Thèses : « Problem-centred teaching and learning approach »

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Amanah, Siti. « A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia / ». View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030529.141402/index.html.

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Thesis (M.Sc. Sch. of Ag. & Rural Devel.) --University of Western Sydney, Hawkesbury, 1996.
"A thesis submitted in partial fulfilment of the requirements of the Degree of Master of Science (Honours)--T.p.

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Amanah, Siti, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty et School of Agriculture and Rural Development. « A learner-centred approach to improve teaching and learning in an agricultural polytechnic in Indonesia ». THESIS_FSTA_ARD_Amanah_S.xml, 1996. http://handle.uws.edu.au:8081/1959.7/296.

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This thesis was generated from an action research project, the aim of which was to improve the learning process at the Polytechnic of Agriculture, University of Jember, East Java. The proposition argued is that the implementation of learner-centred approaches in a formal tertiary education setting will assist educators and learners to meet their needs. Further, the approaches will motivate participants in the learning process to be both self-responsible and self-directed learners. Participatory approaches were utilised to induce improvement in the Polytechnic's practices, student satisfaction and contributions to learning by the outside community. Participants included students, the Director, the Associate Director for Academic and Head of School. Information was also collected from outsiders. The outcomes from the project were: students were responsible for their own learning; staff were able to act as professional facilitators; and curriculum development. There are still some unresolved issues, and it was recommended that further research of effectiveness of learning approaches in formal tertiary education needs to be carried out.
Master of Science (Hons)

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Angula, Adelheid. « nvestigating grade 10 geography teachers' implementation of a learner-centred approach in selected Namibian schools ». Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004459.

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Geography, more than other subjects in the curriculum, plays a central role in general education in equipping learners with skills and competencies needed for modern living and global citizenship. A learner-centred education in Namibia was adopted to provide more opportunities for learners to develop the required skills and competencies irrespective of their different cultural background. This small-scale case study investigated three Grade 10 geography teachers' understanding and implementation ofa learner-centred approach to gain insights into how leamer-centred education is being implemented in the context of Geography. The research design adopted a qualitative approach within an interpretative orientation. Data were collected through interviews, classroom observations and documentary analysis. The research was conducted at three selected schools in Oshikoto Region with three Grade 10 geography teachers The findings revealed, firstly, that teachers have a limited understanding of the key ideas ofLCE, such as, prior knowledge, role of questioning, and social interaction in learning; use of resources and the types of assessment activities which comply with the aims of LCE. Seconclly, the findings revealed that the policy documents, such as syllabuses, that are being used by the participants are not in line with the tenets ofLCE. Thirdly, teachers appeared to have limited subject knowledge, as revealed by their lack of understanding of how to translate the aims and assessment objectives into their daily lessons. The study therefore raises some possibilities for improving the implementation of LCE in the selected schools if the gaps as identified by this study are reduced.

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Pardàs, Lluïsa. « Constructivism and Collaborative Learning in Music Teaching ». Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.

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The lessons from Catalonia and Sweden, based in instrumental or vocal music performance, are analysed taking into account the respective teachers’ goals and practices. The implications of the two different methodologies used, top-down big ensemble and collaborative small groups, and their relationship to constructivist pedagogies are discussed.

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Nonkukhetkhong, Kittiporn. « Teachers' perceptions and implementation of the learner-centred approach in teaching English as a foreign language (EFL) in Thai secondary school contexts / ». [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19545.pdf.

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Mahlobo, Radley Kebarapetse. « OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGHSCHOOL MATHEMATICS ». Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 386 - 389, 2012. https://slub.qucosa.de/id/qucosa%3A1780.

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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.

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Mahlobo, Radley Kebarapetse. « OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGH SCHOOL MATHEMATICS ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80592.

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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows: 1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work schedule. 2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent. 3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.

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Chirimbana, Moses. « The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme ». Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95973.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of composition and inverse functions in a foundation programme. PBL is a philosophical approach to teaching and learning where problems drive the learning. The study was important because it was trying to find out if PBL can improve students’ performance in compositions and inverses of functions at the bridging course for undergraduate mathematics at Oshakati Campus. The study intended to come up with a PBL model suitable for FP mathematics in the teaching of compositions and inverses of functions. The study was done on Science Foundation students who are registered for FP. Eighty students were randomly selected from the foundation students registered for the 2013 academic year. The students were randomly assigned into the experimental and the comparison groups of 40 each. In this study the comparison group of the Foundation students was predominantly taught through the traditional lecture approach while the experimental group was predominantly taught using a hybrid PBL approach. The study also attempted to establish the students’ perceptions with regard to the relevance of inverses and compositions of functions as a concept in a topic that determines their academic destination. It also attempted to ascertain how the PBL approach could best be implemented in order to improve FP students’ understanding of inverses and composition of functions; how Bridging course for undergraduate mathematics (FP) students experience the PBL approach in the teaching and learning of inverses and composition of functions compared to those who are taught using the lecture method and how FP students’ performance on inverses and composition of functions as a result of their PBL experience compare to those who are taught using the lecture method. This study used the concurrent nested mixed methods (qualitative and quantitative) research designs. A quasi experimental design was adopted through the administration of a pre-post-test on experimental and comparison groups. The other designs or methods included a questionnaire survey, focus group interviews, non-participant lesson observation and a group research project on compositions and inverses of functions. The experimental group was then mainly taught through a hybrid PBL approach while the comparison group mainly through the lecture approach for a period of three months. The findings of this research study showed that experimental group students performed significantly better in the overall results analysis but there were no significant differences in performance between the two groups for some Hypothetical Learning Trajectory (HLT) domains on compositions and inverses of functions. It is recommended that PBL should be implemented in the other foundation programme subjects. However, the role of the conventional teaching approaches cannot be undermined in the teaching and learning of compositions and inverses of functions since the students who were taught using this method also improved their performances, and as such these conventional teaching approaches should be used together with PBL in order to get the best results on FP students’ mathematics performance. This study recommends further research on how PBL can be implemented in other FP subjects. This study also recommended that PBL should be implemented right at the beginning of the year when the FP students start their classes in the foundation programme.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die effek van die probleemgebaseerde leer (PBL) benadering in die onderrig van die samestelling en inverse funksies in 'n Stigting program te ondersoek. PBL is 'n filosofiese benadering tot onderrig en leer waar probleme ry die leer. Die studie is belangrik omdat dit probeer het om uit te vind of PBL kan studente se prestasie in komposisies en inverses van funksies te verbeter by die Stigting Program op Oshakati-kampus. Die studie bedoel om vorendag te kom met 'n PBL model wat geskik is vir fondament in die onderrig van komposisies en inverses van funksies. Die studie is gedoen op Science Foundation studente by Oshakati-kampus van die Universiteit van Namibië. Tagtig studente is lukraak gekies uit die fondament studente wat geregistreer is vir die 2013 akademiese jaar. Die studente is ewekansig toegewys in die eksperimentele en die vergelyking groepe van 40 elk. In hierdie studie is die vergelyking groep van die Stigting studente is hoofsaaklik geleer word deur die tradisionele lesing benadering terwyl die eksperimentele groep was hoofsaaklik geleer met behulp van 'n hibriede PBL benadering. Die studie het ook probeer om vas te stel uit wat die studente se persepsies met betrekking tot die toepaslikheid van inverses en komposisies van funksies is soos 'n konsep in 'n onderwerp wat bepaal hul akademiese bestemming. Dit het ook probeer om vas te stel hoe die PBL benadering kan die beste om FP studente se begrip van inverses en samestelling van funksies te verbeter geïmplementeer word; hoe FP studente die PBL benadering in die onderrig en leer van inverses en samestelling van funksies in vergelyking met diegene wat geleer is met behulp van die lesing metode en hoe FP studente se prestasie op inverses en samestelling van funksies as 'n gevolg van hul PBL ervaring vergelyk met dié wat geleer is met behulp van die lesing-metode. Hierdie studie gebruik om die konkurrente geneste gemengde metodes (kwalitatiewe en kwantitatiewe) navorsing ontwerpe. 'N quasi eksperimentele ontwerp is aangeneem deur die administrasie van 'n pre-na-toets op eksperimentele en vergelyking groepe. Die ander ontwerpe of metodes het 'n vraelys opname, fokusgroeponderhoude, nie-deelnemer leswaarneming, en 'n groep navorsingsprojek oor komposisies en inverses van funksies. Die eksperimentele groep is dan hoofsaaklik geleer deur middel van 'n kruising PBL benadering terwyl die vergelyking groep hoofsaaklik deur die lesing benadering vir 'n tydperk van drie maande. Die bevindinge van hierdie navorsing het getoon dat die eksperimentele groep studente uitgevoer aansienlik beter in die algehele resultate analise, maar daar was geen betekenisvolle verskille in prestasie tussen die twee groepe vir 'n paar MTT gebiede op komposisies en inverses van funksies. Die studie het ook bevind dat PBL aan die begin van die jaar reg geïmplementeer moet word wanneer die FP studente begin hul klasse in die fondament program. Dit word aanbeveel dat PBL in al die ander fondament program vakke moet geïmplementeer word. Tog kan die rol van die konvensionele onderrig benaderings nie ondermyn word in die onderrig en leer van komposisies en inverses van funksies, en as sodanig die konvensionele onderrig benaderings moet saam met PBL word gebruik om die beste resultate op FP studente se wiskunde prestasie te kry . Hierdie studie beveel aan verdere navorsing oor hoe PBL in 'n ander fondament program vakke geïmplementeer kan word.

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Garton, Bryan Luke. « The Relationship between Agriculture Teachers' Learning Style and Problem-Solving Ability and the Extent of use of the Problem-Solving Approach to Teaching ». Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225393507.

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Garton, Bryan L. « The relationship between agriculture teachers' learning style and problem-solving ability and the extent of use of the problem-solving approach to teaching / ». The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843314696584.

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Golightly, Aubrey. « Kriteria en strategieë vir die optimering van kontaktyd in die bereiking van leeruitkomste in die geografie-opleiding van onderwysstudente / Aubrey Golightly ». Thesis, North-West University, 2005. http://hdl.handle.net/10394/656.

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With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed.
Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.

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Doody, James. « A longitudinal evaluation of the impact of a problem-based learning approach to the teaching of software development in higher education ». Thesis, Durham University, 2009. http://etheses.dur.ac.uk/47/.

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First year students on Computing courses at tertiary level find Software Development difficult: learner outcomes are poor, with high failure rates and low learner retention. A number of research studies have shown that novice programmers have low intrinsic motivation and low programming self-efficacy. One of the other possible explanations for the difficulties many learners have with Software Development is that it may be a Threshold Concept in Computing. The literature suggests that Problem-Based Learning (PBL) can improve the teaching of difficult concepts, and it has been promoted by professional and funding bodies as a teaching strategy that can improve learner outcomes and bring about positive changes in learner behaviour. The main aim of this research study was to establish the impact on learner outcomes and behaviour of a Hybrid PBL approach used in the teaching of an introductory Software Development module at an Irish tertiary level institution. Learners on the Software Development module are characterised by low prior attainment in State college entry examinations, and the majority are from low income socio-economic backgrounds. Learner outcomes and behaviours were investigated over four cohorts of learners using a large range of data sources. A randomised controlled experimental design was used to measure changes in attainment, programming self-efficacy, motivation, approaches to study and preferences for types of teaching. Questionnaires, data mining of learner activity and attendance logs were used to provide additional information about learner behaviour, and further analysis was undertaken using qualitative techniques such as classroom observations and interviews. Both qualitative and quantitative measures were used to confirm, cross-validate and corroborate findings. The study made significant discoveries about the strengths and limitations of the Problem-Based Learning approach in the teaching of Software Development to low attainment learners. The implications for instructional practice and for educational theory and research are discussed and a number of recommendations are made.

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Siamoo, Peter N. « Developing the Instructional Leadership Skills of High School Principals in Tanzania : A Problem-Based Learning Approach ». PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/984.

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Underachievement among secondary students in Tanzania is tragic: the failure rate on the national exams after the fourth year is between 65 to 100 percent (Mushi, 2011). The literature affirms that student learning is primarily improved by enhancing quality classroom instruction while the second most impactful strategy is consistent school leadership to ensure that effective practices are utilized in the classroom (Blase & Blase, 2004; Chenoweth & Everhart, 2002; Fink & Markholt, 2011; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Leithwood, Harris, & Strauss, 2010; Marzano, Waters, & McNulty, 2005). Despite the research, the researcher's pilot study revealed that there is currently little or no oversight of classroom instruction in most Tanzanian secondary schools. This paradox yielded two research questions: 1. Can Tanzanian schools leaders improve the quality of classroom instruction in order to enhance student learning and performance by employing systematic, fair, and culturally relevant teacher evaluation techniques? 2. Are the teacher evaluation tools developed for American school systems suitable to serve the Tanzanian school system or must they be adapted into the Tanzanian cultural context? Using a Problem-Based Learning [PBL] method, the researcher field-tested and refined The Curriculum for Training Secondary School Leaders, and a workshop in which it was taught. The workshop and its curriculum provided instruction in Evaluation and Supervision of Classroom Instruction (ESCI) to Tanzanian Head Masters and Mistresses (HMs), or as commonly referred to as principals in America, in an effort to develop their pedagogical leadership skills. During the workshop, HMs refined the American-designed evaluation tools to make them culturally relevant to a Tanzanian context. After attending the six-day intensive ESCI workshop, participants indicated in surveys that they felt capable of providing support and coaching to their teachers and capable of assisting teachers in their efforts to improve their pedagogical skills. The researcher provided additional workshops for teachers and HMs at their school sites to support educators in the implementation of ESCI. Qualitative research demonstrated teachers also had favorable post-workshop reactions to ESCI. Though the implementation of the product and training will be further assessed in 2014, the initial qualitative results from post-workshop surveys strongly confirmed that HMs developed confidence, skill, and competence in employing ESCI, thus increasing the likelihood that HMs would employ ESCI in their own schools in the year to come.

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Malan, Sharon Brenda. « The development of an integrated problem-based learning (PBL) approach in a post-matriculation programme at the University of Stellenbosch ». Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1231.

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Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008.
It is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.

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Mahlobo, Radley Kebarapetse. « A model for an open-ended task-based approach in grade 11 mathematics classes / Radley Kebarapetse Mahlobo ». Thesis, North-West University, 2009. http://hdl.handle.net/10394/5080.

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In this investigation, two schools - a control school and an experimental school – were compared in terms of learner performance in two traditional grade 11 mathematics tests, namely the pre-intervention test and the post-intervention test. Both schools completed the two tests simultaneously. Educators saw both tests before intervention. In the experimental school, four grade 11 mathematics classes were studied. The four classes were given worksheets that complied with an open-ended approach (OEA) to mathematics teaching and learning for learners to work independently on, with the teacher only facilitating. The learner-centredness expressed in the OEA complied with learner-centredness as envisaged by the National Curriculum Statement (NCS), and was predominantly constructivist in character. Throughout the five-month intervention, the author observed proceedings in two of the four classes in the experimental school, ensuring that questions the teacher asked complied with the OEA. The two classes would be referred to as monitored classes. The other two classes at the experimental school worked on the worksheet, with the teacher having been briefed about what was expected of the learners using the worksheet -basically that the learners would have to take own initiatives in solving the mathematics problems with minimal teacher intervention. The two grade 11 mathematics classes were monitored, but not as frequently as the monitored classes. The classes will be referred to as unmonitored classes. At the control school the educators followed their usual (traditional) teaching approach. Both the experimental and control schools followed the same grade 11 mathematics work schedule. The educators in the control school taught without any interference from the author, but the classes at the control school were occasionally observed by the author. In addition to the intervention comparison, the author also gathered qualitative information about participating educators' and learners' experiences and opinions about the OEA at the experimental school by using interviews. The results of the pre-intervention test showed no statistical difference between the experimental and control school performance, meaning that the learners from both schools were of comparable pre-requisite knowledge. In the post-intervention test, learners from the two monitored classes meaningfully outperformed those from the two unmonitored experimental classes and those from the control school. However, there was no significant difference in performance between learners from the two unmonitored classes and those from control school, The study concludes that the appropriate OEA intervention was responsible for the good results of the monitored classes., and then uses the gathered qualitative information to design a model for the successful implementation of' OEA in mathematics classes.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2010.

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Crosby-Cooper, Tricia N. « Examining the effectiveness of student study teams in applied settings ». Diss., UC access only, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3356999.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 42-47). Issued in print and online. Available via ProQuest Digital Dissertations.

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George, Salimma. « Pre-service teachers' handling of linear algebra in a problem-centred approach ». Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52413.

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Thesis (MEd)--University of Stellenbsoch, 2001.
ENGLISH ABSTRACT: The primary concern of the study is how pre-service teachers perform after they have been exposed to a section of a linear algebra course based on the problem-centred approach. The students were in their final (3rd ) year of a teacher education course at a college of education which prepares them to teach mathematics at high school level. Sixty students, who formed the experimental group, were exposed to a linear algebra section, which was underpinned by the tenets of the problem-centred approach. The control group comprised of 60 students of similar mathematical background and they were taught the linear algebra section in the conventional way. The main study is preceded by an overview of the history of the teaching of linear algebra and this overview rendered that certain aspects of linear algebra were historically taught in context. Furthermore an analysis of current secondary school mathematics curricula indicated that there are components of linear algebra present in these syllabi. To test whether there was any significant effect of the experimental course, both groups were subjected to the same linear algebra test items at the end of the experimental period. The null hypothesis tested was: there will be no significant difference between the achievement scores of the experimental and control groups. A simple statistical two-tailed test for the difference between two means was done. This test confirmed the rejection of the null hypothesis at the 0,01 level of significance. It is thus accepted that the superior achievement of the experimental group was due to the intervention - approaching aspects of linear algebra through the problem-centred approach. To get an indication of the strategies the experimental group followed to solve linear algebra problems, an analysis was done of the written work of the students. This analysis showed that students applied an absolute calculation strategy to seek solutions to the problems. The study had the following limitations: 1. The students were not representative of the pre-service secondary teachers in South Africa. Only students from the developing population group were involved. 2. The students were not randomly assigned to the experimental and control group. They were in their normal college classes . . Notwithstanding the above limitations it is recommended that: 1. The problem-centred approach, which support the ideals of outcomes-based education, be applied to a major part of the South African school and college of education mathematics syllabi. 2. Appropriate assessment procedures consonant with the problem-centered approach are installed. 3. Adequate support systems are put in place to support teacher transition from the conventional to the problem-centred approach.
AFRIKAANSE OPSOMMING: Die primêre fokus van die studie is die effek van In lineêre algebra kursus, aangebied volgens die probleem-gesentreerde benadering, op kollege onderwysstudente. Die studente was in hulle finale (3de) jaar van In kursus aan In onderwyskollege wat hulle voorberei om wiskunde op hoërskoolvlak te onderrig. Die eksperimentele groep, bestaande uit 60 studente, het aspekte van lineêre algebra geleer, onderrig volgens die probleem-gesentreerde benadering. Die kontrolegroep, bestaande uit 60 studente met omtrent dieselfde wiskunde agtergrond, het dieselfde lineêre algebra geleer, onderrig volgens die konvensionele metode. Die hoofstudie is voorafgegaan deur In oorsig van die geskiedenis van die onderrig van lineêre algebra, wat getoon het dat dat sekere aspekte van lineêre algebra histories in konteks onderrig is. In Ontleding van die huidige hoërkool wiskundekurrikulum toon dat dit komponente van lineêre algebra bevat. Om die impak van die eksperimentele kursus te bepaal, het beide groepe aan die einde van die eksperimentele periode dieselfde lineêre algebra toetsitems voltooi. Die volgende nul-hipotese is getoets: Daar is geen beduidende verskil tussen die prestasies van die eksperimentele en die kontrole groepe nie. In Eenvoudige tweevlerk statistiese toets vir die verskil tussen twee gemiddeldes is gedoen. Die toets bevestig die verwerping van die nul-hipotese op die 0,01 vlak van beduidendheid. Dit word dus aanvaar dat die beter prestasie van die eksperimentele groep toegeskryf kan word aan die intervensie, naamlik die leer van lineêre algebra volgens die probleem-gesentreerde benadering. Om "n aanduiding te kry van die strategieë wat die eksperimentele groep gebruik het in die oplos van lineêre algebra probleme, is die geskrewe werk van die studente ontleed. Die ontleding het getoon dat studente 'n absolute rekenstrategie gebruik het om oplossings vir die probleme te soek. Die studie het die volgende beperkings: 1. Die studente was nie verteenwoordigend van sekondêre onderwysstudente in Suid Afrika nie. Slegs studente uit die onwikkelinggroep was betrokke. 2. Die studente is nie willekeurig aan die eksperimentele en kontrole groepe toegewys nie. Hulle was in hul gewone kollege klasse. Ondanks die bogenoemde beperkings, word daar aanbeveel dat: 1. Die probleem-gesentreerde benadering, wat die beginsels van uitkomsgebaseerde onderwys ondersteun, behoort in die wiskunde kurrikulum vir skole en onderwyserskolleges gebruik te word. 2. Gepaste assesseringsmetodes, soos in die probleem-gesentreerde benadering gebruik, moet toegepas word. 3. Doeltreffende ondersteuningstelsels moet geïmplementeer word om onderwysers te ondersteun in huloorgang na die probleem-gesentreerde benadering.

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Biccard, P., et D. C. J. Wessels. « Problem-centred teaching and modelling as bridges to the 21st century in primary school mathematics classrooms ». Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82321.

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Ashton, Jean, et of Western Sydney Nepean University. « Strategic approaches to learning : an examination of children's problem-solving in early childhood classes ». THESIS_FE_XXX_Ashton_J.xml, 2003. http://handle.uws.edu.au:8081/1959.7/624.

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This thesis shows how children’s learning is influenced and modified by the teaching environment. The metacognitive, self-regulatory learning behaviours of sixteen kindergarten students were examined in order to determine how students perceive learning, either by adopting deep approaches, where the focus is on understanding and meaning, or surface approaches, where the meeting of institutional demands frequently subjugate the former goals. The data have been analysed within a qualitative paradigm from a phenomenographic perspective. The study addresses three issues: the nature and frequency of the strategic learning behaviours displayed by the students; the contribution strategic behaviours make to the adoption of deep or surface learning approaches; and how metacognitive teaching environments influence higher-order thinking. Findings reveal that where teachers had metcognitive training, the frequency of strategy use increased irrespective of student performance. High achieving students used more strategic behaviours, used them with greater efficiency, and tended to display more of the characteristics of deep approach learners. This study suggests that many of the differential outcomes evident amongst students may be substantially reduced through early and consistent training within a teaching environment conductive to the development of metacognitive, self-regulatory behaviours and deep learning approaches
Doctor of Philosophy (PhD)

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Dirks, Denise. « Mediation and a Problem Solving Approach to Junior Primary Mathematics ». University of the Western Cape, 1996. http://hdl.handle.net/11394/8379.

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Magister Educationis - MEd
This study argues that not all children in the Junior Primary phase benefit from the Problem Centred Approach in mathematics that was adapted by the Research, Unit for Mathematics at the University of Stellenbosch (RUMEUS). \One of the reasons could be that not all pupils can construct their own knowledge and methods. There are the highly capable pupils who cope well with this approach. These pupils are able to solve mathematical problems with little or no teacher interaction. Then there are the average and weaker pupils who cannot solve a mathematical problem on their own. These pupils need strategies and skills to solve problems and they need the teacher to mediate these strategies and skills to them, which will help these pupils to become autonomous problem solvers. ,Working in groups can, to some extent, supplement mediation or teacher interaction. Peer group teaching can be effective, whereby pupils are placed in groups so that the more capable pupils can teach concepts or make concepts clearer to the average or weaker pupils). There is, however, the possibility that when pupils of mixed abilities are placed in groups of four there might be one pupil who might refuse to work with the group. This pupil will work on her own and will not share ideas with the other members of the group. If this happens, mediation is necessary for those pupils who cannot solve a mathematical problem on their own. The purpose of this study is to investigate how exposure to mediation can improve pupils' problem solving abilities. As directions for my research I've chosen the first six criteria of Feuerstein's Mediated Learning Experiences (MLE). The first three parameters: intentionality and reciprocity, mediation of transcendence and mediation of meaning _are conditions for an interaction to qualify as MLE. Mediation of competence and regulation of behaviour are functions of specific experiences that combine with the first three to make an adult-child interaction one of mediated learning. Mediation of sharing behaviour . can be added. Here the child and the mediator are engaged in a shared quest for structural change in the child. In addition to this, the five mechanisms of mediational teaching, i.e. process questioning; challenging or asking reasons; bridging; teaching about rules; and emphasising order, predictability, system, sequence and strategy are also used in the implementation of mediation as described by Haywood. Two methods of investigation were chosen. The pupils' problem solving abilities were studied by means of eight word sums, of which the first four word sums were done in the pre-test and the other four word sums in the post-test. After the pre-test and before the post-test there was a period of mediational teaching for the experimental group. During this period and during the post-test the control group was denied mediation. After this research, mediation was also available for the control group. Two pupils from the experimental group were then chosen for further in-depth, think-aloud, person-to-person interviews. The aim of the interviews was to determine why these pupils could not solve the problem in the pre-test, but could successfully solve the post-test question. The results of the word sums in the pre-test and the post-test were compared. The role of strategies and thinking skills is concentrated on in the results. Mediation was not equally successful in all of the four different types of problem sums. Questions one and five contained two or more numbers and here pupils tended to either plus or minus these numbers. Questions two and six also contained numbers, but this is a problem situated in a real life situation. Questions three and seven contained no numbers and questions four and eight compelled pupils to first work out a plan. Mediation was most successful in problem sums situated in a real life situation, followed by problem sums which compelled pupils to first work out a plan, and then by problem sums where there were no numbers. Mediation was least; successful in problem sums that contained two or more numbers. Analysis of these results shows that with mediation there is an improvement in the pupils' problem solving abilities; Mediation can be viewed as S-H-O-H-R, in which the human mediator (H) is interposed between the stimulus (S) and the organism (0), and between the organism and the response (R). We can argue that the Problem Centred Approach without mediation can produce individuals who are little, if at all, affected by their encounter and interaction with new situations. Due to the lack of support in the Problem Centred Approach to Mathematics, it is the aim of this mini-thesis to propose mediation as an essential component in the Problem Centred Approach to Mathematics in the Junior Primary phase.

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Graaff, Magda. « Probleemoplossing en die onderrig en leer van wiskunde in graad 4 / deur Magda Graaff ». Thesis, North-West University, 2005. http://hdl.handle.net/10394/785.

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The objective with this research was to establish the correlation between problem solving and the teaching and learning of mathematics in grade 4. The results of the Third International Mathematics and Science Study (TIMSS) showed that South Africa is behind other countries in terms of the teaching and learning of mathematics, especially with regard to problem solving. Because problem solving is an integral part of the teaching and learning of mathematics, a literature study was conducted (1) to investigate the learning of school mathematics and (2) to describe the manner in which problem solving can take place in the classroom. The learning of school mathematics was studied by focusing on different approaches to the learning of mathematics. The constructionist approach to learning was identified as the appropriate approach towards learning, which correlates with outcomes-based education (OBE) and with the approach currently taught in South African schools. Factors which contribute towards the meaningful learning of school mathematics, namely mathematical knowledge and skills, meta-cognition, learning strategies and tasks and assignments in mathematics, have been discussed. The role of problem solving in the learning of mathematics was studied by means of a possible problem-solving model which may be developed together with the learners. The teaching of problem solving was investigated by referring to the planning of a problem-based lesson and attention was paid to the learning content of the lesson and the planning of the teaching-learning activities. Together with the learners a problem-solving model was developed for the teaching of problem solving. The implementation of the teaching of problem solving was described with reference to the use of big-group presentations as well as problem solving in small groups. Attention was also paid to problem solving, and the use of different assessment techniques was discussed. The empirical investigation was done by means of a case study, and the focus was firstly on the influence of problem solving on the learning of mathematics, and secondly on the manner in which problem solving may be taught. Information was collected during the qualitative investigation by using a questionnaire which was completed by the learners, as well as an interview and observation schedule. The class work, homework and group work books of the learners were studied and transcribed. Video recordings were made of the learners' participation in the big group, small groups and written work, and the transcribed information was used to make deductions about the teaching of problem solving to the learners. From the empirical investigation it became clear that there is a correlation between problem solving and the teaching and learning of mathematics. Problem solving may be taught to learners by means of a problem-solving model, although this does not necessarily result in successful problem solving by all learners. While learners are solving problems, they are also learning mathematical concepts and acquiring and applying mathematical skills.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

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Llobet, Martí Bernat. « Analysis of the interactivity in a teaching and learning sequence with novice rugby players : the transfer of learning responsibility and control ». Doctoral thesis, Universitat de Girona, 2016. http://hdl.handle.net/10803/399791.

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This thesis is a compilation of 3 articles, and the main focus of attention is the learning transfer mechanism. The first article explains the Rugby Attack Assessment instrument, a tool that assesses game performance of rugby union during a 5v5 small-sided game, taking into account simple actions and more complex tactical behaviours. The second paper explores the use of the Integrated Technique-Tactical Model used during the teaching and learning sequence, and reports the learning outcomes of this sequence. Results at a macro-level show no significant improvements. Results at a micro-level show an increase of some tactical behaviours frequencies. The third article analyses the interactivity among participants and the transfer of learning responsibility from the coach to the players. The units of analysis are the segments of interactivity. Results show that this process is linked to a slight decrease of segmentation, and mainly to the transfer of reflection from specific segments of discussion to reflections done during the guided practice
Aquesta tesi és una compilació de 3 articles, i l'objectiu principal és eñ mecanisme de traspàs de l'aprenentatge. El primer article explica el Rugby Attack Assessment Instrument, una eina que avalua el rendiment col·lectiuen el rugbi en una situació reduïda de 5x5, tenint en compte accions simples i comportaments tàctics més complexos. El segon article explica l'ús del Model Integrat Tècnic-Tàctic utilitzat durant la seqüència d'ensenyament i aprenentatge, i explica els resultats de l'aprenentatge d'aquesta seqüència. Els resultats en un nivell macro revelen que no hi ha millores significatives. Els resultats a nivell micro mostren un increment de la freqüència de determinats comportaments tàctics. El tercer article analitza la interactivitat entre els participants i el traspàs de la responsabilitat de l'aprenentatge de l'entrenador als jugadors. Les unitats d'anàlisi són els segments d'interactivitat. Els resultats mostren que aquest procés està lligat a un lleuger descens de la segmentació i principalment a un traspàs dels moments de reflexió des de segments específics de discussió cap a reflexions dutes a terme durant la pràctica guiada

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Ndlovu, Mdutshekelwa. « An analysis of teacher competencies in a problem-centred approach to dynamic Geometry teaching ». Diss., 2004. http://hdl.handle.net/10500/2036.

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The subject of teacher competencies or knowledge has been a key issue in mathematics education reform. This study attempts to identify and analyze teacher competencies necessary in the orchestration of a problem-centred approach to dynamic geometry teaching and learning. The advent of dynamic geometry environments into classrooms has placed new demands and expectations on mathematics teachers. In this study the Teacher Development Experiment was used as the main method of investigation. Twenty third-year mathematics major teachers participated in workshop and microteaching sessions involving the use of the Geometer's Sketchpad dynamic geometry software in the teaching and learning of the geometry of triangles and quadrilaterals. Five intersecting categories of teacher competencies were identified: mathematical/geometrical competencies. pedagogical competencies. computer and software competences, language and assessment competencies.
Mathematical Sciences
M. Ed. (Mathematical Education)

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Ndlovu, Mdutshekelwa. « An analysis of teacher competences in a problem-centred approach to dynamic geometry teaching ». Diss., 2004. http://hdl.handle.net/10500/23786.

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The subject of teacher competences or knowledge has been a key issue in mathematics education reform. This study attempts to identify and analyze teacher competences necessary in the orchestration of a problem-centred approach to dynamic geometry teaching and learning. The advent of dynamic geometry environments into classrooms has placed new demands and expectations on mathematics teachers. In this study the Teacher Development Experiment was used as the main method of investigation. Twenty third-year mathematics major teachers participated in workshop and microteaching sessions involving the use of the Geometer’s Sketchpad dynamic geometry software in the teaching and learning of the geometry of triangles and quadrilaterals. Five intersecting categories of teacher competences were identified: mathematical/geometrical competences, pedagogical competences, computer and software competences, language and assessment competencies.
Mathematics Education
M. Ed. (Mathematics Education)

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Matsau, 'Mamonaheng Amelia. « Investigating the learner-centred approach in language teaching in Lesotho ». 2007. http://eprints.vu.edu.au/1445/1/Matsau.pdf.

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In Lesotho the policy regarding language learning and teaching is spelt out in the syllabus. Inspired by the constitution and resulting from broad consultations the policy requires the active involvement of learners through a learner-centred mode of delivery. This study investigates the use of learner-centred approach in the teaching of English and Sesotho languages in Lesotho secondary schools. The researcher describes the learner-centred approach to teaching as it can be observed in the context of Lesotho; examines skills acquired through the learner-centred approach; inquires into the learning that is experienced in learner-centred classrooms; and considers how the approach can be improved. The findings, based on learners’ and teachers’ questionnaires, observations and focus group discussions, indicate that certain learner-centred strategies suggested in the syllabus as well as other methods are used; and certain skills and content knowledge are acquired from each learner-centred strategy simultaneously. Past experience is crucial in assisting learners to form and build new knowledge. Moreover, it is apparent that learners and teachers consider working alone (not always considered a learner-centred strategy) to be important in building confidence and independence skills. Suggestions are also forwarded as to how to improve and maximise the teaching of languages using the learner-centred approach.

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Degago, Adinew Tadesse. « Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities ». Thesis, 2015. http://hdl.handle.net/10500/18580.

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The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment of student-centred approach to teaching in higher education in Ethiopia. The study was grounded on the assumption that instructors are unlikely to adopt student-centred approach to teaching unless their conceptions of teaching are developed and/or unless the teaching environment is supportive. To address the objective of the study, data were collected using a mixed methods research design using a sequential exploratory strategy. Based on this strategy, data were obtained first qualitatively from 20 instructors through interviews and classroom observations and then quantitatively from 160 instructors and 170 students through questionnaires. The data from the interviews and the classroom observations were analysed qualitatively using a phenomenographic approach and content analysis respectively whereas the data from the questionnaires were analysed statistically using SPSS. From this, frequencies, mean scores and percentages were computed in order to summarise and interpret responses. In addition, independent samples test and one-way ANOVA were applied to examine the differences in conceptions of and approaches to teaching among instructors. Furthermore, Pearson correlation coefficient was applied to examine the relationship between instructors‟ conceptions of teaching and their teaching practices. From the results, it was found that instructors‟ conceptions of teaching in the four universities incline towards the student-centred conception of teaching though there were also instructors whose conceptions of teaching were the traditional teacher-centred. Regarding teaching practices, although the instructors claimed that their teaching practices were student-centred, the results of the study appear to suggest that meaningful instructional practices were still under the influence of the traditional conception of teaching. In addition, numerous factors were found to be impeding the proper implementation of student-centred instruction including the background of the students, the instructors‟ obsession with lecturing and lack of enabling environment. Based on the findings, teaching improvement programs that develop instructors‟ conceptions of teaching were suggested. Furthermore, a supportive environment that enables instructors to translate their changed conceptions of teaching into their teaching practices was recommended. Finally, recommendations for further studies were provided.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

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HSIAO, E.-LING, et 蕭宜綾. « A Web-based Teaching Research in Counseling Ethics : Problem-based Learning Approach ». Thesis, 2003. http://ndltd.ncl.edu.tw/handle/88833809234588552289.

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碩士
國立彰化師範大學
教育研究所
91
In order to explore the learning interaction and the learners’ learning achievements, the study took qualitative research as the main researching framework. In search for the accurate and integral data, the researcher also collected quantified data. In analyzing the learning—interaction data, the researcher applied content analysis and participant observation to explore the learning-interaction condition in the Web-based instruction. In the part of learning-achievements data analysis, the researcher applied students’ Problem-Based Journal, “The Ethical Decision Making Scale”, and “The Ethic Discrimination Scale” to collect the initial stage and the terminal stage of students’ learning conditions. Then researcher synthesized the outcome of “The Student’s Opinion Survey” to explore the learning interaction and the learners’ learning achievements in the Web-based instruction. The findings of this research were as follows: 1.In the part of learner-learner synchronous interaction, it can be divided into six aspects, included the conditions of questioning, reaction, acceptation, taking care of group discussion, sharing learning resources and emotional expression. 2.In the part of learner-instructor synchronous interaction, the role of the instructor is not clear and tutor can show the skills of questioning, challenging and disputing to catalyze the process of group learning. 3. In the part of learner-content interaction, learners had some opinions for the description of PBL questions; we found a good question can lead the learners to make more diverse learning issues. 4. In the part of learner-Interface interaction, we found learners were not familiar with the interface at the initial stage. Learners’ learning will be affected by the instable condition of web-based transmission system and personal computer. 5. In the part of learners’ learning achievements, we found (1) learners’ ability of making ethical decision incline to an unanimity after PBL web-based instruction. (2) learners’ ability of ethic discrimination was changed positively after PBL web-based instruction. (3) learners had the characteristics of self-directed learning after PBL web-based instruction. Keyword:Web-based Teaching; Problem-based Learning; Counseling Ethics; Content Analysis; Qualitative Research; Web-based Interaction; Synchronous Interaction; Asynchronous Interaction; Learning Interaction; Ethical Decision Making; Ethic Discrimination; Self-directed Learning; Group Discussion

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Chirinda, Brantina. « The development of mathematical problem solving skills of Grade 8 learners in a problem-centered teaching and learning environment at a secondary school in Gauteng ». Diss., 2013. http://hdl.handle.net/10500/11876.

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This mixed methods research design, which was modelled on the constructivist view of schooling, sets out to investigate the effect of developing mathematical problem solving skills of grade 8 learners on their performance and achievement in mathematics. To develop the mathematical problem solving skills of the experimental group, a problem-centred teaching and learning environment was created in which problem posing and solving were the key didactic mathematical activity. The effect of the intervention programme on the experimental group was compared with the control group by assessing learners’ problem solving processes, mathematical problem solving skills, reasoning and cognitive processes, performance and achievement in mathematics. Data were obtained through questionnaires, a mathematical problem solving skills inventory, direct participant observation and questioning, semi-structured interviews, learner journals, mathematical tasks, written work, pre- and post- multiple-choice and word-problem tests. Data analysis was largely done through descriptive analysis and the findings assisted the researcher to make recommendations and suggest areas that could require possible further research.
Mathematics Education
M. Ed. (Mathematical Education)

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Rampho, Gaotsiwe Joel. « Teaching problem-solving skills in a distance education programme using a blended-learning approach ». Diss., 2014. http://hdl.handle.net/10500/19986.

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This study investigated the effect of a blended-learning approach in the learning of problem-solving skills in a first-level distance education physics module. A problem-solving type of instruction with explicit teaching of a problem-solving strategy was implemented in the module, which was presented through correspondence, online using an in-house learning management system as well as two face-to- face discussion classes. The study used the ex post facto research design with stratified sampling to investigate the possible cause-effect relationship between the blended-learning approach and the problem-solving performance. The number of problems attempted, the mean frequency of using strategy in problem solving and the achievement marks of the three strata were compared using inferential statistics. The finding of the study indicated that the blended-learning approach had no statistically significant effect in the learning of problem-solving skills in a distance education module.
Educational Studies
M. Ed. (Open and Distance Learning)

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Van, Niekerk Helena Margaretha. « A subject didactical analysis of the development of the spatial knowledge of young children through a problem-centred approach to mathematics teaching and learning / Helena Margaretha van Niekerk ». Thesis, 1997. http://hdl.handle.net/10394/12670.

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A subject didactic analysis of the development of the spatial knowledge of young children through a problem-centred approach to mathematics teaching and learning Researchers and educators are in agreement that it is very important that the spatial knowledge of the young child should be developed from the first years of school. In order to develop these skills the appropriate materials and activities need to be designed. This can only be realised through proper research methods that not only acknowledge the cognitive abilities of the young child, but also the social and cultural backgrounds of the children. This implies that due attention should be given to language, beliefs, cognitive skills, socio-economic background, schooling and teaching systems. The immediate worlds of the children should be used in developing the spatial skills of these children. The work that is described in this document is an effort to describe the complexity of such a research endeavour. The development of the spatial skills of young children were investigated through three different instructional/executional media namely language, drawing/writing and physical constructions. The three major variables that were described as influencing the spatial development in the different media were the task that was given to the children, the objects that the children worked with and the dimension and viewpoints of the objects and situations. It was clear from the research that in the development of the spatial skills of children, attention should. be given to: the real-world of the children, hands-on-experiences of the children, the cultural background, the language of instruction, the socio-economic background the classroom culture, the media of instruction and the cognitive skills of the children.
Proefskrif (PhD (Didaktiese Opvoedkunde))--PU vir CHO, 1997

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Manson, Lynette Anne. « Mathematical practices : their use across learning domains in a tertiary environment ». Thesis, 2010. http://hdl.handle.net/10539/8577.

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This research presents a case study at a South African University, involving students who had studied mathematics in a pre-undergraduate Foundation Programme (FP) and who were currently in their first year of study in Information Technology (IT) at the same institution. The study investigated a possible relationship between the teaching approach used in the FP mathematics classroom and the extent of students’ abilities to use important mathematical practices, such as using procedures flexibly; using representation; understanding/explaining concepts; questioning; justifying claims; disagreeing; strategising; and generalising, in an undergraduate IT context. Focus group interviews and task-based interviews were used to answer three related questions: “To what extent are students aware of differences in teaching approaches between FP mathematics and undergraduate study?”; “To what extent do students believe that their experiences of the teaching approaches in the Foundation Programme mathematics class have helped them in undergraduate study in other courses?”; and “In what ways are the mathematical practices taught in the Foundation Programme used in undergraduate study in IT?” A bricolage of learning theories was used as a framework for understanding the possible relationships between teaching approach, development of mathematical practices and learning transfer. The students in the focus groups described the teaching approach used in the FP mathematics classes as studentcentred, whereas many of the undergraduate IT lectures and tutorials were described as teachercentred. The students felt that the approach used in the FP mathematics classroom was beneficial to further study, in that it taught them how to become responsible for their own learning and brought about deep understanding of the mathematical concepts learned in the FP. The task-based interviews showed that all students used mathematical practices to solve IT problems to a greater or lesser extent. The use of these mathematical practices was best understood as being influenced by all past cognitive, social and cultural experiences, and was therefore not a case of “transfer” in the traditional sense of the word. Instead, the use of mathematical practices could be described as an extreme case of “cognitive accommodation” from a cognitive constructivist perspective, or a case of “generality” from a situative perspective. Furthermore, an inter-relationship emerged between student-centred teaching, students’ productive disposition towards mathematics, and the extent of “transfer” of mathematical practices to the IT domain. This interesting relationship warrants further investigation.

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Khumalo, Leonora Thandeka Nontsikelelo. « A context-based problem solving approach in grade 8 natural sciences teaching and learning ». Thesis, 2009. http://hdl.handle.net/10413/1337.

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The demands of the new curriculum are such that problem solving is foregrounded as one of the core skills in the learning of the Natural Sciences. However teachers in general have difficulties in conceptualizing how this core skill should be incorporated into their everyday teaching of the Natural Sciences. Furthermore there seems to be some confusion in the literature on how the concept of problem solving should or ought to be understood. This is a qualitative case study to explore a grade 8 Natural Sciences educator who involves the learner's context when developing the curriculum, during teaching and learning and assessment. The educator allows the learners to use their context to negotiate during teaching and learning. The learners discuss the context-based activities in their groups and solve problems in their context, produce the portfolio boards by using the resources from their context and present their portfolio board to the class. The educator assesses the learners' activities in context and the portfolio boards. The educator and classroom activities are explored by using semi-structured interview as the main source of the data, unstructured interviews semi-structured obs~rvation schedule and classroom observation. The educator's understanding is explored by using a multifaceted methodology which targets the following key aspects namely, curriculum development, teaching and learning and assessment. In the activity theory the context is the unit of analysis. Activity theory is used as the lens and the conceptual framework in this study to understand how the educator develops the curriculum, teach learners Matter and Materials in their context and assess their context-based activities and the portfolio boards. The findings show that according to this educator he sees himself as the curriculum implementer rather than developer. The curriculum changes are at theoretical level rather than classroom level. Contextual teaching involves construction of knowledge from learners pre-knowledge and interests. Teaching within an Outcomes Based Education is transformative and educator as a mediator of learning. Problem solving needs more time but maximise non-routine thinking. Assessment is for learning, it is continuous and it contributes towards assessment for grading.
Thesis (M.Ed.)- University of KwaZulu-Natal, Durban, 2009.

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Chen, Yi-Huei, et 陳怡慧. « An Approach of Inquiry-based Teaching on Problem-solving Abilities and Learning Achievements of First Graders ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/98576900599565984513.

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碩士
中原大學
教育研究所
99
An Approach of Inquiry-based Teaching on Problem-solving Abilities and Learning Achievements of First Graders Yi-Huei Chen Abstract The purpose of this study was to explore the effect of the Inquiry-based teaching on problem-solving abilities and learning achievements of the first Graders at elementary school. “Quasi-experimental research method” was applied in this study.Two classes of the first graders at one elementary school from Tao-yuan county were selected as the research samples, which were divided into the experimental group and the control group. Inquiry-based teaching was employed within the experimental group while the control group received the regular lecture instruction. The teaching activities lasted about 5 weeks and 20 class sessions were included. Problem-solving test and achievement test of understanding plants were employed before and after teaching for two groups of students. All quantitative data were analysed by descriptive statistics and one-way ANCOVA.The results were described in detail as the following: 1. There was a significant difference between the experimental group and the control group in problem-solving and three sub-tests. The experimental group got significantly better scores than the control group. Therefore, Inquiry-based teaching had a positive effect on the first Graders’ problem-solving performances. 2. There was a significant difference between the experimental group and the control group in achievement test of understanding plants”.The experimental group got significantly better scores than the control group. Therefore, Inquiry-based teaching had a positive effect on the first Graders’ learning achievements.

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Huang, Wei-Ming, et 黃偉銘. « A comparative study of problem-based learning and traditional teaching approach on the problem solving ability of natural science in the Junior-High ». Thesis, 2004. http://ndltd.ncl.edu.tw/handle/30695562092387256436.

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碩士
國立交通大學
理學院網路學習碩士在職專班
92
The purpose of this study was to investigate the differences in problem solving ability of natural science by using Problem-Based Learning (PBL) and traditional teaching approaches. The research was based on the quasi-experimental design. Participants in this study are 83 junior high school students come from two classes of 8th grade of a public junior high school in Taipei city. One class underwent PBL instruction (experimental group) and another one was taught by traditional teaching approach (control group). Before the study, students from each group were divided into 8 small groups. In order to keep uniformity in academic performance, the members of each small group are consisted of the student with high, average and low academic performance in mathematics, Chinese and Science courses. The “Cartesian diver” was chosen as the teaching topics because it contains the conceptions of buoyant force、pressure、torque and Newton’s laws of motion. The research tools used in this study are: Web-based Two-tier Diagnosing Test of Buoyant Force, Problem Solving Ability Questionnaire of Natural Science of Junior High school students and Web-based Attitude Toward Natural Science Scale. Both groups took pre-test questionnaires as a criterion for the evaluation of the experiment. After the end of a six-hour instruction (6 weeks later), post–test questionnaires were performed. The following conclusion can be obtained from the study: 1. Excluding from the influence on pre-test, students in the experimental group show a remarkable improvement not only on “Well-structured” but also on “Ill-structure” problem solving ability. 2. The finding also indicates that experimental group has better attitude toward natural science that is helpful to promote problem solving ability.

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Shatumbu, Ndapanda Loide. « Teachers’ perceptions on learner-centred approach : a case of selected secondary schools in Namibia ». Diss., 2019. http://hdl.handle.net/10500/27231.

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Namibia is one of the countries with distinct historical education systems that shifted from the traditional teacher-centred approach to learner-centred approach to improve learning outcomes. Despite for the call upon secondary school teachers in Namibia to adopt the learner-centred approach, the pass rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very low with about 50% of the Grade 10 JSC learners failing to make it for senior secondary level. Therefore, this study sought to explore science teachers’ knowledge, practice and perception of learner-centred approach. This study employed a pragmatic approach using an explanatory sequential mixedmethods design to collect quantitative data first and then explaining the quantitative results with in-depth qualitative data. The structured questionnaire, interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis was used for the data collected by the questionnaire while qualitative data analysis was used for the data collected by interview and the observation protocols. The results showed an understanding of learner-centred approach and most teachers use a mixed approach to teaching that incorporates both learner-centred approach and teacher-centred approach. Furthermore, results showed that teachers view learner-centred approach as effective but its effectiveness is reduced by poor participation of learners, large class sizes and inadequate instructional materials. Following the results, it was recommended that the Ministry of Education and education policy makers must consider strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance.
Science and Technology Education
M. Ed. (Natural Science Education)

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Flanagan, Wayne Gary Theo. « Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design ». Diss., 2014. http://hdl.handle.net/10500/19574.

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The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the contribution of the learner to the development of knowledge is recognised. The educator also acknowledges the learner as a social being reliant on interaction with others to generate meaning. The problem statement for this study is based on the researcher’s opinion that In South African schools rote learning and memorisation are still the main methods of learning. The reason for this is because the majority of educators have been schooled in the traditional educational paradigm where the teaching process essentially revolves around the educator. In such a system learners who can recall facts best and obtain the best grades are regarded as having learnt well. The researcher contests the assertion that the learners learnt authentically. The progressive teaching approach is proffered by the educator as an alternative for the attainment of authentic learning in a grade 10 Economics classroom. In an authentic learning environment learners are prepared to face challenges in the real world through the development of critical thinking and problem-solving skills. Learners collaborate and cooperate as members of a group to unravel problems. The researcher makes use of a qualitative research design for this study. The grade 10 Economics class of the researcher is used a case study to ascertain whether a progressive teaching approach can enhance authentic learning. Twelve learners out 26 that indicated that they would participate eventually took part in the study. The research instruments used were the video recorded lessons, teacher observation sheets and learner focused-group interviews. One of the findings from the study was that authentic learning skills such as problem-solving and critical thinking can be developed through the educator using the progressive teaching approach. This is in line with the principles of the CAPS for Economics. Another finding is that although more learner involvement is required for the progressive approach, the role of the educator remains crucial as a knowledge expert and a facilitator in the classroom. A further finding was that learners embraced the co-operative learning strategy which is one of the fundamentals of authentic learning. They enjoyed teaching to and learning from one another in group work. Finally, learners appreciated the use of cartoons and team-games by the progressive educator as additional strategies to further authenticate and enhance the learning experience. In summary the researcher wants to contend that from the literature study, the findings of the empirical research and the recommendation of this study that by working within the parameters of the CAPS for Economics, authentic learning can be achieved via a progressive teaching design.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)

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Rajcoomar, Ronesh. « Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, India ». Diss., 2013. http://hdl.handle.net/10500/11885.

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Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction in these countries. The aim of the study was to examine active learning strategies used by teachers in large unfunded Physics classrooms, in Kerala, India. This study used a qualitative approach utilising a case study method. The data collection process involved mainly unstructured interviews, lesson observations and the analysis of documents. The results of the study indicate that despite the difficulties faced in India, similar to those faced by other developing countries, the Indian state of Kerala implements and supports active learning rather than the more common teacher-centred approach. The research defines the common forms of active learning in the Physics lessons and critically examines the core elements of the learner-centred teaching approaches. Successes have been found in the implementation of active, collaborative, cooperative and problem-based learning in the large underfunded Physics classes. The results of the research suggest that teachers need to be highly trained, resourceful, creative, hardworking and sometimes go above and beyond the required duties to make active learning in large underfunded Physics classroom a success.
Science and Technology Education
M. Ed. (Natural Science Education)

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Lombard, Ilse. « Towards relevance in language teaching : an outcomes-based approach ». Diss., 1999. http://hdl.handle.net/10500/17229.

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Chapter one of this study outlines some of the problems encountered in education today, with particular reference to the 'relevance gap'. This is taken to mean that the education which learners receive does not adequately prepare them for life, i.e. academic life, social life and their later career. The South African scenario is described briefly, with the focus on English language teaching and learning. The importance of English language skills is underlined. This chapter also includes a discussion on the writer's awareness of the problem, the research proposal, aims and method of the study plus a definition of terms. The next chapter argues that the curriculum is at the centre of the education endeavour and indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c) considers the context within which and for which the learning takes place and (d) includes all the relevant role-players and stakeholders in its design and development. A set of guidelines for developing and implementing a relevant curriculum, are then suggested based on this assumption. This is followed by a description of the traditional curriculum model, as proposed by Robert Zais (1976), and the outcomes-based approach to curriculum design, development and implementation proposed by William Spady (1993). The latter formed the basis for the development of Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the differences between these two approaches with regard to the principles underlying the approaches and the elements which determine the structure of the curriculum. In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum outlined previously, i.e. to what degree do these two models satisfy the need for: * a dynamic curriculum which is true to life and responsive to changes within society; * a focus on learner needs and aptitudes; * a careful consideration of the context within which and for which the learning is taking place; and * the inclusion of the relevant stakeholders and role-players in its design, development and implementation.
Curriculum and Instructional Studies
M. Ed. (Didactics).

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Mazvaramhaka, Michael Pasipanodya. « The use of learner-centred approaches in teaching accounting to enhance learners’ performance at high schools (grades 10-12) ». Diss., 2018. http://hdl.handle.net/10500/26495.

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The goal of this research study was to understand the use of learner-centred approaches in teaching Accounting to enhance performance of learners at high schools (Grades 10-12). The teaching of Accounting in high schools is facing challenges. The Department of Education, through many curriculum implementations and revisions, have introduced a new approach to teaching as outlined in the National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS). This policy, as with previous ones, emphasises a change in teaching pedagogy emphasising learner-centred approaches in contrast to the traditional teacher-centred approaches which favour rote learning. The Department aims at developing knowledge but links that with acquiring and developing the skills of thinking critically and creatively, working as an individual or a member of a team, organising and managing oneself responsibly and effectively, collecting, analysing, organising and critically evaluating information, communicating effectively, using science and technology effective (DBE, 2011:5) in order to be able to adapt to the requirements of the commercial industries. It was found out that learner-centred approaches can enhance the performance of learners in Accounting in high schools. The researcher used a qualitative approach together with an interpretive perspective to examine the themes. Four high schools, four Accounting teachers and four Heads of Departments were selected from the Ximhungwe circuit in Bohlabela District in Bushbuckridge. Data was collected through observations and interviews. Data were analysed and findings presented. The findings reveal how the Economic and Management Sciences curriculum has a negative effect on Accounting in the higher grades of 10-12, by not developing a solid foundation for the subject. It also revealed that school, parent and learner-based challenges also contribute to a poor perception of Accounting and high failure rates. The research study revealed that learner-centred approaches can improve teaching and learning of Accounting. Recommendations were made in that respect.
Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)

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Odendaal, Karen. « Applying a framework-based approach to teach complex problem-solving to Accounting students / Karen Odendaal ». Thesis, 2015. http://hdl.handle.net/10394/15961.

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Accounting transactions are becoming more complex, and more extensive accounting guidance is provided on a continuous basis in the accounting standards. In addition, accounting guidance changes often and additional guidance is added to the standards regularly. In view of this immense amount of accounting knowledge that an accountant can be expected to have, exacerbated by often multifaceted structures in accounting problems, it can be challenging and onerous to solve certain accounting problems. The premise of this study is that accounting problems can also be solved in a less complex manner with reference to the foundational accounting concepts included in the Conceptual Framework for Financial Reporting (CF). The solution to the accounting problem using the CF should result in a similar answer had the detailed, complex accounting guidance been consulted. This is based on the understanding that the detailed guidance is consistent with the CF and that the CF is not underdeveloped. In the experience of the author of this dissertation, however, the CF is rarely used to consider the accounting treatment of specific transactions and the first point of reference is usually the detailed, specific guidance. In order to impart a practice of incorporating the CF in problem-solving, the study in this dissertation is underpinned by educational philosophies rooted mainly in constructivism, and specifically in Ausubel’s subsumption theory. Applied to accounting education, this theory suggests a frameworkbased approach whereby educators first instil a detailed knowledge of the CF in an Accounting course and thereafter present details of specific accounting transactions by building and crossreferencing to the foundational concepts in the CF. In addition, the paradigm in Accounting courses should also incorporate problems and experiments through which students can construct their own knowledge, rather than being passive recipients of an educator’s teaching style. Recent literature on framework-based teaching suggests that such an approach is beneficial as it enhances lifelong learning. This study reported on a framework-based approach incorporated in an Accounting course and aimed to determine students’ ability to solve complex accounting problems by referring only to the CF, as well as to determine the factors that could influence their ability to solve the problems and the preferred problem-solving approach of students in facing future accounting problems. In order to address the broad aim of this study, it was divided into two sections, each to identify and analyse a different aspect of accounting problem-solving that incorporated the CF. The study in this dissertation focused mainly on an interpretive research paradigm. The first project had the primary objective of determining whether students have the ability to solve complex accounting problems by using only the CF and determining which factors could influence their ability. This was established by analysing the content and results of an assignment administered to third-year Accounting students at a South African university in which students were required to solve problems using only the CF. The second project had the objective of determining the preferred future approach students will take in solving accounting problems after they have been exposed to a framework-based assignment. This was established through qualitative measures and augmented by a questionnaire to analyse the students’ perceptions. The contributions of this dissertation are manifold and include, but are not limited to, the realisation that a conceptual approach to accounting education is beneficial in Accounting courses. The results in this study indicate that the ability of students to solve complex accounting problems by referring only to the CF may depend on the complexity of the scenario and the students’ familiarity with the problem. In addition, after being exposed to a framework-based assignment, students may tend to prefer a mixed approach in solving accounting problems, which entails a combination of the concepts in the CF and specific accounting guidance governing a particular transaction. The author also believes that this study makes a practical contribution by providing an actual framework-based assignment which can be used or adapted by other Accounting educators to use in similar courses, or to help them develop similar assignments or case studies or to replicate the study. From an educational perspective, it is recommended that Accounting educators incorporate an emphasis on the CF in their teaching approach. As students are exposed to opportunities to exercise their judgement using the concepts included in the CF, they will gain experience in this and be able to exercise better judgement in future. Each time a student is exposed to a problem requiring to be solved using the CF, or is required to make necessary judgements with regard to the CF, it will lead to the creation of new knowledge which the student can constantly link and cross-reference to existing knowledge and experiences. It also appears that, when students are exposed to problem-solving using the CF, it may lead to accountants adopting a more balanced approach by considering more CF constructs in solving future accounting problems. Although the study in this dissertation was conducted at only one university, its implications are by no means limited to this institution. Extrapolation of results cannot be attempted due to the nature of the research design, but the results in this study are valuable and enhance accounting education literature in better understanding students’ problem-solving abilities and their preferred problemsolving approach. The research is therefore valuable to any Accounting educator, as well as the institutional bodies guiding accounting education and its syllabi. It is hoped also that some of the findings will inspire other educational institutions to promote a framework-based approach in an innovative manner.
MCom (Accountancy), North-West University, Potchefstroom Campus, 2015

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Nwosu, Chidiebere Marcellinus. « An exploratory analysis of pedagogical practices in science classrooms : a case study ». Thesis, 2019. http://hdl.handle.net/10500/27229.

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This study sought to explore the pedagogical practices of teachers in science classrooms. In this study, pedagogical practices are taken as interactions between teachers, learners and learning tasks which aim to promote and facilitate learning of their learners The study adopted an exploratory sequential mixed-methods design to collect both quantitative and qualitative data from the senior phase (i.e. grades 7-9) Science teachers. The teachers were purposively selected; two from rural schools and two from urban schools in the Limpopo Province of South Africa. Data on teachers’ pedagogical practices were collected using survey questionnaire, focus group interview and lesson observation. The main research question for the study is “what are teachers’ pedagogical practices when teaching science?” This overriding research question was addressed by exploring the specific research questions: 1) how do science teachers teach their lessons? And 2) what informs teachers’ pedagogical practice when teaching science? The null hypothesis for this study was “there is no significant difference between teachers’ qualification and their pedagogical practice when teaching science” while the alternative hypothesis was “there is significant difference between teachers’ qualification and their pedagogical practice when teaching science”. The quantitative data collected by means of structured questionnaires was analysed using a computer package (i.e. SPSS version 22) while the qualitative data collected by means of focus group interviews and lesson observation was analysed using content and thematic analysis. The findings from the study revealed that teachers in the study incorporate in varying degrees learner – centred; and teacher- centred pedagogies in their science lessons. Whilst majority of the teachers in the study expressed a behaviouristic view of learning, which indicates a predisposition to teacher – centred pedagogy in the classroom; however, other pedagogical practices indicated by the teachers and observed in the science lessons are consistent with constructivist or learner – centred pedagogy which suggests strategies that may be used to provide a meaningful learning experience in science. The study further found that there is a significant association between the educational qualification and their pedagogical practice when teaching science in the visited schools; therefore the alternative hypothesis is accepted and the null hypothesis is rejected. Based on the findings of the study, the following recommendations are made: i. In service training on subject content knowledge for natural science teachers, especially those without science qualifications so that they can grapple with the subject content knowledge. ii. Science workshops to be organized from time to time to train teachers on effective teaching practices in the classroom. iii. Outsourcing or involving more than one teacher in the teaching of natural science in schools. iv. Equipping of schools with science laboratories so that teachers can carry out science experiments with learners. v. The schools must ensure that only teachers with science qualifications are assigned to teach natural sciences in the senior phase.
Curriculum and Instructional Studies
Ph. D. (Education (Curriculum Studies))

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Kitaw, Yoseph Zewdu. « Active learning in teaching English language support courses to first-year students in some Ethiopian universities ». Diss., 2017. http://hdl.handle.net/10500/22745.

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The general aim of this study was to investigate the implementation of active learning approaches in the teaching of English Language support courses to first-year university students. The study was planned to identify factors that affected the implementation of active learning in classrooms where English as a Foreign Language (EFL) is taught, the perceptions of EFL instructors and their students regarding active learning, the linkage between assessment practices and productive skills, and the commonly used types of active learning techniques. The study was conducted in three Ethiopian universities and employed a qualitative approach to data generation and analysis. As such, data generation strategies focused on relevant documents, classroom observation, individual interviews, and focus group discussions. The participants of the study included 27 EFL instructors and their students (17 groups of focus group discussion), enrolled for English Language support courses at freshman level. Based on my analysis of the data, the primary barriers to the implementation of active learning techniques in EFL classrooms were as follows: Students’ poor background exposure to the English language; Students’ negative associations with language learning; EFL instructors’ ineffective classroom management; The adverse influence of students’ external social environments; Dependency in group work; low relevance of English Language support courses; Lack of administrative support from Universities. The participants of the study were aware of the importance of active learning and student-centred approaches and in favour of the implementation thereof. Despite this, they did not feel that they practised them effectively in the teaching and learning process. In fact, the instructors explained that, in the face of very unfavourable circumstances for active learning and student-centred approaches, they felt utterly disappointed, with no sense of achievement, when attempting to use these approaches in their classrooms; they did not believe that the existing situation was conducive to the implementation of active learning and student-centred approach. Furthermore, these EFL instructors did not use a variety of active learning techniques in the teaching and learning process of English supportive courses. The dominant techniques they used were group work and pair work. They did not utilise alternative techniques to teach essential productive skills (i.e. speaking and writing).The participants also indicated that the assessment techniques they used were not closely related to lesson objectives or language learning goals in the development of productive skills. The relationship between assessment types and active learning techniques was characterised by traditional pencil-and-paper tests designed solely for grading purposes; and not to improve the actual learning process. In grading, the weight given to productive skills was very small in contrast to that assigned to receptive skills (i.e. listening and reading), grammar and vocabulary. Their relationship involved teaching simply to prepare students for tests, irrelevant and untimely feedback, substandard assessment, absence of dynamism in the two-dimensional assessment techniques, and incongruence between assessment techniques and actual language skills and competence. In relation to feedback, both the students and their instructors pointed out that EFL students were more concerned with their grades than with the potential to learn when receiving feedback on their writing or oral presentations. In line with these findings, this thesis concluded by offering relevant recommendations for alleviating the problems observed in the teaching of English language support courses - both in general and with particular regard to productive skills development.
Curriculum and Instructional Studies
D. Ed. (Didactics)

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Seherrie, Aloysius Claudian. « Group investigation : a teaching approach for Life Orientation in selected Northern Cape secondary schools ». Thesis, 2020. http://hdl.handle.net/10500/27125.

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Abstract in English, Afrikaans and Xhosa
The main aim of this study was to explore the extent to which teachers use group investigation as a teaching approach for Life Orientation in selected secondary schools in the Northern Cape Province in South Africa. Group investigation (GI) as a cooperative learning teaching approach is based on the philosophical principles of John Dewey who believed that schools had the responsibility of capturing learners’ interests, to expand and develop their horizons and to assist them in responding appropriately to new ideas and influences. Group investigation, a particular cooperative learning strategy, is based on the pragmatic paradigm that suggests that learners construct and apply knowledge as they interact with one another in a teacher-learner environment. This study was adopted in a concurrent triangulation mixed methods research design to be conducted concurrently. Quantitative and qualitative data were collected and analysed separately but simultaneously, the findings converged in the conclusion in order to respond to the research question. Convenient and purposive sampling was employed to select teachers and learners as participants in this study. Data were collected in the social setting where teachers employed group investigation as a teaching strategy with learners in cooperative working groups participating in learner-centred activities. The researcher used face-to-face interviews, focus group interviews, classroom observations as well as document analysis to collect data. The findings of this study revealed that teachers tend to display adequate content and pedagogical knowledge for the teaching of Life Orientation. However, the findings established that there is a need for novice teacher development in the interpretation and application of the content. Furthermore, group investigation has indicated that learners developed group skills easily, learn to work cooperatively in groups and that learners can depend on each other for the groups’ success. This study recommends that group investigation as a teaching approach be incorporated in the Life Orientation curriculum and that this needs to be shown in the lesson planning of teachers. The importance in the body of knowledge regarding teaching approaches and the academic value of the subject, Life Orientation as a fundamental subject, is indispensable within the FET curriculum.
Die hoofdoel van hierdie studie was om te bepaal in watter mate onderwysers groepondersoek as ŉ onderrigbenadering vir Lewensoriëntering in uitgesoekte sekondêre skole in die Noord-Kaapprovinsie gebruik. Groepondersoek as ŉ koöperatiewe leer- en onderrigbenadering is gegrond op die filosofiese beginsels van John Dewey, wat geglo het dat skole die verantwoordelikheid het om leerders se belange te akkommodeer, om hul horisonne te verbreed en te ontwikkel en om hulle by te staan om gepas op nuwe idees en invloede te reageer. Groepondersoek, ŉ spesifieke koöperatieweleerstrategie, is gegrond op die sosiaal-interpretivistiese-konstruktivistiese paradigma wat suggereer dat leerders kennis konstrueer en toepas wanneer hulle met mekaar interaksie het in ŉ onderwyser-leerder-omgewing. Hierdie studie is in ŉ konkurrente triangulering- gemengdemetodenavorsingsontwerp aangepak – om samelopend maar afsonderlik uitgevoer te word. Kwantitatiewe en kwalitatiewe data is afsonderlik ingesamel en ontleed, maar terselfdertyd is die resultate gekonvergeer in die gevolgtrekking om die navorsingsvraag te beantwoord. Gerieflikheid- en doelbewuste steekproefneming is gebruik om onderwysers en leerders te kies om aan die navorsing deel te neem. Data is ingesamel in die sosiale situasie waar onderwysers groepondersoeke as ŉ onderrigstrategie aangewend het, met leerders wat in koöperatiewe werksgroepe aan leergesentreerde aktiwiteite deelneem. Die navorser het persoonlike onderhoude, fokusgroeponderhoude, klaskamerwaarnemings sowel as dokumentontleding gebruik om data in te samel. Die bevindings van die studie het getoon dat onderwysers geneig is om voldoende inhoud en pedagogiese kennis vir die onderrig van Lewensoriëntering te toon, terwyl daar ŉ behoefte aan die ontwikkeling van nuweling-onderwysers se interpretasie en toepassing van die inhoud is. Daarbenewens het die groepondersoeke ook gewys dat leerders maklik groepvaardighede ontwikkel, leer om koöperatief in groepe te werk, en dat hulle op mekaar kan staatmaak vir die sukses van die groep. Hierdie studie beveel aan dat groepondersoeke as ‘n onderrigstrategie in die Lewensorientering kurrikulum geïnkorporeer moet word en dat dit in die lesbeplanning van die onderwysers aangedui moet word. Die belangrikheid van kennis met verwysing na die onderrrigstrategieë en die akademiese waarde van die vak, is Lewensorientering as ‘n fundamentele vak onvervangbaar binne die VOO kurrikulum.
Injongo ephambili yesi sifundo kukuqwalasela ukuba ootitshala bayisebenzisa kangakanani indlela yokufundisa yophando lweqela kwizifundo ngobomi ekuthiwa yiLife Orientation kwizikolo zesekondari ezikhethiweyo kwiPhondo loMntla Koloni. Uphando lweqela, njengecebo lokufunda nokufundisa ngokubambisana lusekelwe kwiinqobo zefilosofi kaJohn Dewey, owayekholelwa ekubeni izikolo zinoxanduva lokudlwengula umdla wabafundi, zinabise amathuba olwazi, zibancedise ekusabeleni ngokufanelekileyo kwizimvo neempembelelo ezintsha. Uphando lweqela, nolulicebo lobulumko lokusebenza ngokubambisana, lusekelwe kwiingcinga zokwakha intsingiselo ngokusebenzisana, le nto kuthiwa yisocial interpretivist-constructivist paradigm ngolwimi lwesiNgesi. Ezi ngcinga zithi abafundi bazakhela ulwazi, balusebenzise xa besebenzisana kuloo ndawo bafundela kuyo. Esi sifundo siqhutywe ngokusebenzisa iindlela zophando ezixubeneyo neziqhutywa ngaxeshanye lo gama zahlukene. Kuqokelelwe, kwaphengululwa idatha ngokwahlukeneyo ngokobuninzi bayo ngaxeshanye nangokokucinga nzulu ngayo, okufunyanisiweyo kwadityaniswa esiphelweni ngenjongo yokuphendula umbuzo wophando. Isampulu yophando yakhethwa ngononophelo nangendlela enokusebenza lula xa kwakukhethwa ootitshala nabafundi abaza kuba ngabathathi nxaxheba kwesi sifundo. Idatha yaqokelelwa kwimeko yezentlalo apho ootitshala babesebenzisa uphando lweqela njengecebo lokufundisa, apho abafundi babesebenza ngokwamaqela ancedisanayo kwimisebenzi yezifundo zabo. Umphandi waqhuba udliwano ndlebe nomntu ngamnye, udliwano ndlebe namaqela achaphazelekayo, waqwalasela okwenzeka eklasini, waphengulula nemibhalo ekhoyo xa wayeqokelela idatha. Okufunyaniswe kwesi sifundo kwadiza ukuba ootitshala babonisa ulwazi olwaneleyo ngeziqulatho neendlela zokufundisa izifundo ngobomi okanye iLife Orientation, lo gama sikho sona isidingo sokuphuhlisa izakhono zootitshala abatsha ekutolikeni nasekusebenzeni ngeziqulatho zezi zifundo. Ngaphezu koko, uphando lweqela lubonise ukuba izakhono zabafundi zokusebenza ngamaqela ziphuhla lula, bafunda ukusebenzisana bengamaqela kwaye bafunda ukwazi ukuxhomekeka omnye komnye ukuze iqela liphumelele.
Curriculum and Instructional Studies
Ph. D. (Curriculum Studies)

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Masilo, Motshidisi Marleen. « Implementing inquiry-based learning to enhance Grade 11 students' problem-solving skills in Euclidean Geometry ». Thesis, 2018. http://hdl.handle.net/10500/24966.

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Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0: μinquiry-based facilitation = μtraditional axiomatic approach. This study emphasises a pragmatist view that constructivism is fundamental to realism, that is, inductive inquiry supplements deductive inquiry in teaching and learning. Participants in this study comprise schools in Tshwane North district that served as experimental group and Tshwane West district schools classified as comparison group. The two districts are in the Gauteng Province of South Africa. The total number of students who participated is 166, that is, 97 students in the experimental group and 69 students in the comparison group. Convenient sampling applied and three experimental and three comparison group schools were sampled. Embedded mixed-method methodology was employed. Quantitative and qualitative methodologies are integrated in collecting data; analysis and interpretation of data. Inquiry-based-facilitation occurred in experimental group when the facilitator probed asking students to research, weigh evidence, explore, share discoveries, allow students to display authentic knowledge and skills and guiding students to apply knowledge and skills to solve problems for the classroom and for the world out of the classroom. In response to inquiry-based facilitation, students engaged in cooperative learning, exploration, self-centred and self-regulated learning in order to acquire knowledge and skills. In the comparison group, teaching progressed as usual. Quantitative data revealed that on average, participant that received intervention through inquiry-based facilitation acquired inquiry-based learning skills and improved (M= -7.773, SE= 0.7146) than those who did not receive intervention (M= -0.221, SE = 0.4429). This difference (-7.547), 95% CI (-8.08, 5.69), was significant at t (10.88), p = 0.0001, p<0.05 and represented a large effect size of 0.55. The large effect size emphasises that inquiry-based facilitation contributed significantly towards improvement in inquiry-based learning and that the framework contributed by this study can be considered as a framework of inquiry-based facilitation in Euclidean Geometry. This study has shown that the traditional axiomatic approach promotes rote learning; passive, deductive and algorithmic learning that obstructs application of knowledge in problem-solving. Therefore, this study asserts that the application of Inquiry-based facilitation to implement inquiry-based learning promotes deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Euclidean Geometry.
Mathematics Education
Ph. D. (Mathematics, Science and Technology Education)

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Alemu, Birhanu Moges. « Active learning approaches in mathematics education at universities in Oromia, Ethiopia ». Thesis, 2010. http://hdl.handle.net/10500/4133.

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Meaningful learning requires active teaching and learning approaches. Thus, with a specific focus on Mathematics teaching at university in Oramia, the study aimed to: • examine the extent to which active learning/student-centered approaches were implemented; • assess the attitudes of university lecturers towards active-learning; • investigate whether appropriate training and support have been provided for the implementation of an active learning approaches • assess the major challenges that hinder the implementation of active learning approaches and • recommend ways that could advance the use of active learning approaches in Mathematics teaching at university. A mixed-methods design was used. Among the six universities in the Oromia Regional State of Ethiopia, two of the newly established universities (younger than 5 years) and two of the old universities (15 years and older) were involved in the study. A total of 84 lecturers participated in the study and completed questionnaires. This was complemented by a qualitative approach that used observation checklists and interviews for data gathering: 16 lessons were observed while the lecturers taught their mathematics classes (two lecturers from each of the four sample universities were twice observed). In addition, semi-structured interviews were conducted with four mathematics department heads and eight of the observed lecturers. The study adhered to ethical principles and to applied several techniques to enhance the validity/trustworthiness of the findings.
Psychology of Education
D. Ed. (Psychology of Education)

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Harper, Michael Leigh. « Teaching street children in a school context : some psychological and educational implications ». Thesis, 2003. http://hdl.handle.net/10500/2190.

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This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting.
Psychology
D. Litt. et Phil. (Psychology)

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47

Kwari, Rudo. « An investigation into the development of the function concept through a problem-centred approach by form 1 pupils in Zimbabwe ». Diss., 2008. http://hdl.handle.net/10500/2219.

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In the school mathematics curriculum functions play a pivotal role in accessing and mastering algebra and the whole of mathematics. The study investigated the extent to which pupils with little experience in algebra would develop the function concept and was motivated by the need to bring the current Zimbabwean mathematics curriculum in line with reform ideas that introduce functions early in the secondary school curriculum. An instrument developed from literature review was used to assess the extent to which the Form1/Grade 8 pupils developed the concept. The teaching experiment covered a total of 26 lessons, a period of about eight weeks spread over two terms starting in the second term of the Zimbabwean school calendar. The problem-centred teaching approach based on the socio-constructivist view of learning formed the background to facilitate pupils' individual and social construction of knowledge. Data was collected from the pupils' written work, audio taped discussions and interviews with selected pupils. The extent to which each pupil of the seven pupils developed the aspects of function, change, relationship, rule, representation and strategies, was assessed. The stages of development and thinking levels of functional reasoning at the beginning of the experiment, then during the learning phase and finally at the end of the experiment, were compared. The results showed that functions can be introduced at Form 1 and pupils progressed in the understanding of most of the aspects of a function.
Educational Studies
M. Ed. (Mathematics Education)

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48

Potgieter, Eugené. « Innovative teaching strategies within a nursing education model ». Thesis, 1996. http://hdl.handle.net/10500/15801.

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Recent nursing literature has repeatedly proclaimed the need for creativity in nursing. The complexity of contemporary nursing practice as a result of the explosion of knowledge and technology, changing human values and diverse health care systems, requires an innovative and creative nurse who can adapt to change and provide holistic, individualised, context-specific patient care. Higher levels of cognitive thought, creative thinking and problem-solving skills have been stressed as desirable qualities of student nurses. It is suggested in the literature that the evolution of innovative strategies and the ways to implement them into nursing curricula be explored in order to assist and encourage students to develop these higher cognitive skills. From an analytical study of the literature which was undertaken with the aim of exploring the nature of creativity and the processes involved in creative thinking and learning, and of identifying innovative strategies particularly relevant to the teaching of nursing, it became apparent that the most significant determinants in teaching for creativity, are the learning enviromnent, the educator-student relationship, and the provision of a variety of teaching strategies, which are student-centred with a problem-solving focus. It was established that stimulation of both the left and right hemispheres of the brain is essential for the development of creative thinking skills. Based on the insights and knowledge gained in the study, a nursing education model for the fostering of creativity was developed. This model encompasses a wide variety of didactic considerations and is designed to stimulate whole brain learning. It is hoped that its use will be of value in the production of innovative and courageous nurse practitioners who will be better equipped to cope with the changes and challenges of their working environment and be able to provide context-specific nursing care.
Health Studies
D. Litt. et Phil. (Nursing Science)

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49

Lu, Ping, et 陸平. « A Action Research on Teaching of Problem-Based Learning Approaches by an Elementary School Resource Teacher ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/37028525068304930637.

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碩士
國立台北師範學院
特殊教育學系碩士班
93
The following action research is to study the process of the implementation of problem-based learning led by an elementary school resource teacher. The Main focus of the study is to present the improvement of the resource teachers’ proficiency on problem-based learning. The purposes of this action research include: 1. To discuss the teachers’ professional development through the process of implementation of problem-based learning. 2. To present different learning aspects of students with special needs following problem-based learning. 3. To offer elementary school resource teachers some insights on problem-based learning. After the problem of students were located, the research partner and the author carefully planned the procedures of this action research. The next step was to take actions and record our observations. At the end of the research, the effect of problem-based learning was evaluated, and the action plan was revised according to the data collected. Through continuous reflection and discussion during the implementation of problem-based learning, a systematical analysis of the data was conducted in order to acquire valuable feedbacks. The problem solving actions took place at the moment the researchers started reading related documents. With previous research experiences and the comprehensive understanding of problem-based learning, two experiment topics were designed: “Do we need a school cooperative store?” and “Ms. Lu’s dilemma”. The theory was put into practice in a teaching and learning situation, and this experiment cycle was repeated. The results of the research present the author’s personal reflection of problem-based learning and the students’ progress after instructed with problem-based learning. Two outstanding performances of two groups of students working in this action research were listed, so as to elaborate the author’s further reflection on problem-based learning. The results of this action research were discussed in five aspects: “Learning problem-based learning by implementing problem-based learning”, “the author cooperated with the research partner ”, “The interactions between the teachers and the students”, “Performances of students with special needs under the instruction of problem-based learning” , and “Continuing learning leads to professional growth”. Finally, based on the results of this action research, the suggestions were made for teachers and parents of students with special needs as well as future action researchers of problem-based learning.

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Moyo, Innocent. « An investigation into the factors impacting on the selection and adoption of constructivist teaching methods by mathematics teachers in selected Gauteng urban schools ». Diss., 2014. http://hdl.handle.net/10500/14194.

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Constructivist teaching strategies are undeniably accepted as effective in achieving the desired educational goals of constructing knowledge through active and creative inquiry. Inasmuch as teachers would love to adopt these strategies in their teaching, mathematics teachers find themselves in a situation where they are forced not to use them. This study investigated the factors that impacted on the selection and adoption of constructivist teaching strategies in selected Gauteng’s urban schools. Four (4) public schools and sixteen (16) mathematics teachers participated in the study. The parallel mixed methods design was employed in the study to produce both quantitative and qualitative data. The data were therefore analysed both quantitatively and qualitatively. It was found that the participating mathematics teachers had an understanding of constructivist theories of teaching and that they perceived their classroom environments to be constructivist in character. The study also found that the adoption of constructivist teaching strategies was hindered by teachers’ lack of skills and competencies to handle a curriculum that they felt was handed down to them without their full involvement at all the stages of its development. Learners’ family backgrounds were also identified as a major social factor that impacted negatively against selection of constructivist strategies. Based on these findings, recommendations were made on how constructivist views can be realised in the teaching of mathematics in South African schools.
Mathematics Education
M. Ed. (Mathematics Education)

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