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Impact of constructivist instructional approach on grade12 learner's understanding of stationary points in differential calculus

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dc.contributor.advisor Faleye, S
dc.contributor.author Omoniyi, Adebayo Akinyinka
dc.date.accessioned 2016-09-09T09:28:41Z
dc.date.available 2016-09-09T09:28:41Z
dc.date.issued 2016-02
dc.identifier.citation Omoniyi, Adebayo Akinyinka (2016) Impact of constructivist instructional approach on grade12 learners’ understanding of stationary points in differential calculus, University of South Africa, Pretoria, <http://hdl.handle.net/10500/21193> en
dc.identifier.uri http://hdl.handle.net/10500/21193
dc.description.abstract With the realization that traditional instructional approach has not yielded satisfactory results, quasi-experimental and descriptive research designs were employed to investigate whether the application of constructivist instructional approach in the learning of stationary points in differential calculus by Grade 12 learners in South Africa would improve conceptual learning. Three Gauteng high schools of 204 Grade 12 learners constituted the research fields – one served as the control group while the other two represented the experimental group. Being a mixed-method research, quantitative data were gathered through pre-test and post-test while qualitative data were collected from classroom observations. Both inferential and descriptive statistical methods of data collection and analysis were used. The results obtained indicate that the experimental group demonstrated a better understanding of the concept of stationary points than the control group. en
dc.format.extent 1 electronic resource (x, 95 leaves) : illustrations en
dc.language.iso en en
dc.subject Impact en
dc.subject Constructivism en
dc.subject Constructivist instruction en
dc.subject Traditional instruction en
dc.subject Differential calculus en
dc.subject Stationary points en
dc.subject Prior knowledge en
dc.subject Understanding en
dc.subject Academic achievement en
dc.subject Problem-solving skills. en
dc.subject.ddc 515.3307126822
dc.subject.lcsh Differential calculus -- Study and teaching (Secondary) -- South Africa -- Gauteng -- Case studies en
dc.subject.lcsh Constructivism (Education) -- South Africa -- Gauteng -- Case studies en
dc.subject.lcsh Mathematics -- Study and teaching (Secondary) -- South Africa -- Gauteng -- Case studies en
dc.title Impact of constructivist instructional approach on grade12 learner's understanding of stationary points in differential calculus en
dc.type Dissertation en
dc.description.department Mathematics Education en
dc.description.degree M. Sc. (Mathematics Education) en


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