Cooperative learning has emerged to be a preferred teaching-learning model in South
Africa since the inception of Curriculum 2005 (C2005) emphasising Outcomes-based
education (OBE). However, the documented success rate of cooperative learning in
mathematics was experienced in small group sizes (emanating h m small class size) of
about five learners. This study, therefore, aims at affording mathematics teachers and
learners of crowded classes an opportunity to effectively use cooperative learning, namely
the Hour-glass model in mathematics lessons. The prevalence of crowded classes in the
majority of South African schools seems to inhibit the effectiveness of cooperative
learning in mathematics. The big cooperative group size of about eight learners in South
African context results in very complex lines of communication between learners. The
teacher spends more time trying to manage off-task behaviour of learners instead of
engaging them in active participation in the learning of mathematics.
The combined quantitative and qualitative research methods were used. For the former,
the study orientation in mathematics (SOM) questionnaire and the mathematics academic
achievement test were used to collect data with regard to the influence of the Hour-glass
model on the learners' learning skills in mathematics, and on the mathematics academic
achievement respectively. A specific true experimental design, namely, the Solomon
Four-group design, was used because of a large sample size (n > 500), and its credited
ability to control the sources of threats to internal validity. For the latter the lesson
observation and interviews were conducted to collect information about the influence of
the Hour-glass model on learners' social skills during cooperative learning in
mathematics.
The groups that received the treatment (i.e. Hour-glass model) achieved higher scores of
practical significance in mathematics academic achievement test than the groups that did
not receive the treatment The Hour-glass model also yielded positive social skills among
learners during mathematics learning. The teachers who applied the Hour-glass model
revealed that they coped easier with crowded mathematics classes when using
cooperative small groups. However, the Hour-glass model did not significantly influence
learners' learning skills in mathematics. Certain logistical and administrative limitations
emerged with regard to the implementation of the Hour-glass model in the usual school
setting. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/263 |
| Date | January 2004 |
| Creators | Sekao, Rantopo David |
| Publisher | North-West University |
| Source Sets | North-West University |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0023 seconds