The main purpose of this research was to establish how the theory of
variation could be used as a resource to enhance learning in
Economic and Management Sciences. In the process three specific
interdependent research questions were addressed: firstly "how can
we develop among learners a good understanding of a particular
topic in EMS, for example how the price or value of the Rand is
determined on the Foreign Exchange market? secondly "how can the
theory of variation be used as a tool for learners to experience the
object of learning in a particular way?"; and lastly, "How can the use
of a learning study help educators to improve their teaching and
make a particular kind of learning possible?"
The study utilised pre-test-post-test retention design experiment in
phenomenographic studies. A learning study tool within the variation
theory of learning was incorporated into a series of grade nine
classroom-learning activities on foreign exchange market operation.
361 learners participated in the study.
Three main findings were established. Firstly an outcome space was
found which contained four qualitatively different ways of
experiencing the determination of the Rand price/value on the
foreign exchange market. Secondly there was a statistically
significant difference between the pre-test and post-test in learning
outcome of the understanding of Rand price determination. This was
demonstrated using t-test at p-value of 0.000, followed by Levene's
t-test for equality of variance test. Thirdly, the results showed an
educationally significant improvement in learners' understanding of
the EMS concept, through the application of a learning study tool in
the variation theory of learning
The study therefore supports the role of the theory of variation of
learning, which means that learning to see something in a particular
way is a function of experiencing simultaneous variation in critical
aspects of the object of learning. Educators identify the critical
aspects related to different ways of understanding of a particular
object of learning, and to design the patterns of variation, or create
the space of variation consciously with respect to these critical
aspects. / (PhD) North-West University, Mafikeng Campus, 2006
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/11200 |
| Date | January 2006 |
| Creators | Assan, Thomas Edwin Buabeng |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0019 seconds