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The influence of GeoGebra training on teachers and learners in rural geometry classrooms
Thesis (PhD)--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613681554030592 |
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| access_status_str | Open Access |
| author2 | Van Putten, Sonja |
| author_browse | Van Putten, Sonja |
| author_facet | Van Putten, Sonja |
| collection | Thesis |
| dc_rights_str_mv | © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/78470 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:00.824Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/78470 The influence of GeoGebra training on teachers and learners in rural geometry classrooms Van Putten, Sonja Rauscher, Willem Johannes Mwambakana, Jeanine Manganyana, Collen UCTD Kirkpatrick`s four level evaluation framework technology-mediated learning Training evaluation reactions learning Education theses SDG-04 Education theses SDG-09 Education theses SDG-10 Thesis (PhD)--University of Pretoria, 2020. The aim of this study was to investigate the influence of GeoGebra training on teachers and learners in rural geometry classrooms. The conceptual framework that was used in this study was based on the four-level training evaluation framework of Kirkpatrick (1996), focusing on the first three levels only while the fourth level was not considered. The study was conducted in disadvantaged and under-resourced schools situated in the Mpumalanga Province of South Africa. This undertaking was considered as a way of promoting what was perceived as a simple but effective method of teaching and learning with technology. The technology-enhanced teaching strategy was employed with the anticipation of enhancing the development of geometrical concepts that are seen as too abstract by the majority of learners in resource-constrained areas. Hence, the focus of this study was on the teaching and learning of the properties of triangles and the properties of quadrilaterals in Grade 10 using GeoGebra and traditional methods. Within the non-equivalent, quasi-experimental design, both qualitative and quantitative approaches were used. Four purposively sampled Grade 10 teachers from four schools and their classes comprising of 165 learners participated. The data collection involved pre- and post-tests, questionnaires, lesson observations, and interviews. Learners’ achievement was measured by outcomes obtained from marked and recorded achievements tests. The qualitative data collected from the teachers through questionnaires, lesson observations and interviews were coded and categorised into themes. This analysis revealed that most participants had positive training experiences and preferred using GeoGebra in the teaching and learning of geometry despite a lack of resources in their schools. The findings also showed that there was lack of training workshops that focused on appropriate teachers` knowledge and skills that are connected to technological innovations, particularly in GeoGebra. The quantitative data analysis results showed a significant difference in the mean scores for both groups respectively in favour of learners taught with GeoGebra compared to a chalk and talk method. The teachers’ implementation of and enthusiasm about GeoGebra had a positive influence on learner achievement. Based on the results, it was concluded that as a pedagogical tool, GeoGebra can work effectively in rural schools where geometry is hardly taught. bs2026 Science, Mathematics and Technology Education PhD Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure SDG-10: Reduced inequalities 2021-02-12T09:37:27Z 2021-02-12T09:37:27Z 20/10/02 2020 Thesis Manganyana, C 2020, The influence of GeoGebra training on teachers and learners in rural geometry classrooms, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/78470> S2020 http://hdl.handle.net/2263/78470 en © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Kirkpatrick`s four level evaluation framework technology-mediated learning Training evaluation reactions learning Education theses SDG-04 Education theses SDG-09 Education theses SDG-10 The influence of GeoGebra training on teachers and learners in rural geometry classrooms |
| title | The influence of GeoGebra training on teachers and learners in rural geometry classrooms |
| title_full | The influence of GeoGebra training on teachers and learners in rural geometry classrooms |
| title_fullStr | The influence of GeoGebra training on teachers and learners in rural geometry classrooms |
| title_full_unstemmed | The influence of GeoGebra training on teachers and learners in rural geometry classrooms |
| title_short | The influence of GeoGebra training on teachers and learners in rural geometry classrooms |
| title_sort | influence of geogebra training on teachers and learners in rural geometry classrooms |
| topic | UCTD Kirkpatrick`s four level evaluation framework technology-mediated learning Training evaluation reactions learning Education theses SDG-04 Education theses SDG-09 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/78470 |