GeoGebra as a Manipulative Tool in Providing Processes of Circle Geometry in Grade 11: A Case of One School in OR Tambo Inland District
- Authors: Marange, Israel Yeukai
- Date: 2019-06
- Subjects: Great circle (Geometry)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6593 , vital:47152
- Description: The aim of this study was to establish the influence of using GeoGebra as a manipulative tool in providing processes of Grade 11 circle geometry at one school in OR Tambo Inland. The study adopted a quantitative approach and utilised the quasi-experimental research design. The sample consisted of 107 Grade 11 mathematics learners. Sixty (60) learners were in the experimental group and 47 in the control group. Pre-test and post-test, and likert-scaled questionnaires were used as instruments. Reliability and validity were ensured through test-retest, as well as member checking and a pilot study. All ethical requirements were followed. Findings revealed that pre-test results did not show much difference in the performance of experimental and control groups. After using GeoGebra, it statistically emerged that control group respondents performed lower than the experimental group. Findings obtained from the questionnaire also showed similar patterns. The study also found that participants who learnt circle geometry using GeoGebra were significantly motivated and that GeoGebra allowed learners to be exceedingly creative and discover skills of solving geometry problems by themselves. The positive impact of using GeoGebra resulted in significant differences on academic performance. Based on gender, more females compared to males agreed that GeoGebra was an effective manipulative tool in learning circle geometry. Interestingly, boys performed better than girls in the post-test. The study concluded that students who used GeoGebra showed higher ability in conceptual knowledge compared to students who used conventional methods. It also concluded that GeoGebra had positive effects on learners’ understanding as learners became significantly active and responsible for their own learning process as the software allows a self-learning process. Recommendations included the need for teachers to use the latest technology and to vary their methods of teaching to motivate learners. There is also a need for a workable alternative opposed to the rigid axiomatic approaches to circle geometry to facilitate and enhance learners’ ability to make and test conjectures. Curriculum planners and subject specialists need to emphasise on education systems that shift teaching and learning away from the traditional methods and emphasise on learning rules for manipulating geometry problems. , Thesis (M.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2019-06
- Authors: Marange, Israel Yeukai
- Date: 2019-06
- Subjects: Great circle (Geometry)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6593 , vital:47152
- Description: The aim of this study was to establish the influence of using GeoGebra as a manipulative tool in providing processes of Grade 11 circle geometry at one school in OR Tambo Inland. The study adopted a quantitative approach and utilised the quasi-experimental research design. The sample consisted of 107 Grade 11 mathematics learners. Sixty (60) learners were in the experimental group and 47 in the control group. Pre-test and post-test, and likert-scaled questionnaires were used as instruments. Reliability and validity were ensured through test-retest, as well as member checking and a pilot study. All ethical requirements were followed. Findings revealed that pre-test results did not show much difference in the performance of experimental and control groups. After using GeoGebra, it statistically emerged that control group respondents performed lower than the experimental group. Findings obtained from the questionnaire also showed similar patterns. The study also found that participants who learnt circle geometry using GeoGebra were significantly motivated and that GeoGebra allowed learners to be exceedingly creative and discover skills of solving geometry problems by themselves. The positive impact of using GeoGebra resulted in significant differences on academic performance. Based on gender, more females compared to males agreed that GeoGebra was an effective manipulative tool in learning circle geometry. Interestingly, boys performed better than girls in the post-test. The study concluded that students who used GeoGebra showed higher ability in conceptual knowledge compared to students who used conventional methods. It also concluded that GeoGebra had positive effects on learners’ understanding as learners became significantly active and responsible for their own learning process as the software allows a self-learning process. Recommendations included the need for teachers to use the latest technology and to vary their methods of teaching to motivate learners. There is also a need for a workable alternative opposed to the rigid axiomatic approaches to circle geometry to facilitate and enhance learners’ ability to make and test conjectures. Curriculum planners and subject specialists need to emphasise on education systems that shift teaching and learning away from the traditional methods and emphasise on learning rules for manipulating geometry problems. , Thesis (M.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2019-06
Pregnant teenagers’ readiness for motherhood:A quantitative investigation in Nkonkobe Municipality, Eastern Cape
- Authors: Pitso, Tsolo Joseph
- Date: 2013-01
- Subjects: Teenage Mothers , Teenage Pregnancy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23142 , vital:55652
- Description: The issue of teenage motherhood has been a concern, globally, continentally and locally. The quantitative study assessed whether the pregnant teenagers were ready for motherhood. This report analysed the current positions of women whose first child was to be born when they were teenagers in the rural Eastern Cape setting. The structured questionnaires were given to 106 pregnant teenagers who visited the War Memorial clinic for pregnancy check-up and convenient sampling was used to select these respondents. The items of the questionnaire were divided into the following sub-topics: prenatal and postnatal challenges and roles and responsibilities of motherhood. The study found that most of the pregnant teenagers were aware of the prenatal and postnatal challenges but they were not ready to perform the roles and responsibilities associated with motherhood. The analysis of data was divided in terms of descriptive and inferential statistics. The binary regression model was used to assess the factors affecting the pregnant teenagers’ readiness for motherhood. The finding of this study indicated that most (about 79 percent) of the pregnant teenagers were not aware of the roles and responsibilities of motherhood In addition to being not ready to face the psycho-social challenges of motherhood. Hence they indicated low level of readiness to motherhood. The psycho-social theory of Erikson posited that children who had strong and intact psycho-social relationships with the caregivers might have a high possibility of acquiring their identity during adolescent stage and this will help them to interact both effectively and efficiently with their peers and the society at large. While those do had negative psycho-social development have a high chance of facing identity crisis/confusion. As a result, they might lead them to being victims of psycho-social interaction such as early pregnancy. , Thesis (MA) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2013-01
- Authors: Pitso, Tsolo Joseph
- Date: 2013-01
- Subjects: Teenage Mothers , Teenage Pregnancy
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/23142 , vital:55652
- Description: The issue of teenage motherhood has been a concern, globally, continentally and locally. The quantitative study assessed whether the pregnant teenagers were ready for motherhood. This report analysed the current positions of women whose first child was to be born when they were teenagers in the rural Eastern Cape setting. The structured questionnaires were given to 106 pregnant teenagers who visited the War Memorial clinic for pregnancy check-up and convenient sampling was used to select these respondents. The items of the questionnaire were divided into the following sub-topics: prenatal and postnatal challenges and roles and responsibilities of motherhood. The study found that most of the pregnant teenagers were aware of the prenatal and postnatal challenges but they were not ready to perform the roles and responsibilities associated with motherhood. The analysis of data was divided in terms of descriptive and inferential statistics. The binary regression model was used to assess the factors affecting the pregnant teenagers’ readiness for motherhood. The finding of this study indicated that most (about 79 percent) of the pregnant teenagers were not aware of the roles and responsibilities of motherhood In addition to being not ready to face the psycho-social challenges of motherhood. Hence they indicated low level of readiness to motherhood. The psycho-social theory of Erikson posited that children who had strong and intact psycho-social relationships with the caregivers might have a high possibility of acquiring their identity during adolescent stage and this will help them to interact both effectively and efficiently with their peers and the society at large. While those do had negative psycho-social development have a high chance of facing identity crisis/confusion. As a result, they might lead them to being victims of psycho-social interaction such as early pregnancy. , Thesis (MA) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2013-01
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