School of Mathematics, Natural Sciences and Technology Education
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Browsing School of Mathematics, Natural Sciences and Technology Education by Author "Cloete, Gerrit"
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Item Open Access A participatory community-based strategy to improve Grade 4 learners’ number sense in multiplication(University of the Free State, 2024) Cloete, Gerrit; Rabaza, M.This study investigates how a community-based participatory approach improved grade 4 learners’ number sense in multiplication. Using a mixed-methods approach, the study followed a participatory action research methodology with one cycle. Three hundred and twenty eight participants, ten in the team and the rest, grade four learners, were selected through convenience sampling. Quantitative data came from Pre-Tests and Post-Tests. The study employed a quantitative approach to examine the premise that a community-based participation strategy would result in a noteworthy enhancement of student performance. Data was analysed using statistical analysis as well as content analyses. The results showed that the Grade 4 cohort's multiplication scores had increased by 20%, showing significant improvements in mathematical competency. Teachers' joint efforts in creating and putting into practice engaging, student-centered teaching approaches, were credited with this increase. Qualitative data came from team meetings, focus group discussions and participant feedback. Data was analysed using narrative analysis. Data was coded, categorised and then themes emerged. Three themes were identified, knowledge needed by SEDC team, collaborative innovation in teaching and learning, classroom organisation and discipline. The aforementioned topics emphasized the significance of cooperative planning and accommodating varied learning styles to enhance academic achievements. A hypothesis and the research questions aimed to answer if a PCBS could improve the number sense of Gr. 4 learners pertaining to multiplication. Evidence gathered suggested a PCBS could improve Gr. 4 learners’ number sense with regard to multiplication. The quantitative data showed an overall improvement in test scores across the spectrum of the Gr. 4 learners. Qualitative data from the planning session on the intervention indicate that collaboration could be a better way to improve student learning. Qualitative data from the general feedback on the intervention indicate that classroom discipline is necessary to execute a strategy.