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ERIC Number: EJ1210339
Record Type: Journal
Publication Date: 2019-Feb
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0256-0100
Elements of the Physical Learning Environment That Impact on the Teaching and Learning in South African Grade 1 Classrooms
Naude, Mariana; Meier, Corinne
South African Journal of Education, v39 n1 Article 1342 Feb 2019
Foundation phase teachers in South African schools follow a socio-constructivist approach to the teaching and learning of mathematics, which entails that learners experiment freely with concepts and are encouraged to communicate and share their thoughts and ideas. In an effort to understand the impact that the physical learning environment, such as noise or large class sizes, have on learning in South African foundation phase classrooms, this study deployed a qualitative case study design to gain insight into the learning and teaching that take place in Grade 1 classrooms. From a cognitive load perspective, the study found that noise, as result of the large number of learners in the class, as well as noise from the outdoor environment, contributes to the overload of learners' working memory, which ultimately impacts negatively on learning. The study also found that the large classroom sizes in Grade 1 prevented teachers from rendering effective support, which causes uncertainty among learners in regard to what is expected of them when working on classroom tasks. This uncertainty leads to extraneous cognitive load.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa