Teachers’ practices of ‘cooperative learning’ instructional technique in six schools: Implications for learner performance in Mathematics

Title: Teachers’ practices of ‘cooperative learning’ instructional technique in six schools: Implications for learner performance in Mathematics
Creator: Febana, Papama
Subject: Group work in education -- South Africa -- Eastern Cape Team learning approach in education -- South Africa -- Eastern Cape
Date: 2015
Type: Thesis
Type: Masters
Type: Degree
Identifier: http://hdl.handle.net/10353/5094
Identifier: vital:29075
Description: One of the key features of curriculum change in South Africa in the last twenty years has been a move away from teacher centred instructional techniques to those that promote active participation of learners in their learning. Although the post democratic National Curriculum Statement has put emphasis on the importance of cooperative learning as a learner centred instructional technique, there is hardly any research on how teachers in schools understand and use it. This study sought to fill this gap by using a case study of seven mathematics classes in six schools. Data was collected through interviews, observations and document analysis.
Format: 158 leaves
Format: pdf
Publisher: University of Fort Hare
Publisher: Faculty of Education
Language: English
Rights: University of Fort Hare

Collections

UFH School of Education

		Thumbnail	File	Description	Size	Format
View Details			SOURCE1	Teachers’ practices of ‘cooperative learning’ instructional technique in six schools: Implications for learner performance in Mathematics.	1 MB	Adobe Acrobat PDF	View Details