Effects of information and communication technology (ICT) driven pedagogy on performance of grade 12 Geometry ordinary level learners in the Omusati educational region, Namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Kanandjebo, Leena N.
dc.date.accessioned 2017-07-20T08:56:03Z
dc.date.available 2017-07-20T08:56:03Z
dc.date.issued 2016
dc.identifier.uri http://hdl.handle.net/11070/2059
dc.description A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Mathematics Education) en_US
dc.description.abstract Mathematical skills and knowledge are crucial for the attainment of Sustainable Development Goals (SDGs) -Goal 4 and the Namibian Vision 2030. In spite of the important role that Mathematics plays in the development of national economy, there has been poor performance in the subject at national examination level in many countries globally (Ali, 2013; Karue, & Amukowa, 2013), including Namibia (Haimbodi, 2012; Naukushu, 2011; Mateya, 2008). The Omusati Education region in Namibia is one of the regions characterized by poor performance in Grade 12 Mathematics Namibia Senior Secondary Certificate Ordinary (NSSCO) level. The Namibian Mathematics curriculum comprises many topics, one of which is Geometry. The Examiners’ reports highlighted that questions on Geometry are poorly answered every year (DNEA, 2011, 2012, 2013, 2014). The objectives of this study were to investigate the effects of ICT-driven pedagogy on learners’ Geometry performance and to determine the Experimental Group’s perception level toward ICT-driven pedagogy. This study was informed by Bruner’s (1960) Constructivist Theory to explain effects of Information and Communication Technology (ICT)-driven pedagogy on performance of Grade 12 Geometry Ordinary level learners. The study used Understanding by Design teaching approach to explain Geometrical concepts. Further, the Technology Acceptance Model (TAM) and Theory of flow Cognitive Absorption (CA) were adopted as conceptual frameworks to test for learners’ perceptions toward ICT-driven pedagogy.This study used sequential explanatory research design, a mixed research design approach; using non-equivalent pre-test and post-test quasi-experimental design and a survey. Cluster random sampling was used to select a sample of 176 Grade 12 learners from two purposively selected secondary schools in the Omusati Education region. The Experimental School had a Geometers’ Sketchpad software while the Control School did not. The Experimental Group (N=88) were taught Geometry topics (geometrical terms, relationships, angle properties and symmetry) using the ICT-driven pedagogy for two weeks. Meanwhile, the Control Group (N=88) was taught the same content using a traditional approach (chalkboard and textbook). Data were collected in two phases; first the two groups wrote a pretest then after two weeks intervention the post-test was conducted straightaway. In addition, the questionnaire was administered immediately after the post-test to the Experimental Group. The data were analysed using the Statistical Package for Social Sciences (SPSS) software. Mann-Whitney U (non-parametric) test was used to test for significant difference between the Control and Experimental Groups since unequal variance was assumed after using Levene’s test (𝜌-value = 0.027 < ∝= 0.05). The findings of the study revealed that, at 95% confidence level 𝜌=0.004; Mann-Whitney U test = 2 914.500, there was a statistically significant difference between the two groups in terms of learner performance on Geometry topics. This implies that the use of ICT-driven pedagogy improved learners’ performance. From the analysis of TAM constructs, the study found that 70.8% of the Experimental Group held positive perception toward ICT-driven pedagogy whereby a higher percentage were females (43.1%) than males (27.7%). Positive attitude toward ICT-driven pedagogy by learners translated into learners encouraging for the adoption of ICT-driven pedagogy. Further, this study found a weak association (𝑥2 = 3.426; 𝜌 = 0.180 > 𝛼 = 0.05) between gender and perception levels; a strong association between performance in Geometry topics and perception level (𝑥2 = 0.758; 𝜌 = 0.685 >𝛼 = 0.05). It can therefore be concluded that perception toward ICT-driven pedagogy has a link on performance in Geometry topics. Furthermore, a very weak negative correlation between gender and performance in the post-test on Geometry topics (r = -0.122;𝜌 = 0.052 > 0.05) was found which implies that performance is not determined by whether a learner is male or female and vice versa. Based on the findings of this study, it was recommended that Mathematics teachers should be encouraged to use ICT-driven pedagogy when teaching Geometry in order to improve learners’ academic achievement. Furthermore, schools that are equipped with ICT facilities should be encouraged to secure GSP software in order to enhance teaching and understanding of Geometry topics. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Information communication technology en_US
dc.subject Geometry en_US
dc.subject.lcsh Educational technology, Namibia
dc.subject.lcsh Geometry, Namibia
dc.subject.lcsh Mathematics, Namibia
dc.subject.lcsh Geometry, Study and teaching (Secondary), Namibia
dc.subject.lcsh Information technology, Study and teaching (Secondary), Namibia
dc.title Effects of information and communication technology (ICT) driven pedagogy on performance of grade 12 Geometry ordinary level learners in the Omusati educational region, Namibia en_US
dc.type Thesis en_US

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