Metakognitiewe bewustheid, selfgerigtheid in leer en een leerprestasie van voornemende wiskundeonderwysers vir die intermediêre en senior fase
Abstract
Opsomming: Daar is ’n gaping tussen die kennis en vaardighede wat leerders op skool aanleer, en die kennis
en vaardighede wat in die werkplek en samelewing in die 21ste eeu nodig is. Metakognitiewe
bewustheid en selfgerigtheid in leer is begrippe waarna daar in dié konteks in die 21ste eeu verwys
word. Die doel van die huidige studie was tweeledig: eerstens, om die vlakke van metakognitiewe
bewustheid en selfgerigtheid in die eie wiskundeleer van voornemende wiskundeonderwysers
vir kinders in die intermediêre en senior fase in hul tweede en derde jaar in ’n BEd-program
(N = 77) te ondersoek; en tweedens, om die korrelasie tussen subskale van metakognitiewe
bewustheid en dimensies van selfgerigtheid in leer, asook leerprestasie in ’n wiskundemodule,
onderling en wedersyds, te ondersoek. Die data is ingesamel deur die toepassing van twee
vraelyste, naamlik die Metakognitiewe Bewustheidsvraelys (Metacognitive Awareness Inventory
[MAI]) wat deur Schraw en Dennisson (1994) ontwikkel is en die Selfassesseringskaal vir
Selfgerigte Leer (Self-rating Scale of Self-directed Learning [SRSSDL]) wat deur Williamson
(2007) ontwikkel is. Beide vraelyste is aangepas vir voornemende wiskundeonderwysers se
wiskundeleer en was beskikbaar in Engels, sowel as Afrikaans. Hierdie vraelyste het as riglyn
gedien vir die ondersoek na die konsepte ‘metakognitiewe bewustheid’ en ‘selfgerigte leer’.
’n Derde veranderlike in hierdie studie was een leerprestasie (wiskundemodulepunt wat
respondente in die vorige semester behaal het). Vir die ontleding van die data is respondente se
tellings, Cronbach α-koëffisiënte, en Pearson- (r) korrelasies bereken. Resultate en interpretasie
van die statistiese analises het bevestig dat daar verbande tussen die subskale of dimensies van
die twee vraelyste onderling en wedersyds bestaan. Geen betekenisvolle korrelasies wat tussen
leerprestasie enersyds, en die subskale van metakognitiewe vaardighede en dimensies van
selfgerigte leer andersyds bestaan, is egter nie in hierdie studie bevestig nie. Abstract: Metacognitive awareness, self-directedness in learning and performance of prospective
intermediate-senior phase mathematics teachers. There is a gap between the knowledge and
skills taught at school and the knowledge and skills needed in the workplace and society.
Metacognitive awareness and self-directedness in learning are concepts referred to in terms
of the knowledge and skills needed for learning in the 21st century. The aim of this study
was twofold: firstly, to investigate the levels of metacognitive awareness and self-directedness
in the own mathematics learning of prospective intermediate and senior phase mathematics
teachers (in their second or third year in a BEd programme) (N = 77); and secondly to explore
the correlations between factors and subscales of metacognitive awareness, levels of selfdirectedness
in their learning and a learning performance in a mathematics module. The
data of the current study was collected by administering two questionnaires, namely the
Metacognitive Awareness Inventory (MAI), developed by Schraw and Dennisson (1994) and
the Self-rating Scale of Self-directed Learning (SRSSDL), developed by Williamson (2007).
Both questionnaires were adapted for prospective teachers’ learning in mathematics and were
available in Afrikaans, as well as English. The questionnaires served as guidelines to investigate
the concepts ‘metacognitive awareness’ and ‘self-directedness in mathematics learning’.
A third variable was a learning ‘performance in mathematics’ (module mark achieved by
respondents in the previous semester). For purposes of data analysis, respondents’ scores,
Cronbach α-coefficients, and Pearson r-correlation coefficients were calculated. High Cronbach
α-coefficients were found. Results and the interpretation of statistical analyses confirmed the
existence of correlations between subscales or dimensions of the two questionnaires.
Collections
- Faculty of Education [756]