Philosophiae Doctor - PhD (Mathematics and Science Education)
http://hdl.handle.net/11394/138
2024-03-19T05:12:47ZAn investigation of the effect of teacher trainees’ competencies with mathematical modelling processes and their reflective thinking ability on tasks
http://hdl.handle.net/11394/10673
An investigation of the effect of teacher trainees’ competencies with mathematical modelling processes and their reflective thinking ability on tasks
Bukari, Hamidu Ibrahim
This study investigated the effect of teacher trainees' competencies with mathematical modelling
processes on their reflective thinking ability when working through mathematical problems in their
micro- and macro-teaching in the Ghanaian context. A mixed-method intervention design is used
in the study. A sample of 231 teacher trainees for the questionnaire survey and purposeful
homogenous sampling approaches were used. Of these, 35 teacher trainees served as the
comparison group and 38 as the treatment group.
Three tools were employed in the data collection process: a semi-structured interview, a
questionnaire, and a test. Pre- and post-test scores were subjected to content analysis, which was
followed by semi-structured interviews and a descriptive and inferential analysis of the
questionnaire. Prior to the intervention, most of the teacher trainees were not able to create the
mathematical model by mathematising the real model. However, following the intervention, most
of them were able to use reflective thinking techniques to process the information, create the
mathematical model and apply flexible approaches to get correct results, which allowed the
experimental group to outperform the comparison group. When comparing the treatment group to
the comparison group, an analysis of covariance with a partial eta squared of 0.33 shows a strong
effect size of teacher trainees' usage of the mathematical modelling approach and their reflective
thinking when solving mathematical problems. Cronbach Alpha is 0.83. The propensity score
analysis of the graphs validated the applicability and relevance of the conceptual model created
for the investigation. The findings will support teacher trainees in discovering mathematical
modelling activities that enhance students' comprehension and developing lessons to assist
Ghanaian mathematics teachers in refocusing their lessons to conform to international standards.
For this reason, the conceptual model and the implementation of mathematical modelling should
be part of the mathematics curriculum at the College level.
Philosophiae Doctor - PhD
2024-01-01T00:00:00ZAn ethnomethodological analysis of students’ ways of working with algebraic fractions in high-stakes examinations: the case of level 3 mathematics students at technical and vocational education and training (tvet) colleges
http://hdl.handle.net/11394/10648
An ethnomethodological analysis of students’ ways of working with algebraic fractions in high-stakes examinations: the case of level 3 mathematics students at technical and vocational education and training (tvet) colleges
Mbeki, Nwabisa Vivian
The study investigates the National Certificate Vocational (NCV) Level 3 students’ ways of working with rational algebraic fractions in a high-stakes examination. An ethnomethodological analysis was used to reveal the textures of examinees’ work. Ways of working in this study refer to how examinees deal with algebraic fractions when simplifying them, including even those elements of their work, which are rough work in the sit-down examination. Ethnomethodology is the study of ordinary actions by ordinary members of society. Ordinary action means that members regularly and recurrently do it with such automaticity that it is given little thought. Ethnomethodology is the study of how people use common sense, procedures, and considerations to gain an understanding of everyday situations (Garfinkel, 1967). In the context of mathematics education, ethnomethodology seeks to understand how examinees construe, construct and orient themselves to these norms that are usually seen but unnoticed (Garfinkel 1967). The study is premised on a qualitative research paradigm that focuses on studying situations in their natural settings and applying an interpretive perspective. Data were collected from two colleges using students’ examination scripts for the end-of-year NCV L3 mathematics exams. Guba and Lincoln’s (1985) concepts of trustworthiness, credibility, transferability, dependability, and confirmability were used. The study sought to ensure ethical principles were followed by applying to each college for permission to conduct research and collect data. Permission was granted. Ethical clearance from the University of the Western Cape was obtained before conducting any data collection. The researcher ensured confidentiality and the anonymity of the participants’ scripts. The examination guidelines require that the examination scripts and mark sheets be kept at an institution for verification and cases of appeal. The institution keeps examinees’ examination scripts, which are confidential. The researcher ensured that scripts did not leave the college and ensured the confidentiality of their information by making copies of the scripts and keeping the copies safe. The study poses no harm to the participants or the colleges.
Philosophiae Doctor - PhD
2023-01-01T00:00:00ZEffects of Dialogical Argumentation – Assessment for Learning Instructional Model on Grade 10 Learners’ Conceptions and Performance on Static Electricity
http://hdl.handle.net/11394/8861
Effects of Dialogical Argumentation – Assessment for Learning Instructional Model on Grade 10 Learners’ Conceptions and Performance on Static Electricity
Hlazo, Noluthando
This study examined the effects of using Dialogical Argumentation and Assessment for Learning
as an Instructional Method (DAAFLIM) in teaching static electricity focussing on lightning as an
example of static electricity to Grade 10 learners. Three groups of learners from two township
schools were used as a sample for the study. The Solomon three-group design was employed in
collecting data. One class was used as the experimental group and the other two were the control
groups: control 1 group and control 2 group.
The study drew on theoretical frameworks associated with prior knowledge of learners such as the
constructivist viewpoint. The frameworks that were applied in the analysis of the data were
Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory
(CAT). The experimental group and control group 2 were exposed to DAAFLIM as a teaching
method and AFL as the assessment strategy. The control 1 group was taught in the traditional
chalk- talk method and assessment was mostly summative. The experimental and control 1 groups
received pre-tests and also wrote a post-test whereas the control 2 group only wrote the post test.
Philosophiae Doctor - PhD
2021-01-01T00:00:00ZAn Evaluation of a Science and Indigenous Knowledge Systems Project at a Western Cape University
http://hdl.handle.net/11394/8404
An Evaluation of a Science and Indigenous Knowledge Systems Project at a Western Cape University
A. Anga’ama, Daniel
This study was an evaluative case study of a Science and Indigenous Knowledge Systems Project
on the Project (SIKSP) at a Western Cape University, South Africa. It was an internal evaluation from
the perspectives of the project participants, with the aim of assessing (1) the opportunities and
challenges faced by the participants (in-service teachers), (2) the effectiveness of an argumentationbased
strategy (DAIM) used by some of the in-service teachers to integrate science and IKS, (3) the
manner in which the trained teachers actually taught using the DAIM, and (4) the impact of SIKSP on
the participants’ professional development and research capacities. I used a hybridised version of
Stufflebeam’s (2003) context, input, process, product (CIPP) as well as Guba and Lincoln’s (1989)
Constructivist evaluation models to guide the study, within a constructivist-pragmatist paradigm. I
used a questionnaire, semi-structured interviews, reflective diaries, and document analyses to collate
the data from 22 in-service participants, as well as from the project director. The analyses were done
using mixed methods, though largely dominated by qualitative approaches.
The results suggest that: through the use of multiple sources of engagement in conceptual,
practical, and discursive activities, SIKSP enabled the participants to change their views about science
and IKS – from a largely positivist to a more dualistic worldview that considered IKS as a source of
valid knowledge in science classrooms. SIKSP activities also enabled the participants to acquire the
largely student-centred, discursive, interactive DAIM approach of teaching and learning to effect an
inclusive science-IK curriculum. The teachers used DAIM to teach science, mathematics as well as
socio-scientific topics, each teacher applying it differently. SIKSP had many positive impacts on the
participants – psychological, social, intellectual, pedagogical and professional. Through SIKSP, many
participants obtained higher degrees, advanced professionally, and some have become researchers in
science and IKS; with two of the postdoctoral fellows now carrying on similar research at other
universities in South Africa and beyond. An unanticipated outcome of SIKSP was the creation of the
African Association for the Study of Indigenous Knowledge Systems (AASIKS) which is now
pursuing an inclusive science-IKS vision at a much larger scale. Overall, in the view of the participants,
SIKSP was very successful project, and its DAIM approach, though difficult to master, has many
advantages that could be explored in-and-out of science classrooms.
Philosophiae Doctor - PhD
2021-01-01T00:00:00Z