Aanpassing van die studie-oriëntasievraelys in Wiskunde vir gebruik in die intermediêre fase

Abstract

The primary aim of this study was to develop a study orientation questionnaire in Mathematics with which learners, teachers and counsellors could be introduced to basic principles of the effective learning of Mathematics and on the basis of which their attention could be drawn to the important role of the environment, circumstances and background in which Mathematics is learnt and in which success can be achieved. The Basic Mathematics Questionnaire in Mathematics (Primary) (BM(P)) and the Mathematics Vocabulary Questionnaire (Primary) (MV(P)) were designed supplementary to the Study Orientation Questionnaire in Mathematics (Primary) (SOM(P)) so that prediction validity of the SOM(P) could be determined. Three instruments (the simple yet useable SOM(P), the BM(P) and the MV(P) that have good psychometric characteristics were envisaged for use among Grade 4 to 7 learners. In this study the SOM (Maree, Prinsloo & Claassen, 1997a), which was developed for high school learners, was adapted so that the statements in the questionnaire corresponded with Grade 4 to 7 learners' development level and reading ability. The Basic Mathematics Questionnaire (Primary) and Mathematics Vocabulary Questionnaire (Primary) are based on the learning outcomes for the learning area Mathematics as contained in the National Curriculum Statement (Department of Education, 2002) for Grade R-9. These three questionnaires were designed after a literature study was conducted. Subsequently questionnaires were translated and edited, presented to experts, a pilot study was conducted and the data statistically analysed. For the main study, the questionnaires were administered to (n = 1 103) among Afrikaans, English, and Tswana-speaking learners in Grade 4 to 7 in Northwest. The data analysis included the calculation of first- and second order factor analysis for the SOM(P), item bias, reliability coefficients, discrimination values and norm tables. Weighted averages were used so that the results appeared proportionally to the ratios of the language groups in the province. Changes were again made to the items of all three questionnaires. The general conclusion that was reached is that the SOM(P), BM(P) and MV(P) had satisfactory construct validity and reliability as well as satisfactory criterion validity for Grade 4 to 7 learners (per grade group) in Northwest. It can be concluded that the questionnaires are acceptable for the purpose for which they were intended.