Impact of constructivist instructional approach on grade 12 learners' understanding of stationary points in differential calculus

With the realization that traditional instructional approach has not yielded satisfactory results, quasi-experimental and descriptive research designs were employed to investigate whether the application of constructivist instructional approach in the learning of stationary points in differential calculus by Grade 12 learners in South Africa would improve conceptual learning. Three Gauteng high schools of 204 Grade 12 learners constituted the research fields – one served as the control group while the other two represented the experimental group. Being a mixed-method research, quantitative data were gathered through pre-test and post-test while qualitative data were collected from classroom observations. Both inferential and descriptive statistical methods of data collection and analysis were used. The results obtained indicate that the experimental group demonstrated a better understanding of the concept of stationary points than the control group.Mathematics EducationM. Sc. (Mathematics Education

The impact of 8Ps learning model on the mathematical problem-solving performance of grade 12 learners in the concept of stationary points in differential calculus

Noting the centrality of problem solving to Mathematics and its capability to enhance learner performance in the subject, the study measured the impact of the use of 8Ps learning model on the mathematical problem-solving performance of South African Grade 12 learners in the concept of stationary points in differential calculus. The study explored how to apply the heuristic problem-solving model in the Mathematics classroom and the likely challenges its application could pose. The study sample comprised 253 Grade 12 learners and 8 teachers drawn from eight high schools in Tshwane West education district, Gauteng province. A mixed-method approach of quasi-experimental design involving non-equivalent control group and interpretive design were adopted. Constructivism and three problem-solving theories reinforced the study. Data were collected mainly using mathematical problem-solving achievement test, classroom observations and semi-structured interviews. Quantitative data were analysed by descriptive and inferential statistical tools. The paired t-test result {t = 16.28, p = .00001, p < α = .05} obtained reveals that the post- test result (̅ = 41.98, σ = 16.28) of the experimental group is significantly higher than the post-test result (̅ = 16.01, σ = 6.15) of the control group. The resulting eta- squared statistic, 2 = .69, indicates a large effect size. Corroborating these results are the one-way ANOVA tests performed at α = .05 significance level. For the high achievers, the experimental group achieved 70.6% while the control group produced 0%. The mean score (̅ = 51.25, σ = 6.24) is thus statistically significant. For medium achievers, the {(1, 48) = 22.058, < .001} obtained indicates a statistically significant difference in the mean scores of both groups. However, for the low achievers, the {(1, 102) = .301, = .584} got yields a statistically insignificant difference. Overall, the quantitative data analysis result suggests that the 8Ps-oriented instruction applied in the experimental group was more effective than the traditional teaching methods adopted in the control group. These results were triangulated by the qualitative data analysis results obtained. The classroom observations conducted yielded positive responses and attitudes from the participants towards the use of 8Ps-oriented Mathematics instruction. The interviews also recorded participants’ favourable perceptions of the problem-solving learning method. This study therefore proposes that the 8Ps learning model be incorporated in the teaching and learning of Mathematics in South Africa.Mathematics EducationD. Phil. (Mathematics, Science and Technology Education (Mathematics Education)