The use of dynamic software to potentially enhance conceptual understanding and a productive disposition in the visual learning of algebra: an interventionist case study
- Authors: Junius, Daniel Franscius
- Date: 2023-10-13
- Subjects: Mathematics education , Algebra Study and teaching (Secondary) Namibia , Educational technology , Visual learning , GeoGebra , High school students Attitudes
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431542 , vital:72784 , DOI 10.21504/10962/431542
- Description: Over the decades, the didactics and practice of teaching mathematics has offered many unique challenges and opportunities for exploration and understanding. The introduction and development of technology into mathematics is one of the occurrences which has also contributed to a new discourse in teaching mathematics – in this case the teaching of algebra. Algebra is still seen as a gatekeeper and remains as one of the key reasons for a negative disposition amongst learners towards learning the subject. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of algebra teaching and an improvement in dispositions towards learning algebra. This thesis reports on a research project that focused on the use of dynamic software to enhance the conceptual understanding and productive dispositions of selected learners through the visual learning of abstract algebraic concepts. The research was executed as an interventionist case study. A case study methodological strategy was adopted with two groups of 30 Grade 9 learners. One group was a Grade 9 mathematics class of a school in Windhoek who scored above average in algebra but showed a very low disposition score, while the other group was made up of learners from a community project who scored high on the disposition scale but achieved below average results in algebra. The analytical framework of the case study is structured around a combination of complementary algebraic topics presented through visual learning, with GeoGebra as a medium of instruction. With the focus on visualisation and the use of technology the study investigated and attempted to understand how participants processed and internalised algebraic concepts to make sense of abstract algebraic concepts and eventually gain sustained conceptual understanding. The study was framed by the theoretical theories of constructivism and the Dual Coding Theory. For the collection of data, a mixed methods approach was adopted following three cycles. Three algebraic topics were taught with GeoGebra applets yielding both qualitative and quantitative data, through the observation of participants, screen captures and reflective interviews, using instruments designed specifically for the study and collecting quantitative achievement test results. The study, a journey that both the participants and the researcher embarked upon, revealed that the use of technology enhanced conceptual understanding for both groups and both groups showed a positive change in disposition towards learning algebra. The intervention with GeoGebra consistently and progressively improved in terms of conceptual understanding and dispositions towards learning algebra significant improvements in results were achieved. The findings showed that this approach to teaching algebra yielded positive results and gave new insights into visual teaching with technology. New opportunities for further research were created. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
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- Authors: Junius, Daniel Franscius
- Date: 2023-10-13
- Subjects: Mathematics education , Algebra Study and teaching (Secondary) Namibia , Educational technology , Visual learning , GeoGebra , High school students Attitudes
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/431542 , vital:72784 , DOI 10.21504/10962/431542
- Description: Over the decades, the didactics and practice of teaching mathematics has offered many unique challenges and opportunities for exploration and understanding. The introduction and development of technology into mathematics is one of the occurrences which has also contributed to a new discourse in teaching mathematics – in this case the teaching of algebra. Algebra is still seen as a gatekeeper and remains as one of the key reasons for a negative disposition amongst learners towards learning the subject. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of algebra teaching and an improvement in dispositions towards learning algebra. This thesis reports on a research project that focused on the use of dynamic software to enhance the conceptual understanding and productive dispositions of selected learners through the visual learning of abstract algebraic concepts. The research was executed as an interventionist case study. A case study methodological strategy was adopted with two groups of 30 Grade 9 learners. One group was a Grade 9 mathematics class of a school in Windhoek who scored above average in algebra but showed a very low disposition score, while the other group was made up of learners from a community project who scored high on the disposition scale but achieved below average results in algebra. The analytical framework of the case study is structured around a combination of complementary algebraic topics presented through visual learning, with GeoGebra as a medium of instruction. With the focus on visualisation and the use of technology the study investigated and attempted to understand how participants processed and internalised algebraic concepts to make sense of abstract algebraic concepts and eventually gain sustained conceptual understanding. The study was framed by the theoretical theories of constructivism and the Dual Coding Theory. For the collection of data, a mixed methods approach was adopted following three cycles. Three algebraic topics were taught with GeoGebra applets yielding both qualitative and quantitative data, through the observation of participants, screen captures and reflective interviews, using instruments designed specifically for the study and collecting quantitative achievement test results. The study, a journey that both the participants and the researcher embarked upon, revealed that the use of technology enhanced conceptual understanding for both groups and both groups showed a positive change in disposition towards learning algebra. The intervention with GeoGebra consistently and progressively improved in terms of conceptual understanding and dispositions towards learning algebra significant improvements in results were achieved. The findings showed that this approach to teaching algebra yielded positive results and gave new insights into visual teaching with technology. New opportunities for further research were created. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2023
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A sociological exploration of whether culture inhibits comprehensive sexual education in schools: the case of urban schools in Mpika district of Zambia
- Authors: Nyoni, Kaliza
- Date: 2022-10-14
- Subjects: Sex instruction Zambia , Sex instruction Social aspects Zambia , Culture , High school students Attitudes , Sex educators Attitudes , Influence (Psychology) , Language and culture Zambia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406796 , vital:70308
- Description: This study investigated the impact and influence of culture in the provisioning of comprehensive sexuality education , the case of urban schools of Mpika district of Zambia. The specific objectives were to investigate the frameworks that inform the teaching of CSE in schools, explore ways in which influence of culture on the framework affects the leaners participation in learning CSE, explore the influence of cultural norms, metaphors, and values on that framework, explore whether cultural norms have an impact and influence on teachers and explore whether there is a discrepancy between cultural values and CSE. The methodology which was used in carrying out the research was descriptive research design and purposive sampling was used in which a sample of 21 respondents who are leaners were picked and 5 teachers who teach CSE were chosen. The interview schedule was used to collect data from the sample which was drawn. The data gathered was analysed using concepts and themes as well as observer impression. The findings of this research are that there is a framework that informs the teaching of CSE in schools whose aim is to curb school drop outs by reducing teen pregnancies and high infection rates of STIs and HIV/AIDS. The framework seeks to empower knowledge on the adolescents in relation to gender norms, rights in relationships and sexuality. The major findings of the research are that culture has an influence on the teachers and leaners. Of particular discovery is the use of symbols through charts which display human private parts. This is construed by the teachers and learners to be against their cultural beliefs. Furthermore, language that this subject uses is culturally seen to be too strong and vulgar , to both teachers and leaners. This study found out that open discussion in class of the topic on sexuality does not sit well with the leaners as it is against their cultural orientation. The research also found out that there are lessons in CSE that are beneficial to the learners such as , how to prevent contracting of STIs and HIV/AIDS and prevention of unwanted pregnancies. , Thesis (MA) -- Faculty of Humanities, Sociology, 2022
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- Authors: Nyoni, Kaliza
- Date: 2022-10-14
- Subjects: Sex instruction Zambia , Sex instruction Social aspects Zambia , Culture , High school students Attitudes , Sex educators Attitudes , Influence (Psychology) , Language and culture Zambia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/406796 , vital:70308
- Description: This study investigated the impact and influence of culture in the provisioning of comprehensive sexuality education , the case of urban schools of Mpika district of Zambia. The specific objectives were to investigate the frameworks that inform the teaching of CSE in schools, explore ways in which influence of culture on the framework affects the leaners participation in learning CSE, explore the influence of cultural norms, metaphors, and values on that framework, explore whether cultural norms have an impact and influence on teachers and explore whether there is a discrepancy between cultural values and CSE. The methodology which was used in carrying out the research was descriptive research design and purposive sampling was used in which a sample of 21 respondents who are leaners were picked and 5 teachers who teach CSE were chosen. The interview schedule was used to collect data from the sample which was drawn. The data gathered was analysed using concepts and themes as well as observer impression. The findings of this research are that there is a framework that informs the teaching of CSE in schools whose aim is to curb school drop outs by reducing teen pregnancies and high infection rates of STIs and HIV/AIDS. The framework seeks to empower knowledge on the adolescents in relation to gender norms, rights in relationships and sexuality. The major findings of the research are that culture has an influence on the teachers and leaners. Of particular discovery is the use of symbols through charts which display human private parts. This is construed by the teachers and learners to be against their cultural beliefs. Furthermore, language that this subject uses is culturally seen to be too strong and vulgar , to both teachers and leaners. This study found out that open discussion in class of the topic on sexuality does not sit well with the leaners as it is against their cultural orientation. The research also found out that there are lessons in CSE that are beneficial to the learners such as , how to prevent contracting of STIs and HIV/AIDS and prevention of unwanted pregnancies. , Thesis (MA) -- Faculty of Humanities, Sociology, 2022
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Exploring extensive reading in cultivating positive attitudes and reading comprehension with Grade 8 Learners: a case study in a selected Namibian secondary school
- Authors: Engelbrecht, Sylviana
- Date: 2022-10-14
- Subjects: Reading comprehension Namibia , High school students Books and reading Namibia , High school students Attitudes , Fluency (Language learning) Namibia , Motivation in education Namibia , Affective education Namibia , Second language acquisition
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/403092 , vital:69921
- Description: Extensive reading, otherwise known as “reading for pleasure”, “recreational reading” or “voluntary reading”, appears to be absent in the Namibian society, especially within public educational institutions. With the reformed Education System, the Namibian Curriculum for Basic Education makes room for a reading period in a 7-day cycle, from grade 1 to 11, in which all learners are expected to engage in a sustained silent reading (SSR) of interesting material of their choice. Nevertheless, such a period seems to be insufficient for engaging learners in an enjoyable reading experience, which could possibly create a positive attitude towards reading as well as enhance their reading skills of comprehension and reading fluency, possibly resulting in a habit of individual SSR. This research intended to explore an out-of-school, extensive reading program, over the period of one year, in the hope of cultivating Grade 8 learners’ positive attitude toward reading, in a selected secondary school in the township of Katutura, Windhoek, Khomas Region, Namibia. This one-year study, in which eight Grade 8 learners participated, focused on English only reading, as it is the Language of Learning and Teaching (LoLT). Operating within the interpretivist paradigm, the research adopted a qualitative approach, using a single case study to explore how participants make meaning of their experiences and attitudes toward ER. Qualitative data was collected through pre- and post-questionnaires and document analysis of learners’ reading journals as well as the researcher’s reflective journal. The research site was purposively and conveniently selected. The study drew on Krashen’s, input and affective filter hypotheses as the driving theory of this study, which according to some scholars, is the main second language acquisition theory applied in ER research. Findings of this study suggest that ER programs have a positive impact on learners’ attitudes towards reading as well as on their reading comprehension, even in poorly resourced schools in previously disadvantaged communities. , Thesis (MEd) -- Faculty of Education, Education, 2022
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- Authors: Engelbrecht, Sylviana
- Date: 2022-10-14
- Subjects: Reading comprehension Namibia , High school students Books and reading Namibia , High school students Attitudes , Fluency (Language learning) Namibia , Motivation in education Namibia , Affective education Namibia , Second language acquisition
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/403092 , vital:69921
- Description: Extensive reading, otherwise known as “reading for pleasure”, “recreational reading” or “voluntary reading”, appears to be absent in the Namibian society, especially within public educational institutions. With the reformed Education System, the Namibian Curriculum for Basic Education makes room for a reading period in a 7-day cycle, from grade 1 to 11, in which all learners are expected to engage in a sustained silent reading (SSR) of interesting material of their choice. Nevertheless, such a period seems to be insufficient for engaging learners in an enjoyable reading experience, which could possibly create a positive attitude towards reading as well as enhance their reading skills of comprehension and reading fluency, possibly resulting in a habit of individual SSR. This research intended to explore an out-of-school, extensive reading program, over the period of one year, in the hope of cultivating Grade 8 learners’ positive attitude toward reading, in a selected secondary school in the township of Katutura, Windhoek, Khomas Region, Namibia. This one-year study, in which eight Grade 8 learners participated, focused on English only reading, as it is the Language of Learning and Teaching (LoLT). Operating within the interpretivist paradigm, the research adopted a qualitative approach, using a single case study to explore how participants make meaning of their experiences and attitudes toward ER. Qualitative data was collected through pre- and post-questionnaires and document analysis of learners’ reading journals as well as the researcher’s reflective journal. The research site was purposively and conveniently selected. The study drew on Krashen’s, input and affective filter hypotheses as the driving theory of this study, which according to some scholars, is the main second language acquisition theory applied in ER research. Findings of this study suggest that ER programs have a positive impact on learners’ attitudes towards reading as well as on their reading comprehension, even in poorly resourced schools in previously disadvantaged communities. , Thesis (MEd) -- Faculty of Education, Education, 2022
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