A study of the extent to which contextual teaching and learning is applied in grade 11 and 12 mathematics classrooms in secondary schools in Gobabis
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2007
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This study investigated the extent to which Contextual Teaching and Learning (CTL) was applied in grade 11 and 12 mathematics classrooms in secondary schools in the Gobabis area. It also sought to determine the types of contexts used and the underlying pedagogical strategies for the use of contexts as well as the factors that hindered the effective implementation of CTL of mathematics in grade 11 and 12 classrooms in the Gobabis secondary schools Answers to the following questions were sought: (i) To what extent is CTL applied in grade 11 and 12 mathematics classrooms in secondary schoolsin Gobabis? (ii) To what extent does the Namibian Secondary Schools Certificate (NSSC) mathematics curriculum make room for CTL of mathematics? (iii) What types of everyday contexts are used in the NSSC mathematics classrooms in secondary schools in Gobabis? (iv) What are the underlying pedagogical strategies for the use of contexts in NSSC mathematics classrooms? (v) What views do Gobabis secondary school mathematics teachers hold on the use of CTL in mathematics? and (vi) What factors are hindering the effective implementation of CTL of mathematics in the secondary schools in Gobabis? The population of this study was made up of teachers teaching mathematics at NSSC level in the secondary schools in Gobabis. The sample comprised two mathematics teachers in the two purposefully selected secondary schools in the Gobabis area Two types of research instruments were used to collect data from the sample. The two sets of instruments allowed the researcher to have a deep understanding of the use of CTL in the mathematics classrooms in Gobabis. The instruments used to collect the data were the interview schedules and the observation forms for mathematics lessons. A total of 25 NSSC mathematics lessons taught by the two teachers that were in the sample were observed The main findings of this study were as follows:i.The use of contexts was only entertained to the point that the numerical information needed for substitution in a formula was extracted. Further, on average 1.8 classroom episodes per lesson related to everyday contexts. ii.The Namibian curriculum did not cover all aspects needed by teachers to fully implement contextual teaching and learning for example assessment techniques such as portfolios and projects are not considered in the final grade 12 results.iii.Not all contexts in the taxonomy suggested by Mayoh and Knutton (1997) were observed in the mathematics lessons. For example, none of the contextualized episodes referred to the mass media and industry.iv.Solely teachers used contexts, mainly as a primary strategy for exposition, question and answer and as part of assessment tasks.v. Teachers viewed the use of contexts as having the potential of demonstrating relevance and the use of mathematics to the learners. The teachers also indicated that the use of CTL had the potential to increase learner performance as it motivates and increases learners' interest and thus increasing classroom participation. vi.Time constraints and a lack of resources were identified as the major factors hindering the effective implementation of CTL of mathematics by the teachers The study concluded that CTL was not fully implemented in the two Gobabis Secondary Schools because of a lack of resources as well as a lack of knowledge and experience in using CTL on the part of the teachers. Further, the heavy teaching load of the mathematics curriculum (in terms of the amount of content to be covered) limited the extent to which CTL was implemented Finally, the findings of this study are consistent with findings of other studies on contextual teaching and learning. This seems to suggest that there is a long way to go before contextual teaching and learning is fully understood and implemented in the secondary schools in the Gobabis area.
This study investigated the extent to which Contextual Teaching and Learning (CTL) was applied in grade 11 and 12 mathematics classrooms in secondary schools in the Gobabis area. It also sought to determine the types of contexts used and the underlying pedagogical strategies for the use of contexts as well as the factors that hindered the effective implementation of CTL of mathematics in grade 11 and 12 classrooms in the Gobabis secondary schools Answers to the following questions were sought: (i) To what extent is CTL applied in grade 11 and 12 mathematics classrooms in secondary schoolsin Gobabis? (ii) To what extent does the Namibian Secondary Schools Certificate (NSSC) mathematics curriculum make room for CTL of mathematics? (iii) What types of everyday contexts are used in the NSSC mathematics classrooms in secondary schools in Gobabis? (iv) What are the underlying pedagogical strategies for the use of contexts in NSSC mathematics classrooms? (v) What views do Gobabis secondary school mathematics teachers hold on the use of CTL in mathematics? and (vi) What factors are hindering the effective implementation of CTL of mathematics in the secondary schools in Gobabis? The population of this study was made up of teachers teaching mathematics at NSSC level in the secondary schools in Gobabis. The sample comprised two mathematics teachers in the two purposefully selected secondary schools in the Gobabis area Two types of research instruments were used to collect data from the sample. The two sets of instruments allowed the researcher to have a deep understanding of the use of CTL in the mathematics classrooms in Gobabis. The instruments used to collect the data were the interview schedules and the observation forms for mathematics lessons. A total of 25 NSSC mathematics lessons taught by the two teachers that were in the sample were observed The main findings of this study were as follows:i.The use of contexts was only entertained to the point that the numerical information needed for substitution in a formula was extracted. Further, on average 1.8 classroom episodes per lesson related to everyday contexts. ii.The Namibian curriculum did not cover all aspects needed by teachers to fully implement contextual teaching and learning for example assessment techniques such as portfolios and projects are not considered in the final grade 12 results.iii.Not all contexts in the taxonomy suggested by Mayoh and Knutton (1997) were observed in the mathematics lessons. For example, none of the contextualized episodes referred to the mass media and industry.iv.Solely teachers used contexts, mainly as a primary strategy for exposition, question and answer and as part of assessment tasks.v. Teachers viewed the use of contexts as having the potential of demonstrating relevance and the use of mathematics to the learners. The teachers also indicated that the use of CTL had the potential to increase learner performance as it motivates and increases learners' interest and thus increasing classroom participation. vi.Time constraints and a lack of resources were identified as the major factors hindering the effective implementation of CTL of mathematics by the teachers The study concluded that CTL was not fully implemented in the two Gobabis Secondary Schools because of a lack of resources as well as a lack of knowledge and experience in using CTL on the part of the teachers. Further, the heavy teaching load of the mathematics curriculum (in terms of the amount of content to be covered) limited the extent to which CTL was implemented Finally, the findings of this study are consistent with findings of other studies on contextual teaching and learning. This seems to suggest that there is a long way to go before contextual teaching and learning is fully understood and implemented in the secondary schools in the Gobabis area.
Description
A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Education
Keywords
Mathematics, Study and teaching, Learning, Psychology