The main objective of this study was to determine the effect of technology on attention and
concentration within the South African classroom.
The theoretical investigation showed the link between focus, attention and concentration. It also
revealed the importance of motivation in order to capture the attention of the learner in the
classroom. The life-world of the learner is often far removed from the classroom learning
context.
During the empirical investigation, lessons were conducted with and without the presence of
technology in order to ascertain whether a difference in attention and concentration would elicit
different results. An ANOVA procedure indicated that there is a significant difference between
the average achievements of a group of learners exposed to technology during a lesson,
compared to a group not exposed to technology; there is a significant difference between the
average attentions of a group of learners exposed to technology during a lesson compared to a
group not exposed to technology; there is a significant relationship that exists between
motivation and concentration; and that a significant relationship exists between motivation and
attention in Mathematics. / Educational Studies / M.Ed. (Psychology of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/3452 |
| Date | 01 1900 |
| Creators | Brand, Lindsay Mary |
| Contributors | Le Roux, J. G. (Jacobus Gerhardus) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (v, 142 leaves) |
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