PhD (Mathematics Education), North-West University, Potchefstroom CampusIn the current knowledge- and information-driven era, it is critical that learners develop self-directed learning (SDL) abilities at the classroom level. Learners should be exposed to teaching and learning strategies that enhance SDL. This research focused on the use of technology-supported cooperative learning (TSCL) to improve the SDL of Grade 8 Mathematics learners. To fulfil the research purpose of this study, a mixed-methods methodology with a sequential explanatory design was adopted. This study used a design-based research approach (DBR), and the process was iterative, with two iterative cycles of TSCL developed. A purposive sample of n=427 Grade 8 Mathematics learners from the 10 secondary schools in the Royal Bafokeng nation (RBN) in Rustenburg were chosen to participate in the first iterative intervention cycle of the study, and n=522 were chosen to participate in the second iterative intervention cycle. The study found that the TSCL intervention improved Grade 8 learners’ SDL abilities as indicated by the self-directed learning instrument (SDLI). The results also show that after the TSCL intervention, the mean scores for most SDL domains, namely the learning motivation domain, the planning and implementing domain, and the interpersonal communication domain, increased statistically significantly, with a moderate practical significance increase in both iterative intervention cycles. The implementation of TSCL in the classroom provided an atmosphere in which learners could connect with their peers as a source of knowledge, improve communication and social skills, learn how to find relevant resources, and take ownership of their own learning process.
The research findings contributed to the body of knowledge on cooperative learning (CL) as a learning approach for promoting SDL.Doctora
