The effect of a group approach on the performance of high school mathematics learners
| Autor: | Joseph Dhlamini, David Mogari |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2013 |
| Předmět: | |
| Zdroj: | Pythagoras, Vol 34, Iss 2, Pp e1-e9 (2013) |
| Druh dokumentu: | article |
| ISSN: | 1012-2346 2223-7895 |
| DOI: | 10.4102/pythagoras.v34i2.198 |
| Popis: | In this study, we investigated the effects of a group approach versus a non-group approach on the mathematics performance of learners. A group approach refers to an arrangement in which learners sit together to discuss and solve mathematics tasks. We studied a convenience sample of low-performing Grade 10 mathematics learners using a quasi-experimental design with a non-equivalent control group. The experimental group was taught using a group approach and the control group using non-group approach instruction. To measure the effects of teaching approaches, we administered a Financial Mathematics Achievement Test (FMAT) before and after the experiment. Using a one-way analysis of covariance (ANCOVA) the study found that learners in a group approach learning environment performed significantly better than learners taught through a non-group teaching mode (p < 0.05). The theory of cognitive load was used to interpret the results. The results suggest that a group approach may be effective when teaching certain mathematics topics in Grade 10 classrooms. |
| Databáze: | Directory of Open Access Journals |
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