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n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Die invloed van grootgroeponderrig op die selfgereguleerde leer van tersiêre wiskundeleerders : oorspronklike navorsing

Volume 32, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173
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Abstract

Selfregulering is belangrik in die ontwikkeling van lewenslange leerders, veral by voordiensonderwysers wat op hul beurt modelleerders van selfregulering in hul eie klaskamers gaan wees. Onderrig op tersiêre vlak word grootliks gekenmerk deur tradisionele onderrigmetodes vanweë die groot groepe leerders betrokke. In hierdie studie is vasgestel of 'n bepaalde grootgroeponderrigstrategie 'n invloed het op lede van groot klasgroepe se selfregulering, al dan nie. 'n Kwantitatiewe voortoets-natoets-ontwerp is gebruik waarin die studiegewoontesveld van die Studie-Oriëntasievraelys in Wiskunde aan die begin en einde van die semester ingesluit is. In 'n tweede vraelys het leerders hul belewenis van die grootgroeponderrigstrategie volgens 'n vyfpunt-Likertskaal beoordeel en 'n oopeindevraag voltooi wat ingesluit is om moontlike addisionele verklarings te bied vir die resultate wat verkry is uit die geslote vrae van die vraelys oor grootgroeponderrig. Beskrywende statistiek is gebruik om die data te interpreteer. Uit die resultate blyk dit dat daar nie 'n verbetering in leerders se selfregulering was nie. By ontleding van die oopeindevraag het dit aan die lig gekom dat verskeie aspekte van selfregulering by leerders ontbreek, soos tydsbestuur en goeie studiegewoontes, asook die bereidwilligheid om meer as net die voorgeskrewe probleme te doen.


Self-regulation is important in developing lifelong learners, especially in the case of pre-service teachers who will soon be models of self-regulation in their own classrooms. In many instances, teaching at tertiary level is characterised by traditional teaching methods in large classes. In this study a particular large group instructional strategy was examined to determine whether it had an influence on learners' self-regulation. A quantitative pre-test post-test design was used which included the study habits field of the Study Orientation questionnaire in Mathematics at the beginning and end of the semester. In a second questionnaire learners rated their experience of the large group teaching strategy according to a five-point Likert Scale and completed an open-ended question that was included to yield possible additional explanations for the results obtained from the closed questions in the questionnaire about large group teaching. A spreadsheet was used to process and summarise the data. Descriptive statistics were used. The results showed that there was no improvement in learners' self-regulation. Analysis of the open-ended question revealed that learners were lacking various aspects of self-regulation, such as time management and appropriate study habits, including the willingness to do to more than practise only the prescribed problems.

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/content/aknat/32/1/EJC134832
2013-01-01
2019-08-22

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