Achievement in Mathematics in Grades 9 and 11 in Limpopo Province of South Africa

Introduction of a Problem-Based Approach

Bibliographic Data

ID13650561
AuthorsJacobus G Maree (0000-0002-9492-8445, University of Pretoria, corresponding author), Jacob Maisha Molepo (University of Pretoria)
Year2005
Volume97
Issue3
Pages732-736
Publication date2005-12-01
Open AccessYes
TypeARTICLE
VenuePsychological Reports (JOURNAL)
Journal identifiersISSN: 0033-2941 • E-ISSN: 1558-691X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.97.3.732-736
PMID16512288
OpenAlexW2114511782
LanguageEN
References cited5

800 students in Grades 9 and 11 of schools in the Central Region of the Limpopo Province of South Africa completed the Study Orientation Questionnaire in Mathematics. Mean age in Grade 11 was 17.5 yr. (SD = 1.4) and in Grade 9 15.1 yr. (SD = 1.2). Intervention was aimed at teachers and students in this group. Teachers in the trained group received training in a problem-based approach to teaching and learning in mathematics and introduced these principles into their classes. Analysis of variance on the differences between post- and pretest scores of the six subscales and the marks in mathematics and English yielded no effects for grade, sex, or grade after 6 mo. Pearson correlations for students in Grade 11 were positive between study orientation and achievement in mathematics. Improving teachers' training and expertise, transforming disadvantaged learning environments, and developing necessary formal and informal mathematical knowledge seem both essential and difficult

Mathematics education · African Education and Politics · Innovative Teaching and Learning Methods · Mathematics Education and Pedagogy · Mathematics Education and Teaching Techniques · Psychology

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