Text in English, Zulu and Afrikaans / The study investigated assistive technology for the deaf, specifically applied to the teaching
and learning of mathematics at a rural Namibian special primary school. The problem was the
lack of prior research about the effects of Constructivist assistive technology for guiding
Namibian special schools and educators. The objective was to conduct an experiment with
deaf learners and interviews with the teachers involved. The study was a mixed methods
study, involving quantitative academic achievement data and qualitative interview data. The
findings suggest that there was a statistically significant effect on the multiplication and
division achievement of the learners, but not their addition and subtraction achievement. The
emergent Constructivist-related categories were collaborating, cooperating, exploring, selfassessing, learning from errors, seeking knowledge independently, self-regulating, selfreflecting, metacognitive thinking and being self-aware. These scientific insights contribute
to the field and stem from a useful method for reviewing and selecting an appropriate
learning theory and assistive technology. / Isifundo socwaningo siphenya ngobuchwepheshe obuluncedo kulabo abayizimpumputhe,
ikakhulukazi lolu cwaningo lumayelana nokufundisa kanye nokufundwa kwesifundo sezibalo
esikoleni sabakhubazekile endaweni yasemakhaya ngaseNamibia. Inkinga lapha ukusweleka
kocwaningo lwangaphambili olumayelana nemithintela yohlelo lobuchwepheshe oluncedayo
losolwazi abangama-contructivists ngokuhola izikole zabakhubazekile zaseNamibia kanye
nabafundisi. Inhloso kwaye kuwukwenza ucwaningo oluphathekayo kanye nabafundi
abakhubazeke amehlo kanye nenhlolovo nothisha ababandakanyekayo, ngokusebenzisa
ucwaningo oluxubile, oluxuba idatha mayelana nempumelelo kwezemfundo kanye nedatha
yezamanani yenhlolovo. . Okutholwe wucwaningo kuchaza ukuthi kunomthelela
obonakalayo wezamanani mayelana nempumelelo yekhono lokuphindaphinda kanye
nokwehlukanisa, kodwa hayi impumelelo yabo ngokwekhono lokuhlanganisa kanye
nokunciphisa. Izigaba ezihambisana nosolwazi abakhasayo zisebenza ngokuncedana,
ngokusebenzisana, ngokuvumbulula, ngokuzihlola wena siqu sakho, ngokufunda ngokwenza
amaphutha, ngokucinga ulwazi ngokuzimela, ngokuzenzela imigomo, ngokubheka
impumelelo yakho, ngokucabangisisa ngokusebenzisa ulwazi kanye nokuzibhekisisa. Lolu
lwazi lwezesayensi lunomthelela emkhakheni kanti lususelwa endleleni esebenzayo ngokubuyekeza kanye nokukhetha ithiyori yokufunda efanele kanye nohlelo oluncedayo
lobuchwepheshe. / Die studie het ’n ondersoek na bystandstegnologie vir dowes, spesifiek ten opsigte van hoe
dit in die onderrig en leer van wiskunde by ’n landelike spesiale laerskool in Namibië
toegepas word, behels. Die navorsingsprobleem was die gebrek aan navorsing oor die effek
van konstruktivistiese bystandstegnologie wat leiding aan Namibiese spesiale skole en
opvoeders kan bied. Die navorsingsdoelwit was om ’n eksperiment met dowe leerders uit te
voer en onderhoude met die betrokke onderwysers te voer as deel van ’n
gemengdemetodestudie, wat die insameling van kwantitatiewe data oor akademiese prestasie
en kwalitatiewe onderhouddata behels het. Die bevindings van die studie dui op ’n statisties
beduidende effek op die leerders se prestasie met betrekking tot vermenigvuldiging en deling,
maar nie hulle prestasie met betrekking tot optel en aftrek nie. Die voortkomende
konstruktivisties-verwante kategorieë is meewerking, samewerking, verkenning,
selfassessering, die vermoë om uit foute te leer, ’n onafhanklike soeke na kennis,
selfregulering, selfbesinning, metakognitiewe denke en selfbewussyn. Hierdie wetenskaplike
insigte lewer ’n bydrae tot die studieveld en spruit uit ’n nuttige metode vir die beoordeling
en seleksie van geskikte leerteorieë en bystandstegnologie. / School of Computing / M. Sc. (Computing)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/26309 |
| Date | 03 1900 |
| Creators | Abiatal, Loide Kemanguluko Shafondyodi |
| Contributors | Howard, G. R. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | Unknown |
| Type | Dissertation |
| Format | 1 online resource (xiii, 191 leaves) : illustrations (chiefly color, graph), application/pdf |
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