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The effect of a group approach on the performance of high school mathematics learners


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Title The effect of a group approach on the performance of high school mathematics learners
Creator Dhlamini, Joseph Mogari, David
Subject Mathematics Education; Education; Mathematics Group approach; Didactic teaching approach; Cognitive load theory
Description In this study, we investigated the effects of a group approach versus a non-group approach on the mathematics performance of learners. A group approach refers to an arrangement in which learners sit together to discuss and solve mathematics tasks. We studied a convenience sample of low-performing Grade 10 mathematics learners using a quasi-experimental design with a non-equivalent control group. The experimental group was taught using a group approach and the control group using non-group approach instruction. To measure the effects of teaching approaches, we administered a Financial Mathematics Achievement Test (FMAT) before and after the experiment. Using a one-way analysis of covariance (ANCOVA) the study found that learners in a group approach learning environment performed significantly better than learners taught through a non-group teaching mode (p 0.05). The theory of cognitive load was used to interpret the results. The results suggest that a group approach may be effective when teaching certain mathematics topics in Grade 10 classrooms.
Publisher AOSIS Publishing
Contributor n/a
Date 2013-10-22
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Quasi-Experimental
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/pythagoras.v34i2.198
Source Pythagoras; Vol 34, No 2 (2013); 9 pages 2223-7895 1012-2346
Language eng
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Coverage — — Grade 10 learners of mixed gender and ethincity
Rights Copyright (c) 2013 Joseph Dhlamini, David Mogari