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dc.contributor.advisorVan der Merwe, L
dc.contributor.authorQuinn, Selmari
dc.date.accessioned2017-10-11T14:08:42Z
dc.date.available2017-10-11T14:08:42Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/10394/25793
dc.descriptionMMus (Musicology), North-West University, Potchefstroom Campus, 2017en_US
dc.description.abstractThis case study explores the meaning of cooperative learning in four Grade 3 music classrooms. To date, there has been a gap in the literature on cooperative learning within the Foundation Phase music classroom. This study involved 92 Grade 3 learners as participants, divided into four classes. Data were collected from observations during music lessons, audio and video recordings and interviews. During the first round of interviews, 21 learners were interviewed. The second round of interviews included twelve learners in order to reach data saturation. ATLAS.ti 7 was used to organise the data. Codes were conceptualised into categories and themes. Links between themes were made and patterns were identified. The results revealed five themes: 1) music learning through cooperative learning; 2) benefits of cooperative learning in the Grade 3 music classroom; 3) challenges of cooperative learning in the Grade 3 music classroom; 4) basic elements of cooperative learning in the Grade 3 music classroom and 5) transformation through cooperative learning in the Grade 3 music classroom. These themes formed the basis of the meaning of cooperative learning for learners in the Grade 3 music classroomen_US
dc.language.isoenen_US
dc.publisherNorth-West University (South Africa) , Potchefstroom Campusen_US
dc.subjectCooperative learningen_US
dc.subjectFoundation phaseen_US
dc.subjectMusic educationen_US
dc.titleExploring the meaning of cooperative learning in four grade 3 music classroomsen_US
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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