Grade 9 learners’ learning experience in ratio and proportion in the King Cetshwayo District of Kwa-Zulu Natal Province
Loading...
Authors
Musa, Zakariah
Issue Date
2022-11
Type
Dissertation
Language
en
Keywords
Mathematics , Ratio and proportion , Performance , Achievement test , Errors , Misconceptions , Effective teaching and learning , Significant difference , Base-line knowledge , Academic experience
Alternative Title
Abstract
Ratio and proportion are mathematics topics which are key to the cognitive development of the learners, supporting the teaching and learning of the subject. It is believed that proportional reasoning skills are vital for modelling and problem solving and for a better understanding of most topics in mathematics. However, different qualitative and quantitative studies conducted globally have revealed that learners of all grades have misconceptions in the domain, ratio and proportion. The current study set to explore grade 9 learners’ academic experiences when solving ratio and proportion problems. The objective behind were firstly, to determine the learner’s performance, secondly to identify the type of errors committed and underlying misconceptions and thirdly to posit some possible causes of the misconceptions. The conceptual framework underpinning the study included the Zone of Proximal Development, and the associated construct of scaffolding (Vygotsky, 1896-1934), assimilation and accommodation (Piaget, 1896-1980). It was observed that most learner’s performance was far below average due to errors committed. In the study, it was found that a contributing factor was the lack of the ZPD, and therefore ignorance of prior knowledge, where misconceptions could be identified. Scaffolding as a teaching strategy was not effectively implemented to engage learners and clear misconceptions. According to Piaget’s theory, including the constructs, assimilation and accommodation, a concept is triggered in the mind when confronted with a meaningful experience. However, the observed lessons were limited to examples in the textbook with no interest shown by learners. Hence, learners failed to solve ratio and proportion in different context. The study followed an explanatory mixed method design. 60 learners, 30 from each of two schools were participants in the study. The instruments used to collect the data were, an achievement test, semi-structured interviews and classroom observation. The independent t-test was used to compare the means of two schools. The single sample t-test was used to compare the schools’ mean and a known standard. The results were interpreted at 95% confidence level, hence, significant at 𝑝<0.05. The independent t-test showed no significant difference, meaning the two schools were the same in terms of base-line knowledge. Particularly, the 𝑝-value (2-tailed) was 0.978(𝑖.𝑒.𝑝>0.05). Hence, the schools were merged as one sample. The single sample t-test showed significant difference. The 𝑝-value (2-tailed)) was 0.001 (𝑖.𝑒.𝑝<0.05). In other words, the results confirmed that learners failed the test. The types of errors committed by learners showed that they did not have any knowledge on about 64% of the test items that was confirmed by the underlying misconceptions revealed by learners through interviews. The classroom observation outcomes indicated that scaffolding as a teaching method was not implemented effectively and that could be a major contributor to learners’ misconceptions which lead to errors and underperformance. The study has recommended that teachers must establish learner’s prior knowledge before each lesson and scaffolding strategies as proposed by Alber (2014) must be adopted as a teaching method.