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An Integrated approach to technology education as a means of enhancing achievement in mathematics and science

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dc.contributor.advisor Potgieter, C.
dc.contributor.advisor Mackintosh, Wayne Sithole, Khulekani Elliot Stephen en 2015-01-23T04:24:15Z 2015-01-23T04:24:15Z 1997-01 en
dc.identifier.citation Sithole, Khulekani Elliot Stephen (1997) An Integrated approach to technology education as a means of enhancing achievement in mathematics and science, University of South Africa, Pretoria, <> en
dc.description.abstract The purpose of this study is to formulate guidelines upon which Technology Education can be put into operation in the South African schools with specific reference to standard eight students. The objective is to formulate Technology Education guidelines suitable for and within the broad framework of the South African curricula. In attempting to translate Technology Education curriculum to South Africa, the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and theoretical assumptions of Technology Education are also explored. The role of the teacher in the Technology Education programme is also discussed. Guidelines for Technology Education, including Technology Education teaching strategies, guidelines for Technology Education assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South Africa through a pilot study over a year. The subjects of this (pilot) empirical study consisted of a total of 175 standard eight students, 77 of who were in a control group, who had received no tuition in Technology Education. A group of 98 received tuition in Technology Education for a year. The normal end of the year examination in 1994 measured academic performance of the two groups. Performance in 1993 is also used in the statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied in the analysis of data. Statistically significant differences are found between the academic performance of these two groups in relation to the overall Examination marks, English, Science and Mathematics marks. Statistically significant differences are also found between the 1993 and 1994 performance of the experimental group after receiving Technology Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in Mathematics, English and Science when comparing marks in 1993 and in 1994. It is only applicable in the average Examination mark. These results confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English.
dc.format.extent 1 online resource (xiii, 230 leaves) en
dc.language.iso en
dc.subject Technology
dc.subject Technology education
dc.subject Educational technology
dc.subject Vocational education
dc.subject Industrial arts
dc.subject Mathematics achievement
dc.subject Science achievement
dc.subject Academic achievement
dc.subject Technological literacy
dc.subject Technology methods
dc.subject Previous performance
dc.subject Holistic approach
dc.subject Teaching activities
dc.subject Technology 2000 Project
dc.subject.ddc 510.71268 en
dc.subject.lcsh Science -- Study and teaching (Secondary) -- South Africa en
dc.subject.lcsh Mathematics -- Study and teaching (Secondary) -- South Africa en
dc.subject.lcsh Technology -- Study and teaching (Secondary) -- South Africa en
dc.title An Integrated approach to technology education as a means of enhancing achievement in mathematics and science en
dc.description.department Curriculum and Institutional Studies D. Ed. (Didactics) en
dcterms.type Thesis

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