Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa
This study responded to a national call to improve the outcomes in mathematics in the Grade 12 matriculation examination in South Africa by reporting learners’ perceptions of the introduction of computer-assisted learning in their mathematics classrooms. Three Grade 12 mathematics classes in a peri-...
| Main Authors: | , |
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| Format: | Journal Article |
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Springer
2014
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| Online Access: | http://hdl.handle.net/20.500.11937/4836 |
| _version_ | 1848744628279312384 |
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| author | Hartley, M. Treagust, David |
| author_facet | Hartley, M. Treagust, David |
| author_sort | Hartley, M. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This study responded to a national call to improve the outcomes in mathematics in the Grade 12 matriculation examination in South Africa by reporting learners’ perceptions of the introduction of computer-assisted learning in their mathematics classrooms. Three Grade 12 mathematics classes in a peri-urban school in South Africa were visited over a period of 4 months to observe the inclusion of a computer centre as part of the teaching of mathematics. Learner perceptions were obtained from (1) individual and group interviews and (2) an actual and preferred version of a learning environment instrument called the Computer-Assisted Learning Environment Questionnaire, which was developed for the South African context. Learners indicated that they considered application of computers as a positive step as it (1) increased their involvement in the mathematics classroom, (2) gave them more exercises in problem solving in mathematics, and (3) provided them with the opportunity to assess their own learning. However, a strong recommendation from this response is for more computers to be made available in order to allow learners to work individually and thereby be able to spend more time using the computers. |
| first_indexed | 2025-11-14T06:04:29Z |
| format | Journal Article |
| id | curtin-20.500.11937-4836 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:04:29Z |
| publishDate | 2014 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-48362019-02-19T05:34:53Z Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa Hartley, M. Treagust, David IT-use Secondary case study Constructivism South Africa Computer-assisted learning Learner perceptions This study responded to a national call to improve the outcomes in mathematics in the Grade 12 matriculation examination in South Africa by reporting learners’ perceptions of the introduction of computer-assisted learning in their mathematics classrooms. Three Grade 12 mathematics classes in a peri-urban school in South Africa were visited over a period of 4 months to observe the inclusion of a computer centre as part of the teaching of mathematics. Learner perceptions were obtained from (1) individual and group interviews and (2) an actual and preferred version of a learning environment instrument called the Computer-Assisted Learning Environment Questionnaire, which was developed for the South African context. Learners indicated that they considered application of computers as a positive step as it (1) increased their involvement in the mathematics classroom, (2) gave them more exercises in problem solving in mathematics, and (3) provided them with the opportunity to assess their own learning. However, a strong recommendation from this response is for more computers to be made available in order to allow learners to work individually and thereby be able to spend more time using the computers. 2014 Journal Article http://hdl.handle.net/20.500.11937/4836 10.1007/s10984-014-9157-y Springer fulltext |
| spellingShingle | IT-use Secondary case study Constructivism South Africa Computer-assisted learning Learner perceptions Hartley, M. Treagust, David Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa |
| title | Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa |
| title_full | Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa |
| title_fullStr | Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa |
| title_full_unstemmed | Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa |
| title_short | Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa |
| title_sort | learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in south africa |
| topic | IT-use Secondary case study Constructivism South Africa Computer-assisted learning Learner perceptions |
| url | http://hdl.handle.net/20.500.11937/4836 |