South African context. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

The pass rate in mathematics is unsatisfactory both in South Africa and internationally. Historically disadvantaged students tend to underachieve even more due to a variety of hampering factors. An investigation into the reasons for underachievement in mathematics prompted the researcher to launch a study through which she wanted to remediate some of these identified problems. The research project took place at Technikon Northern Gauteng (TNG), and comprised of the implementation of tutorial sessions. The study was conducted by means of a quasi-experimental design using action research. The primary goal of this dissertation is to report on the process, outcomes and recommendations in order to facilitate improvement in practice. The researcher's overarching hypothesis was that tutorials in mathematics would have a positive effect on the achievement of first year mathematics students at TNG. The following questions were focussed on during the course of the study: ¨ What is the impact of mathematics tutorials on problem-solving abilities and critical thinking? ¨ What is the impact of tutorials on the self-image of the students, with reference to mathematics and mathematics achievement? ¨ What is the impact of tutorials on mathematics achievement? ¨ Which role could tutors play in the creation of role models? ¨ Do students have the need to communicate mathematically in their mother tongue? ¨ How successfully could portfolio assessment be implemented? Quantitative and qualitative data were gathered through a standardised questionnaire, the SOM, a specifically designed, structured questionnaire, observations, focus group interviews, reflective diaries and student records. Some of the findings include: ¨ Historically disadvantaged students § often possess a unsatisfactory study orientation; § apply inefficient time management; § suffer from mathematics anxiety; § do not show a correlation in terms of grade 12 symbols and success at tertiary level § often experience milieu deficit; § do not achieve according to their expectations; and § do not have a learning culture (COLT) at their disposal. ¨ Students generally perceived the tutorials as positive and contributing towards success. The students § did not often speak in their mother tongues; § appreciated the relaxed work tempo; and § utilise the support system of the smaller group. ¨ During the focus group interviews students recognised the following success factors: § regular class attendance; § completion of homework § planning and revision according to a study timetable. ¨ Students shared some personal experiences with the researcher, namely that § the tutorials boosted their self-image and make them willing to ask questions during lectures; § some tutors acted as positive role models; and § the consistent involvement of the lecturer motivated students. The statistical procedures revealed that the students in the experimental group did not perform significantly better than those in the control group, yet that does not diminish the value of the study in any way. The researcher recommends further research in the tertiary mathematics environment in order to empower students. / Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

The purpose of this study is to focus on constructing a modelling-based learning environment to improve learner performance in grade 6 mathematics classrooms. The purpose emanates from the continued poor performance of learners in mathematics at different school levels, especially grade 6. The teaching and learning of mathematics is explained from an ontological point of departure, focussing on constructivist paradigms. Different types of constructivism are discussed with special attention to the school mathematics domain. The learning, problem based learning, problem solving and learning environment are key components in the discussion. A theoretical perspective on the design of modelling as a powerful learning environment in primary schools mathematics classrooms is provided. Focus is placed on the applicability of the modelling-based learning environment on the South African mathematics curriculum and on study orientation as a key component to help develop an understanding of why learners perform or do not perform in mathematics. A mixed method research design, in which quantitative and qualitative are combined to achieve the outcomes of the research problem, is chosen for this research study project to provide a purposeful research framework. The findings of the research include not only learners’ improvement in dealing with non-routine, mathematical word problems but also in general-routine, mathematical word problems. A second finding shows that the overall SOM pre/post/retention showed good reliability, acceptable construct validity, good practical significance, and large effect but had low to medium effect in individual fields. The univariate analysis for the Crossover design used indicated that the problem solving field had statistical significance and practical significance, and the study milieu and mathematical confidence field might have statistical significance and practical significance. The third finding provided evidence concerning teacher administration, teacher and learner interaction, assessment and homework. The findings from the quantitative and qualitative data-analysis and interpretations, and literature review, guided the researcher in proposing a construct for a modelling-based learning environment as a means to improve learners’ mathematics performance in grade 6 mathematics classes in the John Toalo Gaetswe (JTG) District. The contribution that this study makes is to propose a construct for a modelling-based learning environment to improve learner performance in grade 6 mathematics. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014