SA Journal of Education, Vol 40, No 3 (2020)

Integration of MOODLE into the classroom for better conceptual understanding of functions in Mathematics

Nicholas Mlotshwa, Nyarai Tunjera, Agnes Chigona

Abstract


Many South African educational institutions are adopting learning management systems (LMS) into their daily teaching and learning practice. The Western Cape Education Department piloted Modular Object-Oriented Dynamic Learning Environment (Moodle), an LMS for improving teaching and learning. The objective of the research reported on here was to determine whether Moodle improved Grade 10 learners’ conceptual understanding of the topic, functions, in mathematics. The research investigated two classes; one dependent upon a traditional chalk-and-talk teaching method (control), and another exposed to Moodle (experimental). It was found that learners constructed their own knowledge by drawing on resources embedded in Moodle and framed within a Social Constructivist theory. A hybrid e-learning framework was deployed; learners acquired knowledge by interacting with computers. Interaction was monitored and results were recorded using online surveys and tests. A quasi-experimental design was employed to compare the groups. The comparisons were statistically analysed. Results showed that the functionalities within the Moodle LMS were instrumental in improving conceptual understanding of mathematical functions.

https://doi.org/10.15700/saje.v40n3a1570

ORCiD iDs of authors:
Nicholas Mlotshwa - https://orcid.org/0000-0003-4924-1529
Nyarai Tunjera - https://orcid.org/0000-0002-4305-0644
Agnes Chigona - https://orcid.org/0000-0002-4293-8190

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