This study investigates the use of an e-mastery learning system to help students improve their competence in some key areas. The experimental group took the same pre-test, were exposed to the mastery learning system, followed by the same post-test.
Introduction
- Introduction
- National and institutional context
- Departmental context
- Contract between student and department
- The need for an intervention
- The intervention
- Theoretical context of the intervention
- The purpose of this study
- Research questions
- Dissertation structure
The department's basic numerical skills test and the author's own findings about students' mathematical skills are supported by an evaluation conducted in 500 secondary schools in south africa where. Overall results for grade 9 students on the mathematics instrument show that most students performed extremely poorly. For the purposes of the study, findings from mental arithmetic and intervention mathematics are emphasized, as they are more complete.
Literature review
Introduction
Learning theories
- The progressive nature of levels of learning
- Motivation
- Surface and deep approaches to learning
- Surface approach to learning
- Deep approach to learning
- Approaches or categories
- Strategic approach to studying
- How to uncover a student's approach
- Ideographic or nomothetic approach to learning
- Bloom's taxonomy and approaches to learning
- Learning approaches and mathematics
When a student is motivated to learn, he will adopt an approach to the learning task. The correct answer to a math problem does not necessarily indicate what approach the student used.
Language issues
- Vocabulary, mathematics and quantity surveying
In the third approach, the student analyzed the problem, worked on the half, quarter, and 360th of a circle, evaluated the results, and then created a new and unique solution. The author has concluded that the correct answer is not an indicator of the approach.
Formative assessment
Mastery learning
- Conventional classroom teaching
- Mastery learning-background
- Essential elements of mastery
However, Guskey (1988) credits Bloom's writings and research with contemporary interest and application of mastery learning. In 1987, following the work of Blooms, Guskey clarified two elements essential to the implementation of mastery learning:
Feedback, correctives and enrichment
Congruence among instructional components
- Mastery learning and time
- Optimal level of challenge
- Characteristics of mastery learning
- Mastery in mathematics
- Mastery in mathematics - computation or comprehension
- Motivation and achievement in mathematics
- Mastery learning reconsidered
- Excellence through mastery learning
- K e y competencies
- Atomistic versus holistic approach
- Implementation of mastery concepts
- Levels of learning should be progressive
- Separate computation, vocabulary, comprehension
- Engender intrinsic motivation
- Engender deep learning
- Examples of a mastery learning system and an e-based learning system
- Applying maths in construction
- E-Based learning
- Summary
This comment indicates the importance of the type of feedback that can be provided through mastery learning. Its strengths and weaknesses are reviewed in light of the theoretical perspectives discussed in this chapter.
The intervention: A mastery learning system for quantity surveying students
- Content of the mastery system
- Mental arithmetic xx + y =?
- General mathematics
- Applied measuring Exercise 1
- Delivery: e-Mastery and print based
- Progressive levels of cognition
- Motivation
- Formative assessment
- Mastery and W e b C T
- Ongoing development
- Conclusion
In principle, the e-based mastery system allows the student to progress at his own pace. The WebCT-based system allows the student to repeat the exercises any number of times. WebCT tracks each student's score (or score) for each attempt that the student makes to improve the exercise's results.
By clicking on a link on the content page, the student can access the teaching material. However, the student must find the relevant quiz that follows this teaching material on another page. As mentioned above, the mastery model requires that the student be given specific remediation if necessary or be allowed to start a new section depending on the outcome of the assessment.
Methodology
Quantitative approach
- Experiment design
- Non-equivalent control group design
- The measurement of key competencies
- Statistical tools Classical Test Theory
By comparing the results of the pre-test and the post-test, conclusions can be drawn about the success of the intervention. Through analysis of data collected from both groups, a conclusion can be drawn that discounts external variables. The context of the experiment did not allow the author to select from a large population.
Based on the findings of the pilot test, a pre-test and a post-test were then constructed (see Appendices H and I). The pre- and post-tests were compared in terms of difficulty levels and this analysis showed that the post-test was more difficult than the pre-test because it contained more analyze, evaluate and create type questions. The results of the pre- and post-tests were analyzed by simply calculating group averages and observing the performance of individual students.
Qualitative approach
- Semi-structured interview
- Conduct of interviews
They go on to explain that in circumstances where "the reality to be studied consists of people's subjective experiences with the external world" (ibid: 6), it is perfectly legitimate for the researcher to take a more "intersubjective or interactional epistemological stance towards that reality . ” (ibid), using methodologies such as interviewing or participant observation, typical of an interpretive approach. He explains that a semi-structured interview is usually conducted according to a 'carefully designed interview schedule' (ibid: 149), but the interviewer may ask additional probing questions and take notes along the way, allowing the interviewee to speak at length but within parameters. of questions asked. Sensitivity and data enrichment: A semi-structured interview allows the expression of feelings that can be seen as positive aspects of the context and can influence interpretations (Mills 2001).
The semi-structured interview provided the opportunity to ask additional questions to clarify the topics as needed. Pre-test: Provides a record of the student's pre-test scores and their comments on how they felt about the pre-test and whether they felt improvements in these skills would be helpful. The eight fourth-year students from 2004 were interviewed one-on-one towards the end of the academic year.
Conclusion
Data collection and analysis
- Introduction
- Quantitative analysis
- Data Collection
- Data Analysis
- Conclusion - quantitative analysis
- Qualitative analysis
- Observation regarding motivation
- Analysis of semi-structured interviews
- Time
- Internet access
- Open Lab access
- Computer literacy
- Browser literacy
- Lab quality
- Language
- Conclusion - qualitative analysis
- Conclusion
The table below shows a summary of the results and the improvement of the group average as well as the weakest and strongest students. The table below shows a summary of the results and improvement of the group average, as well as the weakest and strongest student. Seven of eight (87%) of the experimental group improved while only eight of sixteen (50%) of the control group improved.
Near the end of the academic year 2004, the eight students in the experimental group were interviewed. It was on this basis that the author. went ahead with the development of the e-mastery program. Five students reported that they found the use of WebCT difficult, especially at the beginning of the intervention. suggested that an orientation lesson introducing them to the basic use of WebCT, including showing students how to log into WebCT, the use of their usernames and passwords, how to change passwords, how to view their progress, navigate. the menus and use the internal email and chat facilities would have been useful.
Conclusion
The survey found that many students lacked confidence in using computers and internet applications. For the implementation of any e-based educational process, the students must be thoroughly grounded in computer knowledge. In addition to the issue of computer literacy, the study showed that students did not have access at home where they could have comfortably worked on their learning goals.
The department has a laboratory with proper equipment that students can access at convenient times. Further research would also be needed to increase the reliability and validity of the proposed e-mastery learning system. This should ensure that students can learn at a higher cognitive level and graduate successfully.
Bibliography
Intrinsic motivation and academic achievement: What to them. attitude means for a classroom teacher. comparative education, volume XXX, no. 3 Sep 2000 32 Entwistle, N. 1981) Learning and Teaching Styles; integrated education outline. Mahwah, N.J.: Lawrence Erlbaum 23 ETDQA Assessment Guidelines Version 1 September International Encyclopedia of Education Second Edition Ed. 1994) General questions about assessment. competence: Assessment and evaluation in higher education. 2004). C. (2001) Improving Learning in South African Schools; Basic Evaluation of Learning Quality, Evaluation Research and Technology Unit; Humanistic research. 1978) Description of ideas about the world around us.
How will we know them? 1990) Mastery motivation: The encyclopedia of man. development and education theory research and studies: Oxford, Pergamon 33 Saljo, R. 1979a) Learning in the learner's perspective: I. Some common sense .. assumptions, Reports from the Institute of Education, Nol6) Goteburg, Sweden:. University of Cape Town Press 66 Tourret, A. from http://www.trochim.human.cornell.edu/kb/resques.htm 24 Washburne, C.W. 1922) Educational measurements as a key to individualizing instruction.
Appendices
Appendix A. Mental Arithmetic
Appendix B. Pilot Test
Appendix C. Interview Schedule
Appendix D. General Mathematics Areas and perimeters
The bill, including service charges, is R169.71. How much is the invoice excluding the service charges. Given two of the above variables, you should be able to calculate the third. But it would be just as true to say of the same drawing that "1 cm on the drawing represents 100 cm in real life" or.
Note that the units are the same on each side of the ratio. If you have trouble understanding the concepts tested here, refer to "Scale Elementary" in the Contents section.
Appendix E
Calculate the volume
Calculate the volume
Calculate the surface area
Calculate the volume
Calculate the surface area
Appendix F
Sketch a plan, side elevation, end elevation and cross-section of this bench Show cross-section arrows AA in plan and an elevation. Sketch a plan, side elevation, front elevation and cross section of this urinal Show cross section arrows AA in plan and an elevation.
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Appendix G
Draw a cross-section of the eaves detail of a tiled roof, on wooden trusses, on a brick wall with plaster and paint both sides. draw within the outlines below. The drawing does not have to be to scale. jacket and two layers of PVA. Choose your own sill and lintel details. draw within the outlines below. The drawing does not have to be to scale. For the triangle above and using the 29mm side as a base, give the following:
Give the following for the triangle above, using the side marked as the base: To impress the cost of the material on your workers, you fill a five liter paint can with granite chips. You calculate the cost of this amount of stone and explain to your workers the value of the stone that is lost and scattered on the site every day.
Interpolation
Post test 2003 and 2004
Triangles
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