The original aim of this study was to assess the effectiveness of a teaching
approach based on the Means of Assisting Performance (MAP) by Tharp and
Gallimore (1988) in the teaching of science to Grade 5 (Standard three) level. The
basic method was to compare performance of three Grade 5 classes using pretest
and post-test. One class (Grade SA) was taught for three weeks using an
intervention programme which was based on the MAP teaching approach. A
second class (Grade 58), received a teaching approach which was based on a
"traditional teaching" technique. 80th classes were taught by the researcher.
A 3rd class (Grade Se) was not taught by the researcher and this class was
included in order to measure test effect. The information obtained from these
tests was supplemented by qualitative observation of the pupils at work,
interviews with teachers and pupils at the school. A general science topic (soil)
was chosen with a focus on proportional reasoning skills. Because of the
difficulties which arose, the study concentrated on investigating the skill level
which learners demonstrated when answering questions on proportional
relationships in Grade 5 at Khwezi Primary, and looking at strategies that learners
at this level of development use in solving proportional problems.
The results obtained in this study suggest the following.
(i) Learners tested in this study showed a low-level use of the intuitive skills
which are needed in laying the necessary foundation for the development
of advanced proportional reasoning abilities.
(ii) The strategies which were used by the learners tested were those referred
to as incomplete, qualitative, and additive strategies as well as guessing.
(iii) Strategies used by the learners tested in this study were similar to the
strategies used by similar learners tested by other researchers in other
parts of the world.
The intervention was short, and no substantial gains in the skill of
proportional relationships were observed. The teaching methodology based on
MAP brought about changes to the learning styles of the learners. Learners were
not just recipients of information but were active role players in the learning
process. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/6085 |
| Date | January 1998 |
| Creators | Memela, Dennis Sibongiseni. |
| Contributors | Knox, David. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0012 seconds