Masters Degrees (DAES)

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Browsing Masters Degrees (DAES) by Subject "Algebra"

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    The effects of problem-based learning on Grade 11 learners' retention of algebraic knowledge at one secondary school in Ohangwena region, Namibia
    (University of Namibia, 2019) Kaufilua, Tuhafeni Ilenikwaame
    This study assessed the effects of Problem-Based Learning (PBL) on Grade 11 learners’ retention of algebraic knowledge at one secondary school in Ohangwena region, Namibia. The study employed a quantitative research approach, a non-equivalent comparison-group quasi-experiment research design in particular. Guided by John Sweller’s theory, the Cognitive Load Theory, the study was carried out in the span of six weeks. Two out of twelve class groups at the school were sampled using simple random sampling, of which the two sampled classes were further assigned as experimental and control group using probability sampling. Experimental and control groups were treated using Problem Based learning (PBL) and the traditional instruction approach respectively. The population was all the 480 learners in the 12 Grade 11 class groups at the school. All the 78 learners from the two sampled classes participated in the study. Three tests, namely the pre-test, post-test and retention test were administered during the experiment. The data collected from the pre-, post- and retention tests were analysed and the two proposed hypotheses were tested using the t-test at α = 0.05. The findings of the post-test revealed that the PBL learners performed better than those taught using the traditional instruction approach. However, the difference in the post-test’s mean scores between the PBL and the traditional instruction group was not statistically significant. Analyses of data collected by the retention test results, with the df = 76 and α = 0.05, showed the probability value, p = 0.00 and t (statistics) of 3.93. Consequently, the retention test results showed a significant difference in the mean retention scores of the learners treated using PBL and those taught using traditional instruction approach. The study recommends the use of instructional methods that optimize the cognitive memory load and raise learners’ interest, understanding and knowledge retention such as PBL. Hence, Ministry of Education, Arts and Culture should organise professional development activities for in-service teachers on instruction approaches of this kind.
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    Types of strategies used to solve algebraic word problems by grade 12 ordinary level Mathematics learners of Kavango East region of Namibia
    (University of Namibia, 2017) Sikukumwa, Ellion
    This study investigated the types of strategies used by Grade 12 ordinary level mathematics learners to solve algebraic word problems in Namibian settings in the Kavango East Educational Region. The study used a descriptive qualitative research approach in which the researcher identified the strategies used by Grade 12 learners to solve algebraic word problems. The study used observations and focus group discussions as methods for data collection. The researcher independently conducted a typological analysis of the transcriptions of the Grade 12 learners ‘observation and interviews to determine commonalities and trends. The study revealed that the possible main cause of Grade 12 learners’ difficulties with algebraic word problems was the language factor. This emerged in the literature which the researcher divided into four areas: text difficulties, unfamiliar contexts, use of inappropriate strategies and lack of solving skills. These were observed in the algebraic word problem exercise and confirmed in the focus group discussions. The results in this research demonstrated how ineffective teaching of problem-solving strategies may influence and change the focus of learners´ learning abilities from solving algebraic word problems. Another finding of the algebraic word problems analysis showed that, learners used the strategies like identifying key words, underlining key words, re-reading the words, visualizing problems, guessing and checking, step procedures, looking for patterns and counting techniques. The study also pointed to possible recommendations to teachers to teach problem-solving strategies and strategic thinking within the limits of a mathematics classroom so that the learners learn about strategies without losing out on conceptual or procedural understanding knowledge. The study further found that the effective learning strategies used by the three sampled schools fell into four categories namely: making change in the phrasing of the problem context, identifying key words in the problem texts, concept clarification and building an experience.