School of Science & Mathematics Education
http://hdl.handle.net/11394/137
2024-03-28T14:40:47ZAn 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
2023-01-01T00:00:00ZThe effects of an instructional strategy on grade 11 learners' understanding of genetics
http://hdl.handle.net/11394/10245
The effects of an instructional strategy on grade 11 learners' understanding of genetics
Siseho, Simasiku Charles
Research into learning genetics has largely focused on issues such as problem solving and the process of meiosis. The central concept of genetics, however, has received very little attention despite the fact that it is one of the concepts that learners find difficult (Ogunniyi, 1999; Bahar, Johnstone and Hansell, 1999; Collins and Stewart, 1989). In view of this, the specific purpose of this study was to investigate: (l) concepts of genetics that grade I I learners hold before and after a period of instruction in genetics (2) the differences in the understanding of genetics held by learners exposed to an instructional model and those not so exposed; and (3) possible influences of gender, age, and language on grade I I leamers' understanding of genetics. The method adopted for this study was a multidimensional approach in which both qualitative and quantitative approaches were used to complement each other. The role of the researcher in this study was that of the participant-as-observer. An induction workshop was conducted for both the combined instructional teacher (i.e. experimental teacher) and the traditional instructional teacher (i.e. control teacher) to help them explore and reflect on their practice with the view to create in them an appreciation for multiple teaching strategies or traditional teaching strategies to teaching and learning respectively.
Magister Educationis - MEd
2004-01-01T00:00:00ZEritrean grade eight student understanding of algebraic variables
http://hdl.handle.net/11394/10217
Eritrean grade eight student understanding of algebraic variables
Yosief, Tekie Sium
This study investigated Eritrean grade eight students' understanding of algebraic variables. A complete count survey of all secondary schools of one province was done and the one that took part in the study was Gash-Barka province. The study adopted the test and framework developed by Kuchemann (1980). Children's responses and the items themselves were classified into "levels of understanding". Items of the test were classified into four levels based on the name that can be given to letters in solving a problem and the structural complexity of the item. These items were used to classify the Eritean grade eight students' performances into five "levels of
understanding".The present study produced results that showed that 72.6 % of the students dealt with letters in algebraic expressions and equations as objects. Whilst 3.7 % of the students were able to regard letters as specific unknowns, only 0.2 Yo of the students were able to
consider letters as generalized numbers or variables. That is, almost all (95.9 %) of the tested Eritrean grade eight students were unable to cope consistently with items that can properly be called algebra, that is, items where the use of letters as unknown numbers
cannot be avoided. Comparisons by school and gender were done to see if there were relationships among the levels of understanding and the two variables. The findings showed that there was no significant relationship among the levels of understanding and gender of the students. However, the comparison by school showed that there was significant relationship between schools and levels of understanding. The Pearson chi-square test showed that the relationship between the level of understanding and gender was not significant, whereas
the relationship between levels of understanding and school was statistically significant at 0.05 level of significance.
Magister Philosophiae - MPhil
2003-01-01T00:00:00ZThe effect of graphic calculators on the mathematical achievement in quadratic functions of urban Eritrean grade 10 students
http://hdl.handle.net/11394/10132
The effect of graphic calculators on the mathematical achievement in quadratic functions of urban Eritrean grade 10 students
Mebrahtu, Amare Teclemicael
The purpose of this study was to investigate the effect of graphic calculators on the mathematical
achievement of Eritrean grade 10 students related to the concepts of quadratic function. The
study adopted a quasi-experimental design that involved two groups of students: the graphic
calculator group and paper and pencil group. A total of 41 students from two secondary schools
were involved in this study. 20 students were in the graphic calculator group and 21 in the paper
and pencil group. A quadratic functions test was used to determine whether there is a significant
difference in the mean achievement score between the two groups at the pre-test and post-test
stages. The groups were compared by using the student's t test for independent samples.
Magister Philosophiae - MPhil
2003-01-01T00:00:00Z