Tablet TouchTutor®: a 21st-century offline tool to enhance the self-directed learning of FET mathematics learners

Abstract

The comparatively low 58% pass rate of the 2018 grade 12 Mathematics learners, the below average performance in the Trends in International Mathematics and Science Study (TIMSS) and the Annual National Assessments (ANA) indicate several challenges in school Mathematics teaching and learning in South Africa. Reasons for the low performance include the inferior content knowledge levels of some teachers and the lack of self-directed learning (SDL) amongst learners. The use of effective blended learning has also lacked behind, particularly in quintiles 1-3 schools. Using constructivist and cooperative learning environments outside the normal classroom as the theoretical framework and following a quantitative-qualitative methodology, with the aim to support the classroom activities and enhance SDL, the TouchTutor® Mathematics resource package and the Saturday Incubator Support Programme (ISP) were implemented in the Eastern Cape Province in 2018. Selected grades 11 and 12 learners were supported over sixteen (16) alternate Saturdays. With the TouchTutor®’s interactive digital resources installed in Android Tablets, learners had 24/7 offline access to a range of curriculum-aligned support materials during and between ISP sessions. This paper reports the learning impact and ISP experiences of the learners with the TouchTutor® Mathematics package, as readily accessible, enjoyable, motivating, inspiring, actively engaging, thereby enhancing SDL and improving the performance of learners.