The aim of this study was an exploration of the relationship between the use of an Integrated Learning System (ILS), entitled Master Maths, as a supplement to traditional mathematics instruction, and mathematics achievement as measured by the Paper 2 marks of the National Mathematics Examinations for standard grade learners in grade 12. The use of technology in education has increased over the past decade. One way of integrating technology into instructional programmes has been through the use of Integrated Learning Systems (ILSs). The review of the literature traces the history of computer-assisted instruction as conducted on ILSs. The review of recent research studies focuses on the impact of ILSs on learner achievement in mathematics internationally and in the South African context. This study used quantitative and qualitative methods to research the impact of the Master Maths programme on mathematics achievement. Twenty-six learners of the 133 standard grade learners from one high school in New Brighton, Port Elizabeth were selected for each of the experimental and control groups. The experimental group worked on the Master Maths programme for twelve sessions of three hours each. The results of the quantitative analysis show that the intervention did not make a significant difference to the experimental group. The Master Maths programme led to only a 0.56% increase in the marks of the experimental group. The qualitative analysis drew a comparison between the modules of the Master Maths programme and the relevant examination questions in terms of content covered and cognitive levels. The researcher used Bloom’s Cognitive Taxonomy to evaluate the cognitive levels. The data show that it was easier for the learners to obtain higher marks in the module tests than in the examination questions. The data indicate that the module tests were easier than the examination questions in that the cognitive levels of the module tests were lower. The data confirm that there is a gap between the acquisition and evaluation of core skills tested by the modules used in the intervention and the wider knowledge and skills tested in the examination.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nmmu/vital:10780 |
| Date | January 2004 |
| Creators | Barnard, Stefanus van Rooyen |
| Publisher | Port Elizabeth Technikon, Faculty of Communication and Educational Studies |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Doctoral, DEd |
| Format | xiii, 196 leaves, pdf |
| Rights | Nelson Mandela Metropolitan University |
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