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The relationship between learner volitional strategies, learning context and the learning of mathematics in grade 10 / D.L. Molokoli

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dc.contributor.author Molokoli, David Lehlohonolo
dc.date.accessioned 2009-02-11T14:19:19Z
dc.date.available 2009-02-11T14:19:19Z
dc.date.issued 2005
dc.identifier.uri http://hdl.handle.net/10394/649
dc.description Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
dc.description.abstract It is known that the status with regard to teaching and learning of mathematics in South Africa is below norm. One of the reasons for this situation is the fact that many mathematics educators experience problems in assisting learners to invest effort voluntarily in task performance, as well as in strategic plans to maintain their learning intentions. Since learners' reasons for lack of maintenance of intentions and keeping onto learning agenda can not be addressed well if they are not understood, more research studies directed towards investigating these problems need to be done. It is for this reason that this study was aimed at investigating use of volitional strategies, study orientation in mathematics and learning context in relation to performance. The study was done on selected schools with consistent good performance in mathematics (matric pass rate > 80%) for past three to five years. Also included were schools with consistent low performance (matric pass rate < 30%) in the same period. Mathematics teachers of the affected schools were included. The results of the empirical survey reveal the presence of strong significant link between learner perceptions with regard to use of volitional strategies and study orientation. The positive study orientation and volitional strategy use increased learner attributive effect on performance. Furthermore in particular this study reveals strong negative correlation of emotional perseverance inhibition and emotional perseverance rumination and strong positive correlation between failure control and performance. In addition, this study unveiled significant difference between study milieu and learning context. There was moderate impact difference noticed in attitudes, anxiety, study-habits and information processing between schools. Deduction that a suitable learning context moderately to strongly affects aspects of study orientation was made. Learners at schools with high tests scores most favourably perceived the use of attentional distractibility, emotion control, emotional perseverance rumination, and stress reducing than at other schools. Therefore the deduction is made that learning context induced volitional strategy use, which impacted on learner achievement. These findings are similar to those made by other researchers on these topics worldwide. An important contribution made by this study is that it, in a South African context, sheds light both on the need for use of volitional strategies and also presents contextual differences that impact on study orientation in mathematics and ultimate learner performance. Hence the researcher is therefore persuaded that through training in the appropriate knowledge, skills and use of volitional strategies teachers may be able to create a more favourable learning context in their classes that enhances study orientation in general, particularly in mathematics. Therefore there is need to integrate affective issues in the mathematics curriculum
dc.publisher North-West University
dc.subject Mathematics education en
dc.subject Teaching en
dc.subject Learning en
dc.subject Volitional strategies en
dc.subject Learning context en
dc.subject Study orientation en
dc.subject Achievement en
dc.subject Secondary school en
dc.title The relationship between learner volitional strategies, learning context and the learning of mathematics in grade 10 / D.L. Molokoli en
dc.type Thesis en
dc.description.thesistype Masters


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  • ETD@PUK [4874]
    This collection contains the original digitized versions of research conducted at the North-West University (Potchefstroom Campus)

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