Analysis of grade 10 mathematical literacy students’ errors in financial mathematics
- Authors: Khalo, Xolani
- Date: 2014
- Subjects: Academic support -- Programmes , Peer support -- Higher education , South Africa -- Previously disadvantaged students , Errors analysis -- Financial mathematics , Mathematical literacy -- Irrelevant rules -- Language difficulty
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1369 , vital:26550 , Academic support -- Programmes , Peer support -- Higher education , South Africa -- Previously disadvantaged students , Errors analysis -- Financial mathematics , Mathematical literacy -- Irrelevant rules -- Language difficulty
- Description: The main aim of the study was (1) to identify errors committed by learners in financial mathematics and (2) to understand why learners continue to make such errors so that mechanisms to avoid such errors could be devised. The following has been hypothesised; (1) errors committed by learners are not impact upon by language difficulties, (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, (3) errors committed by learners in financial mathematics are not due to the application of irrelevant rules and strategies. Having used Polya’s problem-solving techniques, Threshold Concept and Newman’s Error Analysis as the theoretical frameworks for the study, a four-point Likert scale and three content-based structured-interview questionnaires were developed to address the research questions. The study was conducted by means of a case study guided by the positivists’ paradigm where the research sample comprised of 105 Grade-10 Mathematics Literacy learners as respondents. Four sets of structured-interview questionnaires were used for collecting data, aimed at addressing the main objective of the study. In order to test the reliability and consistency of the questionnaires for this study, Cronbach’s Alpha was calculated for standardised items (α = 0.705). Content analysis and correlation analysis were employed to analyse the data. The three hypotheses of this study were tested using the ANOVA test and hence revealed that, (1) errors committed by learners in financial mathematics are not due to language difficulties, as all the variables illustrated a statistical non-significance (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, as the majority of the variables showed non-significance and (3) errors committed by learners in financial mathematics were due to the application of irrelevant rules and strategies, as 66.7% of the variables illustrated a statistical significance to the related research question.
- Full Text:
- Date Issued: 2014
- Authors: Khalo, Xolani
- Date: 2014
- Subjects: Academic support -- Programmes , Peer support -- Higher education , South Africa -- Previously disadvantaged students , Errors analysis -- Financial mathematics , Mathematical literacy -- Irrelevant rules -- Language difficulty
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1369 , vital:26550 , Academic support -- Programmes , Peer support -- Higher education , South Africa -- Previously disadvantaged students , Errors analysis -- Financial mathematics , Mathematical literacy -- Irrelevant rules -- Language difficulty
- Description: The main aim of the study was (1) to identify errors committed by learners in financial mathematics and (2) to understand why learners continue to make such errors so that mechanisms to avoid such errors could be devised. The following has been hypothesised; (1) errors committed by learners are not impact upon by language difficulties, (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, (3) errors committed by learners in financial mathematics are not due to the application of irrelevant rules and strategies. Having used Polya’s problem-solving techniques, Threshold Concept and Newman’s Error Analysis as the theoretical frameworks for the study, a four-point Likert scale and three content-based structured-interview questionnaires were developed to address the research questions. The study was conducted by means of a case study guided by the positivists’ paradigm where the research sample comprised of 105 Grade-10 Mathematics Literacy learners as respondents. Four sets of structured-interview questionnaires were used for collecting data, aimed at addressing the main objective of the study. In order to test the reliability and consistency of the questionnaires for this study, Cronbach’s Alpha was calculated for standardised items (α = 0.705). Content analysis and correlation analysis were employed to analyse the data. The three hypotheses of this study were tested using the ANOVA test and hence revealed that, (1) errors committed by learners in financial mathematics are not due to language difficulties, as all the variables illustrated a statistical non-significance (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, as the majority of the variables showed non-significance and (3) errors committed by learners in financial mathematics were due to the application of irrelevant rules and strategies, as 66.7% of the variables illustrated a statistical significance to the related research question.
- Full Text:
- Date Issued: 2014
Determinants of cloud computing: adoption and application by high school learners
- Authors: Nyembezi, Nceba
- Date: 2014
- Subjects: Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/1339 , vital:26547 , Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The current study investigated the determinants of Internet services’ adoption and use among high school learners in the East London Education District, in the Eastern Cape. Underpinned by the Unified Theory of Acceptance and Use of Technology, the research questions included: (1) What is the effect of performance expectancy on the learner’s intention to adopt and use Internet services? (2) What degree of variation exists for effort expectancy on the learner’s intention to adopt and use Internet services? (3) How much of the determinants explain the usage of Internet services? (4) Which is (are) the best predictor(s) of Internet service usage given a set of determinants? (5) What is the effect of confounding variables (if any) on Internet services’ adoption and usage? (6) Which model can be designed based on the best predictor(s) of Internet services’ adoption and usage for secondary school learners? A quantitative approach based on the positivist paradigm was used to quantify the relationships among various factors that contribute to Internet services’ adoption and use. The research design used was a survey. Data were collected through structured questionnaires. Out of 286 questionnaires issued, the response rate was 40.6%. The study sample size was 116 high school learners using simple random sampling. The data was analysed using the multiple regression analysis technique, and Pearson correlations. Out of the four determinants from the UTAUT, performance expectancy was the strongest predictor of intention to adopt Internet services. Large positive correlations ranging from r = 0.638 up to r = 0.989 were found among performance expectancy and effort expectancy variables towards the intention to use Internet services, significant at p < 0.05. To enhance the efficiency of the UTAUT model, this study has designed the Adoption and Application of Technology for Learning (AATL) model, which added the price of Internet, persistent use of Internet, and perceptions about Internet use.
- Full Text:
- Date Issued: 2014
- Authors: Nyembezi, Nceba
- Date: 2014
- Subjects: Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/1339 , vital:26547 , Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The current study investigated the determinants of Internet services’ adoption and use among high school learners in the East London Education District, in the Eastern Cape. Underpinned by the Unified Theory of Acceptance and Use of Technology, the research questions included: (1) What is the effect of performance expectancy on the learner’s intention to adopt and use Internet services? (2) What degree of variation exists for effort expectancy on the learner’s intention to adopt and use Internet services? (3) How much of the determinants explain the usage of Internet services? (4) Which is (are) the best predictor(s) of Internet service usage given a set of determinants? (5) What is the effect of confounding variables (if any) on Internet services’ adoption and usage? (6) Which model can be designed based on the best predictor(s) of Internet services’ adoption and usage for secondary school learners? A quantitative approach based on the positivist paradigm was used to quantify the relationships among various factors that contribute to Internet services’ adoption and use. The research design used was a survey. Data were collected through structured questionnaires. Out of 286 questionnaires issued, the response rate was 40.6%. The study sample size was 116 high school learners using simple random sampling. The data was analysed using the multiple regression analysis technique, and Pearson correlations. Out of the four determinants from the UTAUT, performance expectancy was the strongest predictor of intention to adopt Internet services. Large positive correlations ranging from r = 0.638 up to r = 0.989 were found among performance expectancy and effort expectancy variables towards the intention to use Internet services, significant at p < 0.05. To enhance the efficiency of the UTAUT model, this study has designed the Adoption and Application of Technology for Learning (AATL) model, which added the price of Internet, persistent use of Internet, and perceptions about Internet use.
- Full Text:
- Date Issued: 2014
Numerical error analysis in foundation phase (Grade 3) mathematics
- Ndamase- Nzuzo, Pumla Patricia
- Authors: Ndamase- Nzuzo, Pumla Patricia
- Date: 2014
- Subjects: Error analysis (Mathematics) Numerical analysis Mathematics
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5893 , vital:29415
- Description: The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
- Full Text:
- Date Issued: 2014
- Authors: Ndamase- Nzuzo, Pumla Patricia
- Date: 2014
- Subjects: Error analysis (Mathematics) Numerical analysis Mathematics
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5893 , vital:29415
- Description: The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
- Full Text:
- Date Issued: 2014
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