The effects of problem-based learning on Grade 11 learners' retention of algebraic knowledge at one secondary school in Ohangwena region, Namibia
| dc.contributor.author | Kaufilua, Tuhafeni Ilenikwaame | |
| dc.date.accessioned | 2021-06-25T19:01:34Z | |
| dc.date.available | 2021-06-25T19:01:34Z | |
| dc.date.issued | 2019 | |
| 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 | 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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/2936 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Algebra | en_US |
| dc.subject | Peoblem-based learning | en_US |
| dc.title | The effects of problem-based learning on Grade 11 learners' retention of algebraic knowledge at one secondary school in Ohangwena region, Namibia | en_US |
| dc.type | Thesis | en_US |