Plagiarism
Publication
Background and Overview
- Introduction
- Problem statement
- Aim of the study
- Objectives of the study
- Research questions
- Thesis chapter outline
- Conclusion
Therefore, the aim of the current study was to find two optimal models that could be used to investigate the ability of the N1 to N2 mathematics curriculum to achieve curriculum objectives and to equip students with HOTS in TVET schools. Using the correct SI units .. ii) Is the TVET Mathematics curriculum from N1 to N2 capable of equipping students with the necessary HOTS.
Literature Review
Introduction
Curriculum Evaluation
- Evaluation Models in the Years 1970 to 1980
- Tyler’s Objective-Centred Model
The model usually focuses on the effects of the program rather than the goals and objectives, which is why it is called Scriven's aimless model. In his work, Fundi never considered an assessment prior to the start of the program.
Curriculum Evaluation in the TVET Colleges
- TVET Curriculum Evaluation Studies in South African
- TVET Curriculum Evaluation Studies outside South Africa
Quantitative approach in collecting and analyzing the data was adopted for that study. Consequently, in the study, one TVET curriculum for Africa was evaluated to test whether it meets the needs of the country it serves.
High Order Thinking Skills
- HOTS studies in South Africa
- HOTS models
- HOTS in mathematics
- HOTS and pedagogical processes
In the absence of the components of HOTS, much of the teaching and learning is even pointless. Table 2.2 contains an adaptation of the four levels of HOTS problems and their characteristics.
Basic concept of mathematical modelling
If these predictions are acceptable, they should give you the accuracy and range of applicability of the model. In the present study, the application of mathematical modeling in controlling the spread of a disease became one of the important areas of study.
Conclusion
Mathematical modeling has been applied to various aspects of life over the years, such as disease control, mathematical education problems, population growth, traffic flow, and many others [Bender, 1978; Arseven, 2015; Krutikhina et al, 2018; Tyagi et al, 2009; Mohamed and Dilip, 2020 and Diagne et al, 2021]. This was because in that area Kermack and McKendrick (1927) developed a SIR model which was very relevant to the present study.
Conceptual Framework
- Introduction
- Selection of the learning experiences
- General principle for selecting learning experiences
- Specific principle for selecting learning experiences
- Evaluation of the learning experiences
- Basic notion of evaluation
- Evaluation procedure
- Scope of the current work
- Pre-evaluation of the learning experience
- Evaluation of the learning experience
- Evaluation of the HOTS
- Reliability of the data collection instruments
- Conclusion
This type of learning experience is said to be less likely to produce rote learning, but rather to create understanding in students. The evaluation of the learning experience is ultimately the curriculum evaluation; given the learning experience is formulated on the curriculum. Therefore, the first part of the study is to evaluate whether the curriculum is capable enough to equip students to achieve its own goals through evaluation of the learning experience.
The next part of this study was to investigate the contribution of the curriculum to the improvement of students' HOTS. This will tell us if the data collection instrument is within the reach of the students. The students' answers to question 10 in Appendix 3 are used as a partial evaluation of the lecturers.
Methodology
Introduction
Evaluation of the curriculum objectives attainment
- Identification of the selected learning experience
- Learning experience evaluation
Therefore, we focused our investigation on lecturers' perception of identifying learning experience in action. Each of the options focused on a particular characteristic of a learning experience based on the Tyler model. Whatever the educator chose, it was compared to the Tyler model to infer the type of learning experience that was practiced.
The percentage difference (𝑥𝑖) between each student's pre- and post-assessment results determined the impact of the learning experience on each student. In this study, two cases of the mean difference (𝑋̅) were used to draw conclusions about the impact of the learning experience. This means that most of the students' progress is at least 50%, which we interpret as an indication of a functional learning experience and curriculum.
Evaluation of HOTS in the N1 to N2 Curriculum
- Review of the SIR Model
- Model Development for this study
- Determination of the SVHIR Model parameters
- Validation of the SVHIR model
- Development of the general prediction functions and four parameters
- Determination of the constants of integration (𝒄𝟐, 𝒄𝟑 𝒂𝒏𝒅 𝒄𝟒)
- Validation
- Basic reproductive ratio
- Association of the actual data with the SVHIR model
- Application of SVHIR model instruction
A student who got zero in the first test and failed the second test is considered infected. A student who got a zero in the first test and passed the second test is considered to have recovered. A student who failed the first test and failed the second test is considered infected.
A student who fails the first test and passes the second test is considered a recovery. A student who passes the first test and zero on the second test is considered infected. A student who passes the first test and fails the second test is considered infected.
Data collection and Participants
Page | 67 the student's space between the 2 in the absence of the first test score in that case. A student who did not take part in the first test and did not pass the second test is considered infected. The reason is that with the 3 possible grades (Zero, Fail and Pass) the student could have obtained in the first test, the student could either be result 2 or 5 or 8 in table 4.3.
The reason is that, with the 3 possible scores (zero, fail and pass) that the student could have obtained on the first test, the student outcome could be 3 or 6 or 9 in Table 4.3. Those are 2 different compartments (Recovered and healthy) that the student could possibly belong to, and the study in that case cannot draw a conclusion about the student's compartment between the 2 in the absence of the first test score. The second sampling strategy is simply random, this is where everyone in the population has an equal chance of being selected.
Conclusion
Page | 69 where all the KZN TVETs have equal opportunities, therefore our data has a minor contribution in this case. The limited data has a slight disadvantage in this case if the given population is large. For example, in our case, by predefining our population as uThukela district, eMnambithi TVET College is the only one in that district.
This is also where our limited data may have a chance to make a substantial contribution, if it happens that the subgroup criteria for natural occurrence are in favor of eMnambithi TVET College. In that respect, while our limited data have been used to test the models, the conclusions drawn from them are also taken into account for further research. The first part of the data collection took place in March 2022 and the second part in October 2022.
Application of the Models
- Introduction
- Pre – evaluation of the learning experience
- Evaluation of the learning experience
- Reliability of the evaluation instrument
- Actual evaluation of the learning experience
- Evaluation of HOTS
- Validation of SVHIR Model
- Application of SVHR Model
- Relationship between the students’ Objectives attainment and HOTS
- Conclusion
However, before the actual evaluation, it presents the reliability test of the evaluation tool. This section presents the examination of the ability of the curriculum to equip the students with HOTS. Therefore, this section specifically presents the validation and application of the SVHIR model using the real data in Appendix 5.
𝑅 This correlation coefficient indicates a strong relationship between the achievement of the curriculum goals and the HOTS students' scores on the pre-assessment. 𝑅 This correlation coefficient indicates a strong relationship between achievement of curriculum goals and HOTS students' post-assessment scores. It was found that the curriculum at eMnambithi TVET College is most likely not able to equip the student to achieve the objectives of the curriculum.
Conclusions, limitations, and recommended themes for the further studies 80
Answers to main research question and sub-questions
Tyler's goals model was identified as a suitable model for evaluating the ability of the curriculum to equip students to achieve the goals of the curriculum. In the current study, Tyler's contribution began from the pre-evaluation of the curriculum to the construction of the pre- and post-assessments. Further, the SVHIR model was successfully developed for evaluating the curriculum's ability to equip students with HOTS.
To summarize the answer to the main question, the study found Tyler's objectives model and the SVHIR model to be suitable models to assess the achievement of curriculum objectives and the ability of the curriculum to equip students with the necessary HOTS respectively. Through the application of the SVHIR model, the curriculum was also found most likely to be failing to equip students with HOTS. In the above paragraphs, in addition to answering the questions of the current study, we also achieved the purpose and objectives of the study.
Limitations
Secondly, according to the students in response to question number 10 in Appendix 3, the majority confirmed the familiarity of the content of teaching and learning (refer to chapter 5). In that regard, the currently available data set is considered in this study as one of the suitable sub-data sets to reflect to some extent the characteristics of the overall KZN TVET Colleges data. In general, one can assume that the syllabuses are outdated given the tremendous evolution of the world that has taken place from the revision dates of the syllabuses to now.
This needs to be done to further confirm what was implied by the current study on the KZN TVET colleges' data set. Page | In the meantime, we will escalate the case of the KZN TVET colleges' gatekeepers to the national DHET office. Hopefully, the matter would have been resolved by the time of the future study's execution.
Recommended themes for further studies
"Student Based Curriculum Evaluation: A Case Study of Contemporary World History and Science History subject", EURASIA Journal of Mathematics Science and Technology Education, ISSN s.4816-4817. "Higher order thinking skills vs (opp)", Research Developments, s. 2016): "Change Management in TVET Colleges: Lessons Learned from the Field of Practice", Johannesburg: JET Education Services, s. Improving Mathematical High Order Thinking Skills of Indonesian Students”, Infinity Journal of Mathematics Education, 9(1), s.111-132.
2018): “Teachers' knowledge of higher-order thinking skills and its learning strategies”, issues of education in the 21st century, 76(2), p. 2016): "Application of SIR epidemiological model: new trends", International Journal of Applied Mathematics and Informatics, 10: pp. "A model for evaluating higher-order thinking in statistics", Educational research and evaluation, p. 2001): “The Confrontation Model: Evaluation of an Environmental Education Professional Development Course”, The Journal of Environment Education, 32 (2). In Education", Online Journal of Distance Education and E-Learning, pg. 2013): “Evaluation without goals: A potential model for evaluating social work programs”, Social Work Research, 37(4), p. 2003): "High-order thinking skills and low-achieving students: are they mutually exclusive?", The journal of the Learning Sciences, 2(2), pp.
Pre-evaluation questionnaires
Given a chance, what kind of questions do you ask or would you influence your students to ask you during your teaching session or outside of your teaching session?
Evaluation of Objectives and HOTS questionnaire (pre- assessments)
One chocolate and one apple cost a total of R50 while four chocolates and three apples cost a total of R190. Use the above method/s to calculate the distance AB (eg if you mentioned two methods, find the distance of AB by the first method and then use the second method).
Evaluation of Objectives and HOTS questionnaire (post assessments) 100
Transfer - systematic work through cases exhaustively 5. 𝑥 Choose the correct answer in f) 𝑥2. One chocolate and one apple cost a total of R40, while four chocolates and three apples cost a total of R150. Do you think all of the questions 1 – 9 above are familiar or relevant to what you have learned from the N1 to N2 curriculum and classroom lessons.
Pre- and Post-assessment student’s scores for curriculum objectives and