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Learning Environments Research
Erschienen in: Learning Environments Research 1/2014

01.04.2014 | Original Paper

Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa

verfasst von: M. Shaheed Hartley, David F. Treagust

Erschienen in: Learning Environments Research | Ausgabe 1/2014

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Abstract

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.
Vorheriger Artikel Teachers’ motivation for entering the teaching profession and their job satisfaction: a cross-cultural comparison of China and other countries
Nächster Artikel Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

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Metadaten
Titel
Learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa
verfasst von
M. Shaheed Hartley
David F. Treagust
Publikationsdatum
01.04.2014
Verlag
Springer Netherlands
Erschienen in
Learning Environments Research / Ausgabe 1/2014
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI
https://doi.org/10.1007/s10984-014-9157-y

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