Die invloed van grootgroeponderrig op die selfgereguleerde leer van tersiêre wiskundeleerders
Abstract
The influence of a large group teaching strategy on the self-regulated learning of tertiary
mathematics learners. Self-regulation is important in developing lifelong learners, especially
in the case of pre-service teachers who will soon be models of self-regulation in their own
classrooms. In many instances, teaching at tertiary level is characterised by traditional teaching
methods in large classes. In this study a particular large group instructional strategy was
examined to determine whether it had an influence on learners’ self-regulation. A quantitative
pre-test post-test design was used which included the study habits field of the Study
Orientation questionnaire in Mathematics at the beginning and end of the semester. In a second
questionnaire learners rated their experience of the large group teaching strategy according to
a five-point Likert Scale and completed an open-ended question that was included to yield
possible additional explanations for the results obtained from the closed questions in the
questionnaire about large group teaching. A spreadsheet was used to process and summarise
the data. Descriptive statistics were used. The results showed that there was no improvement
in learners’ self-regulation. Analysis of the open-ended question revealed that learners were
lacking various aspects of self-regulation, such as time management and appropriate study
habits, including the willingness to do to more than practise only the prescribed problems
Collections
- Faculty of Education [759]