ERIC Number: EJ1108082
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Selected South African Grade 10 Learners' Perceptions of Two Learning Areas: Mathematical Literacy and Life Orientation
Geldenhuys, J. L.; Kruger, C.; Moss, J.
Africa Education Review, v10 n2 p298-322 2013
In 2006, Mathematical Literacy (ML) and Life Orientation (LO) were introduced into South Africa's Grade 10 national curriculum. The implementation of the ML programme in schools stemmed from a need to improve the level of numeracy of the general population of South Africa, while LO was introduced to equip learners to solve problems and to make informed decisions and choices. The research objective of this study was to investigate and describe Grade 10 learners' perceptions of the two new learning areas. This investigation was situated within the ecosystemic paradigm. A mixed-method design was applied, incorporating both quantitative and qualitative research approaches, using non-experimental and phenomenological designs, respectively. Data were collected by means of observation and questionnaires from 193 Grade 10 learners from three types of schools: private schools, former Model C schools, and disadvantaged schools in the Nelson Mandela Metropole adhering to the required ethical measures. The questions were grouped into five themes for each learning area, namely the learners' attitude towards the learning area, the resources available and used for teaching and learning, the learners' empowerment through the learning area, the significance of the learning area, and enriching experiences in the learning area. Recommendations were made in line with the findings.
Descriptors: Foreign Countries, Grade 10, Student Attitudes, Mathematical Aptitude, Mixed Methods Research, Phenomenology, Questionnaires, Observation, Educational Resources, Student Empowerment, Relevance (Education), Student Experience, Student Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A