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Makgakga, Tšhegofatšo Phuti
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Education

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Applying Problem Solving Approach in Teaching Addition and Subtraction Word Problems in Diverse Grade 3 Classrooms Sambo, Tinyiko Florence; Makgakga, Tšhegofatšo Phuti
Research in Social Sciences and Technology Vol 9 No 1 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.1

Abstract

Word problem solving is an approach that can increase knowledge, improve performance and develop learners’ critical thinking skills that can assist them in solving mathematical and real-life problems. This study examined the effectiveness of using a word problem solving approach to improve Grade 3 learners’ performance when learning addition and subtraction. The study employed this hypothesis to test the difference between the experimental and control groups and between the pre-test and post-test with learners in diverse classrooms solving addition and subtraction word problems. A pre-test-intervention-post-test research design was used to collect the data. Baseline lesson observations and unstructured interviews were conducted to understand the effectiveness of the problem solving approach in teaching number concepts, problems, addition and subtraction. The results of the study revealed a significant difference between the experimental and comparison groups when solving addition and subtraction word problems. Furthermore, there was a significant difference between the pre-test and the post-test in the experimental group. It was concluded that word problems could be taught by following steps for problem solving and equipping learners with essential reading skills to help them comprehend what they are reading. The interviews showed that teachers do not have enough time for learners who experience learning challenges and reading in particular in pursuit of covering the curriculum. Learners in the foundation phase must be taught money problems and problem-solving skills to acquire knowledge to be used in higher grades and real-life situations.
Introducing a Supportive Framework to Address Students’ Misconceptions and Difficulties in the Learning Mathematical Proof Techniques: A Case of Debark University in Ethiopia Belay, Aschale Moges; Machaba, France; Makgakga, Tšhegofatšo Phuti
Research in Social Sciences and Technology Vol 9 No 1 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.4

Abstract

This research article is about "Introducing a Supportive Framework to Address Students' Misconceptions and Difficulties in Learning Mathematical proof techniques (MPT): A Case of Debark University”. This study aims to develop, introduce, and implement a supportive framework to overcome students’ misconceptions and difficulties in MPT. The framework, named IR2CP2CE, was developed, introduced, and implemented at Debark University in Ethiopia using various data-gathering instruments such as questionnaires, interviews, classroom observations, and document analysis from students and instructors. The study collected data over four months, including the implementation of a supportive framework using mixed, quasi-experimental, and pragmatism research approaches, designs, and paradigms respectively. The internal reliability of the data-gathering instruments was interpreted using Cronbach’s coefficient, Spearman-Brown, Spearman correlations, Kuder-Richardson 20 and 21, and difficulty and discrimination indices. The results showed that the implementation of the supportive framework led to significant improvements in students’ academic performance in MPT, regardless of factors such as gender, academic year category, and preliminary knowledge and proving skills. This study recommends additional imperatives for practice and future research.
Effectiveness of Scientific Calculators’ Usage in the Teaching and Learning of Grade 11 Parabola Functions to Improve Learner Performance Ogunsipe, Olugbenga Adebayo; Makgakga, Tšhegofatšo Phuti
Research in Social Sciences and Technology Vol 9 No 3 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.65

Abstract

The use of scientific calculators in teaching parabola functions has been shown to have significant effect in learner performance. This study examined the effectiveness of scientific calculators’ usage in the teaching and learning of Grade 11 parabola functions to improve learner performance. Bandura’s observational learning theory underpinned this study. A non-equivalent quazi-experimental design was espoused to collect data from the experimental and control groups. A pre-test and a post-test were administered to both experimental group and control group in the same day and at the same time, to avoid contamination of results. Wilcoxon-Rank sum test was used to determine the significant difference between the two study groups. The results showed that the experimental group performed significantly better than the control groupin the post-test after the implementation of scientific calculators in teaching parabola functions. The study suggests that scientific calculators can be used to teach parabola functions to improve learner performance and advance teacher content knowledge, pedagogical content knowledge and professional development.
Co-Authors Belay, Aschale Moges Machaba, France Ogunsipe, Olugbenga Adebayo Sambo, Tinyiko Florence