Design of an LMS-mediated tutorial to support deep and effective engagement in the process of learning mathematics
- Authors: Kigundu, Stephen
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431565 , vital:72786 , DOI 10.21504/10962/431565
- Description: Many institutions of Higher Learning have adopted a variety of Learning Management Systems (LMS) as platforms for e-learning implementation. However, the design and nature of LMS technologies present challenges to the design of LMS-based activities that engage students in learning to do mathematics. There are no clear guidelines or strategies for designing LMS-based activities that engage students in complex mathematical processes. Hence, using technologies in mathematics education often replicates instructivist positions and practices. Conversely, using constructivist principles, modes of mathematical engagement, and e-learning tools to mediate learning provides an integrated framework to transform the use of an LMS as a platform for e-learning implementation and promote deep engagement in mathematical learning. The objective of this study was to explore mechanisms that could be useful for conceiving activities to support the learning of Mathematics using an LMS-mediated tutorial. The design, redesign and evaluation of the e-tutorial are reported upon. In preparation for the study, an LMS-based tutorial was designed and developed to be used as a test-bed to investigate how these e-learning tools could support learning to do mathematics. A Trigonometry module, consisting of course content in the form of resources and tasks to help the students to explore, practice and apply right triangle concepts, was used to investigate and derive design strategies. A mixed method research approach with a reflexive self-study research design was used. A group of first-year university student volunteers studying mathematics in the mechanical engineering department were used to test the tutorial. The students were asked to do a series of tasks using the e-learning environment during the Mathematics tutorial period. Data was collected using in-class observations, interviews, screen capture videos, student-written responses, and system-generated data. All students were encouraged to complete a learning journal detailing their experiences during the tutorial using an LMS-based tool. The students were given no training, but a tutor (researcher) was available to answer any questions they may have had. Contradiction analysis was used to evaluate the data, compare purpose and practice and judge whether the activity or tool was fitted for the intended purpose. Findings were in the form of transformations of the e-tutorial system as it was developed. Among the most noteworthy contributory modifications were changing from 1) “read first, then do” to “do first, read when necessary”, 2) “work on the computer” to “work on paper then capture on the computer”, 3) “physically separated work with computer-enabled social contact”, to "individual computer work in face-to-face social settings.” 4) “single-level of resource provision” to “multi-level, demand-driven resource provision” and 5) “self-regulated” learning process regulation to “computer-assisted” learning process regulation. The discussion of these findings indicated that to enable students’ deep and effective engagement in the process of learning fundamental trigonometry within an LMS-mediated tutorial, one needs to design the system with some activities that can create a demand for knowledge, encourage rough work and face-to-face social interaction, supported by multi-level, demand-driven resources, and computer-assisted learning-process regulation. Contributions to research by this study were in the form of 1) Design Principles for LMS-mediated tutorials, 2) Principles for an e-tutorial development methodology, and 3) The LMS-mediated tutorial system. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Authors: Kigundu, Stephen
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431565 , vital:72786 , DOI 10.21504/10962/431565
- Description: Many institutions of Higher Learning have adopted a variety of Learning Management Systems (LMS) as platforms for e-learning implementation. However, the design and nature of LMS technologies present challenges to the design of LMS-based activities that engage students in learning to do mathematics. There are no clear guidelines or strategies for designing LMS-based activities that engage students in complex mathematical processes. Hence, using technologies in mathematics education often replicates instructivist positions and practices. Conversely, using constructivist principles, modes of mathematical engagement, and e-learning tools to mediate learning provides an integrated framework to transform the use of an LMS as a platform for e-learning implementation and promote deep engagement in mathematical learning. The objective of this study was to explore mechanisms that could be useful for conceiving activities to support the learning of Mathematics using an LMS-mediated tutorial. The design, redesign and evaluation of the e-tutorial are reported upon. In preparation for the study, an LMS-based tutorial was designed and developed to be used as a test-bed to investigate how these e-learning tools could support learning to do mathematics. A Trigonometry module, consisting of course content in the form of resources and tasks to help the students to explore, practice and apply right triangle concepts, was used to investigate and derive design strategies. A mixed method research approach with a reflexive self-study research design was used. A group of first-year university student volunteers studying mathematics in the mechanical engineering department were used to test the tutorial. The students were asked to do a series of tasks using the e-learning environment during the Mathematics tutorial period. Data was collected using in-class observations, interviews, screen capture videos, student-written responses, and system-generated data. All students were encouraged to complete a learning journal detailing their experiences during the tutorial using an LMS-based tool. The students were given no training, but a tutor (researcher) was available to answer any questions they may have had. Contradiction analysis was used to evaluate the data, compare purpose and practice and judge whether the activity or tool was fitted for the intended purpose. Findings were in the form of transformations of the e-tutorial system as it was developed. Among the most noteworthy contributory modifications were changing from 1) “read first, then do” to “do first, read when necessary”, 2) “work on the computer” to “work on paper then capture on the computer”, 3) “physically separated work with computer-enabled social contact”, to "individual computer work in face-to-face social settings.” 4) “single-level of resource provision” to “multi-level, demand-driven resource provision” and 5) “self-regulated” learning process regulation to “computer-assisted” learning process regulation. The discussion of these findings indicated that to enable students’ deep and effective engagement in the process of learning fundamental trigonometry within an LMS-mediated tutorial, one needs to design the system with some activities that can create a demand for knowledge, encourage rough work and face-to-face social interaction, supported by multi-level, demand-driven resources, and computer-assisted learning-process regulation. Contributions to research by this study were in the form of 1) Design Principles for LMS-mediated tutorials, 2) Principles for an e-tutorial development methodology, and 3) The LMS-mediated tutorial system. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
Status and potential of green infrastructure to support urban resilience in Zomba City, Malawi
- Authors: Likongwe, Patrick Jeremy
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431821 , vital:72806 , DOI 10.21504/10962/431821
- Description: Small and medium towns with less than one million inhabitants are regarded to be the fastest growing urban centres globally, absorbing the bulk of the urban population growth. This urban growth drives the diminishing natural capital within the urban settings, resulting in compromised ecosystem services delivery, thereby rendering urban dwellers and systems less resilient to hazards and shocks. It is known that urban resilience discourse is rooted in robust, empirical assessments of the nature, composition and distribution of urban green infrastructure. Using the concept of green infrastructure, a mechanism for the delivery of ecosystem services that are multi-functional, well connected, and that integrate the grey-green infrastructure while providing room for social inclusion, anchored the research in a small city of Zomba, Malawi, which is a fast-growing city facing natural resource and ecosystem service degradation. The research therefore was set to understand the status of urban green infrastructure in Zomba over space and time as the basis for enhancing urban resilience. This was facilitated by an understanding of the spatial and temporal quantity, quality, diversity and distribution of urban greenspaces and the composition, structure, diversity and distributional differences of urban trees within different urban greenspace classes. Further to this was an investigation on the perceptions of and preferences for urban greenspaces among the different socio-demographic groups and finally the role of residents, institutions and institutional frameworks in building urban resilience through the delivery of ecosystem services. To achieve these objectives, the study used a suite of methods. First was geographical information system and remote sensing to understand the spatial and temporal changes in greenspaces within the city in terms of quantity and distribution. Ecological methods of assessing the tree species composition, diversity, population structure and distribution were also employed. To gauge the perceptions of and preferences for urban greenspaces, a survey was done, targeting users found within the urban greenspaces plus residents that claimed to have patronised the urban greenspaces. Finally, to understand the role of nature and the relevant urban ecosystem services provided towards building urban resilience, remote sensing and key informant interviews were done to enrich the literature searches on a case study of urban community efforts involved in managing Sadzi hill to reverse ecosystem disservices versus Chiperoni hill that was not managed. A general impression of declining urban green infrastructure was verified through the study. The city has indeed lost 14 % tree cover between 1998 and 2018 due to increased housing and creation of agricultural land to support the growing urban population. The city has 168 tree species with 65 % of them being indigenous. Residential areas were dominated by exotic trees, mainly due to the abundance of exotic fruit trees like Mangifera indica. Generally, the city has a good tree diversity score but unequally distributed, with the formal residential areas, where the colonial masters settled, having more trees than the mixed and informal residential areas. Nine urban greenspace types were identified, but there was a low per capita urban greenspace area of 11.6 m2 per person, slightly above the minimum standard set by World Health Organisation. From the preferences for and perceptions of urban greenspaces, patronage to these greenspaces (treated as parks) was highest among the educated youth, a majority being from the high housing density areas where there are no urban parks. Walking to the nearest urban greenspace took more than 10 minutes for 85 % of the respondents. With the available by-laws in support for the governance of greenspaces within the city and the role of residents towards the same, restoration efforts that targeted Sadzi hill yielded positive results through reversing ecosystem disservices that were being experienced by the community members around the hill. The community enjoys several ecosystem services that have also contributed towards building their resilience to climatic and environmental hazards. The results of this study have unveiled several green infrastructure attributes that can contribute towards building urban social ecological resilience like the presence of high proportion of indigenous tree species, healthy urban forest, high proportion of fruit trees, high diversity scores, unparalleled demand for urban greenspaces for cultural and regulatory ecosystem services, the willingness to pay and work towards managing and conserving greenspaces and the social capital available from the urban communities. However, the study also unveiled several green infrastructure related attributes that if not checked will continue to undermine efforts towards building urban resilience. These included the continued drop in tree and greenspace cover, poor governance of the available public greenspaces, unequal distribution of trees and urban greenspaces, poor management of greenspaces, bare river banks, lack of park amenities and a lack of a clear strategy, policy or an urban plan that clearly outlines green infrastructure. Efforts towards addressing these will mean acknowledging the role of green infrastructure in supporting urban social ecological resilience. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2023
- Full Text:
- Authors: Likongwe, Patrick Jeremy
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431821 , vital:72806 , DOI 10.21504/10962/431821
- Description: Small and medium towns with less than one million inhabitants are regarded to be the fastest growing urban centres globally, absorbing the bulk of the urban population growth. This urban growth drives the diminishing natural capital within the urban settings, resulting in compromised ecosystem services delivery, thereby rendering urban dwellers and systems less resilient to hazards and shocks. It is known that urban resilience discourse is rooted in robust, empirical assessments of the nature, composition and distribution of urban green infrastructure. Using the concept of green infrastructure, a mechanism for the delivery of ecosystem services that are multi-functional, well connected, and that integrate the grey-green infrastructure while providing room for social inclusion, anchored the research in a small city of Zomba, Malawi, which is a fast-growing city facing natural resource and ecosystem service degradation. The research therefore was set to understand the status of urban green infrastructure in Zomba over space and time as the basis for enhancing urban resilience. This was facilitated by an understanding of the spatial and temporal quantity, quality, diversity and distribution of urban greenspaces and the composition, structure, diversity and distributional differences of urban trees within different urban greenspace classes. Further to this was an investigation on the perceptions of and preferences for urban greenspaces among the different socio-demographic groups and finally the role of residents, institutions and institutional frameworks in building urban resilience through the delivery of ecosystem services. To achieve these objectives, the study used a suite of methods. First was geographical information system and remote sensing to understand the spatial and temporal changes in greenspaces within the city in terms of quantity and distribution. Ecological methods of assessing the tree species composition, diversity, population structure and distribution were also employed. To gauge the perceptions of and preferences for urban greenspaces, a survey was done, targeting users found within the urban greenspaces plus residents that claimed to have patronised the urban greenspaces. Finally, to understand the role of nature and the relevant urban ecosystem services provided towards building urban resilience, remote sensing and key informant interviews were done to enrich the literature searches on a case study of urban community efforts involved in managing Sadzi hill to reverse ecosystem disservices versus Chiperoni hill that was not managed. A general impression of declining urban green infrastructure was verified through the study. The city has indeed lost 14 % tree cover between 1998 and 2018 due to increased housing and creation of agricultural land to support the growing urban population. The city has 168 tree species with 65 % of them being indigenous. Residential areas were dominated by exotic trees, mainly due to the abundance of exotic fruit trees like Mangifera indica. Generally, the city has a good tree diversity score but unequally distributed, with the formal residential areas, where the colonial masters settled, having more trees than the mixed and informal residential areas. Nine urban greenspace types were identified, but there was a low per capita urban greenspace area of 11.6 m2 per person, slightly above the minimum standard set by World Health Organisation. From the preferences for and perceptions of urban greenspaces, patronage to these greenspaces (treated as parks) was highest among the educated youth, a majority being from the high housing density areas where there are no urban parks. Walking to the nearest urban greenspace took more than 10 minutes for 85 % of the respondents. With the available by-laws in support for the governance of greenspaces within the city and the role of residents towards the same, restoration efforts that targeted Sadzi hill yielded positive results through reversing ecosystem disservices that were being experienced by the community members around the hill. The community enjoys several ecosystem services that have also contributed towards building their resilience to climatic and environmental hazards. The results of this study have unveiled several green infrastructure attributes that can contribute towards building urban social ecological resilience like the presence of high proportion of indigenous tree species, healthy urban forest, high proportion of fruit trees, high diversity scores, unparalleled demand for urban greenspaces for cultural and regulatory ecosystem services, the willingness to pay and work towards managing and conserving greenspaces and the social capital available from the urban communities. However, the study also unveiled several green infrastructure related attributes that if not checked will continue to undermine efforts towards building urban resilience. These included the continued drop in tree and greenspace cover, poor governance of the available public greenspaces, unequal distribution of trees and urban greenspaces, poor management of greenspaces, bare river banks, lack of park amenities and a lack of a clear strategy, policy or an urban plan that clearly outlines green infrastructure. Efforts towards addressing these will mean acknowledging the role of green infrastructure in supporting urban social ecological resilience. , Thesis (PhD) -- Faculty of Science, Environmental Science, 2023
- Full Text:
The androgenic and anabolic effects of pine pollen on Nile tilapia (Oreochromis niloticus)
- Authors: Abaho, Ivan
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431615 , vital:72790
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2023
- Full Text:
- Authors: Abaho, Ivan
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431615 , vital:72790
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2023
- Full Text:
The mathematical and pedagogical content knowledge that Namibian senior primary teachers draw on to develop their learners’ computational estimation
- Authors: Shigwedha, Emilia Ndilimeke
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424108 , vital:72124
- Description: Computational estimation is important in the development of learners’ number sense. It is through the process of finding an approximate (but satisfactory) that learners can check the reasonableness of their answers to calculations, develop an understanding of place value and by implication the four number operations. It is the role of teachers to develop the computational estimation skills of learners. To do this, teachers need to have a sound knowledge of computational estimation, its value and how to teach it. This study thus seeks to explore and understand Namibian senior primary teachers’ mathematical and pedagogical content knowledge to develop their learners’ computation estimation knowledge. The research is guided by the following question: What mathematical and pedagogical content knowledge do senior primary mathematics teachers draw on to develop their learners’ computational estimation skills? The research is a qualitative interpretivist case study. Eight senior primary teachers of Mathematics from the Ohangwena region in Namibia participated in the study. Data was generated through questionnaires, a focus group interview and lesson observations. The Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowland, 2005) frameworks were used as both analytic and explanatory tools for the study. Key findings from the research are that teachers have knowledge of and use a variety of strategies for estimation, however, they only use the ‘rounding off’ strategy when teaching learners computational estimation. The teachers appear to teach computational estimation by first focusing on place value before moving on to ‘rounding off’ to the nearest 10s, 100s, 1000s and so forth. My research recommends that the National Institute of Educational Development together with the Ministry of Education, Art and Culture in Namibia, provide teachers with professional development opportunities on how to develop learners’ computational estimation. Such professional development will further develop teachers’ mathematical and pedagogical content knowledge. Furthermore, the Namibian syllabus should include a variety of strategies for computational estimation. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
- Authors: Shigwedha, Emilia Ndilimeke
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424108 , vital:72124
- Description: Computational estimation is important in the development of learners’ number sense. It is through the process of finding an approximate (but satisfactory) that learners can check the reasonableness of their answers to calculations, develop an understanding of place value and by implication the four number operations. It is the role of teachers to develop the computational estimation skills of learners. To do this, teachers need to have a sound knowledge of computational estimation, its value and how to teach it. This study thus seeks to explore and understand Namibian senior primary teachers’ mathematical and pedagogical content knowledge to develop their learners’ computation estimation knowledge. The research is guided by the following question: What mathematical and pedagogical content knowledge do senior primary mathematics teachers draw on to develop their learners’ computational estimation skills? The research is a qualitative interpretivist case study. Eight senior primary teachers of Mathematics from the Ohangwena region in Namibia participated in the study. Data was generated through questionnaires, a focus group interview and lesson observations. The Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowland, 2005) frameworks were used as both analytic and explanatory tools for the study. Key findings from the research are that teachers have knowledge of and use a variety of strategies for estimation, however, they only use the ‘rounding off’ strategy when teaching learners computational estimation. The teachers appear to teach computational estimation by first focusing on place value before moving on to ‘rounding off’ to the nearest 10s, 100s, 1000s and so forth. My research recommends that the National Institute of Educational Development together with the Ministry of Education, Art and Culture in Namibia, provide teachers with professional development opportunities on how to develop learners’ computational estimation. Such professional development will further develop teachers’ mathematical and pedagogical content knowledge. Furthermore, the Namibian syllabus should include a variety of strategies for computational estimation. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
- Full Text:
TPACK Development: technology integration with teacher educators in foundation phase teacher training programme
- Authors: Theodorio, Adedayo Olayinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431601 , vital:72789
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Authors: Theodorio, Adedayo Olayinka
- Date: 2023-10-13
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431601 , vital:72789
- Description: Access restricted. Expected release date in 2025 , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
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