Elements of the physical learning environment that impact on the teaching and learning in South African Grade 1 classrooms

Naude, Mariana; Meier, Corinne

doi:10.15700/saje.v39n1a1342

Cited by 24 publications

(18 citation statements)

References 22 publications

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“…It was also evident from the responses to the second taskbased worksheet (see Figures 1-5) and the focus group interviews that the use of the technology-based tools supported the learners' understanding of the mathematics being taught (Cheung & Slavin 2011). This understanding promoted an encouraging atmosphere to work within, and prompted social interaction and discussion to clarify the concepts being taught (Naude & Meier 2019). This created a socio-constructive atmosphere within the classroom under study, which promoted teaching and learning.…”

Section: The Use Of Technology-based Tools Inspired An Encouraging Atmosphere For Learning Fractionsmentioning

confidence: 84%

“…The teacher can also discuss the design of activities in collaboration with the learner as was the case in the study under focus. Besides, a socio-constructivist approach to teaching and learning enhances learner collaboration, engagement and the sharing of ideas within mathematics classrooms, which may lead to the improvement of learning opportunities for learners (Naude & Meier 2019).…”

Section: Exploring the Use Of Technology-based Tools In Mathematics Classroomsmentioning

confidence: 99%

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Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Naidoo

Hajaree²

2021

South African Journal of Childhood Education

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The study was framed within the ambit of social constructivism, and data were generated via task-based worksheets, interactive technology-based lessons and focus group interviews.Results: Based on the results of this study, it was evident that the participants valued the use of the technology-based tools during the teaching and learning of fractions. Based on an interpretive analysis of the data generated, two major themes emerged. Participants indicated that using videos and PowerPoint presentations inspired an appealing and fun way of learning fractions and inspired an encouraging atmosphere for learning fractions. These results may be of value to teachers, teacher educators, researchers, curriculum developers and learners of mathematics. Conclusion:The concluding comments of this article mention research implications and recommendations for further research within this area. These recommendations are significant as there is a need for educational institutions globally to embrace the 4IR within teaching and learning.

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Section: The Use Of Technology-based Tools Inspired An Encouraging Atmosphere For Learning Fractionsmentioning

confidence: 84%

Section: Exploring the Use Of Technology-based Tools In Mathematics Classroomsmentioning

confidence: 99%

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Naidoo

Hajaree²

2021

South African Journal of Childhood Education

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“…The most common form of assessing children's behaviour was via questionnaires/surveys filled out by the child, teacher, and/or parent, used in nine studies, 22,25,26,30,31,35,39,40 followed by observations by the researcher which were conducted in eight of the studies. 23,24,29,33,34,35,39,40 Other methods of data collection included a diary filled out by the parent 39 and interviews with the teacher 34 or child. 41 Outcomes Typically developing children.…”

Section: Measures and Methodsmentioning

confidence: 99%

Classroom acoustic conditions and primary school children’s behaviour: A scoping review

Mealings

2022

Building Acoustics

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The aim of this scoping review was to determine what is known from the literature about the effect of different classroom acoustic conditions on different primary school children’s behaviour. A scoping review using the PRISMA-ScR protocol was conducted in March 2022. ERIC, PubMed, Scopus and Web of Science databases were searched using the search term classroom AND (acoustic* OR noise OR reverb*) AND (behav* OR motivat* OR attitude OR persist* OR flexib* OR engage* OR interpersonal). In all, 14 articles were relevant. The populations studied included children who were typically developing, had autism spectrum disorder, attention deficit hyperactivity disorder or were deaf or hard of hearing. Several behaviours including learning, externalising and internalising behaviours were investigated. The results suggested that poor classroom acoustic conditions can negatively impact children’s behaviour. However, due to heterogeneity of the methodologies used in this small number of studies, future research is proposed to better understand the relationship.

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“…A qualitative study by Naude and Meier (2019) in the Tshwane District of Gauteng in South Africa revealed the use of mixed ability groups in the classrooms where learners with disabilities are supported by their peers without disabilities. A similar study by Bojuwoye et al (2014) established that in the Eastern Cape province of South Africa, learners who are underperforming in primary schools are mixed with learners who are performing well so that they can be assisted by average and gifted learners.…”

Section: Mixed Ability Groupingmentioning

confidence: 99%

The inclusiveness of mixed ability grouping in Johannesburg primary schools

Hove¹

2022

South African Journal of Childhood Education

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Inclusive educationSouth African classrooms generally accommodate learners who are diverse in terms of age, socio-economic statuses, historical background, gender, sexual preference, ability and interests, amongst other differences (Van Vuuren, Van der Westhuizen & Van der Walt 2016). This has sparked immense interest on how classroom pedagogic practices are capable of addressing the needs of diverse learners in the regular classrooms in light of policy on inclusion.Inclusive education is grounded in the need to respect learner differences without compromising quality education for others based on prejudices stemming from what makes them different (Florian 2015). South Africa as a signatory to world conventions on inclusive education like UNESCO (1994) adopted Education White Paper 6 in 2001 to serve as a guide to the implementation of inclusive education in the country. Fundamentally, the South African Education White Paper 6 (2001), firmly states that: (1) needs of all learners must be met in the classrooms; (2) differences in learners should be respected; and (3) attitudes and teaching methods must change to meet the needs of all learners (DoE 2001). Attaining these goals requires classroom pedagogical shifts from approaches that deliberately target learners with 'additional needs' to learning for all (Florian & Black-Hawkins 2011).Modern-day studies reveal different grouping patterns as classroom pedagogic approaches that are practised internationally which include ability grouping (Ramberg 2014), mixed ability Background: South Africa adopted the policy on inclusive education in 2001 that aimed at offering quality and equity in education to all learners, as well as addressing their diverse needs in the classrooms despite their differences. Mixed ability grouping is one of the commonly used classroom practices in the schools, but little is known on how it reflects on principles of inclusivity. Aim:The study aimed to explore how mixed ability grouping reflects on inclusivity as one of the commonly used classroom practices.Setting: This qualitative study embedded in descriptive phenomenology was carried out in six selected primary schools of Johannesburg's Metropolitan region of South Africa.Methods: Six participants and their classrooms were purposefully sampled, and data were collected through observations and in-depth interviews with each individual participant. Data were analysed thematically and the organisation of the emerging themes was informed by Florian and Black-Hawkins' model on inclusive pedagogy.Results: Findings of this study revealed that mixed ability grouping takes into account learners' levels of academic performance, gender parity, age of learners, as well as learners' backgrounds leading to diverse learners accepting one another in the classrooms. However, there are challenges in providing differentiated instruction, using appropriate teaching/learning media, and opportunities for individualised instruction according to learner needs. Conclusion:The study argues that for mixed ability group...

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Elements of the physical learning environment that impact on the teaching and learning in South African Grade 1 classrooms

Cited by 24 publications

References 22 publications

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Exploring the perceptions of Grade 5 learners about the use of videos and PowerPoint presentations when learning fractions in mathematics

Classroom acoustic conditions and primary school children’s behaviour: A scoping review

The inclusiveness of mixed ability grouping in Johannesburg primary schools

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