ICT-driven Pedagogy and Mathematics Performance

This study was informed by Bruner's (1960) Constructivist Theory to explain effects of Information and Communication Technology (ICT)-driven pedagogy on performance of Grade 12 Geometry Ordinary level learners. The study used Understanding by Design teaching approach to explain Geometrical concepts. Further, the Technology Acceptance Model (TAM) and Theory of flow Cognitive Absorption (CA) were adopted as conceptual frameworks to test for learners' perceptions toward ICT-driven pedagogy. Based on the findings of this study, it was recommended that Mathematics teachers should be encouraged to use ICT-driven pedagogy when teaching Geometry in order to improve learners' academic achievement. Furthermore, schools that are equipped with ICT facilities should be encouraged to secure GSP software in order to enhance teaching and understanding of Geometry topics.

Autorentext

Leena Ngonyofi Kanandjebo has got a Master of Education from the University of Namibia. At present she works as a Senior Education Officer in the Ministry of Education.

Klappentext

This study was informed by Bruner's (1960) Constructivist Theory to explain effects of Information and Communication Technology (ICT)-driven pedagogy on performance of Grade 12 Geometry Ordinary level learners. The study used Understanding by Design teaching approach to explain Geometrical concepts. Further, the Technology Acceptance Model (TAM) and Theory of flow Cognitive Absorption (CA) were adopted as conceptual frameworks to test for learners' perceptions toward ICT-driven pedagogy. Based on the findings of this study, it was recommended that Mathematics teachers should be encouraged to use ICT-driven pedagogy when teaching Geometry in order to improve learners' academic achievement. Furthermore, schools that are equipped with ICT facilities should be encouraged to secure GSP software in order to enhance teaching and understanding of Geometry topics.