Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach

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dc.contributor.advisorHodgkinson-Williams, Cherylen_ZA
dc.contributor.authorEngers, Emmaen_ZA
dc.date.accessioned2017-09-20T13:57:54Z
dc.date.available2017-09-20T13:57:54Z
dc.date.issued2017en_ZA
dc.description.abstractThis study investigated the effectiveness of video tutorials, accessed via Quick Response codes, on Grade 10 Mathematical Literacy students' ability to complete their homework. Students often struggle to complete their Mathematical Literacy homework. To assist them outside of the classroom, an intervention involving video tutorials that explained specific sections of work and how to go about solving problems, was devised. Students could access the relevant tutorials on a mobile device via the scanning of barcodes provided on the worksheets. The effectiveness of the intervention was assessed both quantitatively and qualitatively, through analysis of the participating students' homework submissions and interviews with the students after the intervention had ended. Use was made of the YouTube analytics view count feature to observe how many times the videos had been watched. Feedback forms, focus group interviews and questionnaires were also used to obtain additional data. Unfortunately, the students did not make as much use of the intervention as had been anticipated, and this, together with the very small sample, meant that no meaningful conclusions could be drawn. The students who had made use of the intervention claimed that the tutorials had helped them in their understanding of the relevant concepts, as well as with the completion of their homework. This would indicate that the intervention was potentially beneficial. I have recommended that future research be undertaken in this regard. When trying to understand why so little use was made of the intervention, it became apparent that many of the weaker students were unaware of their limitations in Mathematical Literacy, and therefore did not feel the need to access the available resources offered by the intervention. This is a serious obstacle to implementing such an intervention, and possible solutions are considered.en_ZA
dc.identifier.apacitationEngers, E. (2017). <i>Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/25265en_ZA
dc.identifier.chicagocitationEngers, Emma. <i>"Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2017. http://hdl.handle.net/11427/25265en_ZA
dc.identifier.citationEngers, E. 2017. Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Engers, Emma AB - This study investigated the effectiveness of video tutorials, accessed via Quick Response codes, on Grade 10 Mathematical Literacy students' ability to complete their homework. Students often struggle to complete their Mathematical Literacy homework. To assist them outside of the classroom, an intervention involving video tutorials that explained specific sections of work and how to go about solving problems, was devised. Students could access the relevant tutorials on a mobile device via the scanning of barcodes provided on the worksheets. The effectiveness of the intervention was assessed both quantitatively and qualitatively, through analysis of the participating students' homework submissions and interviews with the students after the intervention had ended. Use was made of the YouTube analytics view count feature to observe how many times the videos had been watched. Feedback forms, focus group interviews and questionnaires were also used to obtain additional data. Unfortunately, the students did not make as much use of the intervention as had been anticipated, and this, together with the very small sample, meant that no meaningful conclusions could be drawn. The students who had made use of the intervention claimed that the tutorials had helped them in their understanding of the relevant concepts, as well as with the completion of their homework. This would indicate that the intervention was potentially beneficial. I have recommended that future research be undertaken in this regard. When trying to understand why so little use was made of the intervention, it became apparent that many of the weaker students were unaware of their limitations in Mathematical Literacy, and therefore did not feel the need to access the available resources offered by the intervention. This is a serious obstacle to implementing such an intervention, and possible solutions are considered. DA - 2017 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2017 T1 - Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach TI - Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach UR - http://hdl.handle.net/11427/25265 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/25265
dc.identifier.vancouvercitationEngers E. Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2017 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/25265en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherMathematical Literacyen_ZA
dc.subject.otherInformation and Communication Technologies in Educationen_ZA
dc.titleVideo tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approachen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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