Impact of constructivist instructional approach on grade 12 learners' understanding of stationary points in differential calculus
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Authors
Omoniyi, Adebayo Akinyinka
Issue Date
2016-02
Type
Dissertation
Language
en
Keywords
Impact , Constructivism , Constructivist instruction , Traditional instruction , Differential calculus , Stationary points , Prior knowledge , Understanding , Academic achievement , Problem-solving skills.
Alternative Title
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.
Description
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>