The effect of a group approach on the performance of high school mathematics learners

dc.creator	Joseph Dhlamini
dc.creator	David Mogari
dc.date	2013-10-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:43Z
dc.date.available	2015-08-12T11:19:43Z
dc.identifier	10.4102/pythagoras.v34i2.198
dc.identifier	1012-2346
dc.identifier	2223-7895
dc.identifier	https://doaj.org/article/96bdad8661a5489d8cb9a1d92393c5ad
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27810
dc.description	In this study, we investigated the effects of a group approach versus a non-group approach on the mathematics performance of learners. A group approach refers to an arrangement in which learners sit together to discuss and solve mathematics tasks. We studied a convenience sample of low-performing Grade 10 mathematics learners using a quasi-experimental design with a non-equivalent control group. The experimental group was taught using a group approach and the control group using non-group approach instruction. To measure the effects of teaching approaches, we administered a Financial Mathematics Achievement Test (FMAT) before and after the experiment. Using a one-way analysis of covariance (ANCOVA) the study found that learners in a group approach learning environment performed significantly better than learners taught through a non-group teaching mode (p < 0.05). The theory of cognitive load was used to interpret the results. The results suggest that a group approach may be effective when teaching certain mathematics topics in Grade 10 classrooms.
dc.language	English
dc.publisher	AOSIS OpenJournals
dc.relation	http://www.pythagoras.org.za/index.php/pythagoras/article/view/198
dc.relation	https://doaj.org/toc/1012-2346
dc.relation	https://doaj.org/toc/2223-7895
dc.rights	CC BY
dc.source	Pythagoras, Vol 34, Iss 2, Pp 1-9 (2013)
dc.subject	Group approach
dc.subject	Didactic teaching approach
dc.subject	Cognitive load theory
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.title	The effect of a group approach on the performance of high school mathematics learners
dc.type	article