Teachers’ practices of ‘cooperative learning’ instructional technique in six schools: Implications for learner performance in Mathematics
| dc.contributor.advisor | Moyo, George | en |
| dc.contributor.advisor | Surname, Firstnames | en |
| dc.contributor.author | Febana, Papama | en |
| dc.date.accessioned | 2026-08-14T01:45:12Z | |
| dc.date.available | 2026-08-14T01:45:12Z | |
| dc.date.issued | 2015 | en |
| dc.description.abstract | One of the key features of curriculum change in South Africa in the last twenty years has been a move away from teacher centred instructional techniques to those that promote active participation of learners in their learning. Although the post democratic National Curriculum Statement has put emphasis on the importance of cooperative learning as a learner centred instructional technique, there is hardly any research on how teachers in schools understand and use it. This study sought to fill this gap by using a case study of seven mathematics classes in six schools. Data was collected through interviews, observations and document analysis. | en |
| dc.format | 158 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Febana, Papama. 2015 | en |
| dc.identifier.other | vital:29075 | en |
| dc.identifier.other | http://hdl.handle.net/10353/5094 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4788 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | Group work in education -- South Africa -- Eastern Cape Team learning approach in education -- South Africa -- Eastern Cape | en |
| dc.subject | Folk music -- Zimbabwe | en |
| dc.subject | Group work in education|zSouth Africa|zEastern Cape. | en |
| dc.subject | Group work in education -- South Africa -- Eastern Cape | en |
| dc.subject | Team learning approach in education -- South Africa -- Eastern Cape | en |
| dc.title | Teachers’ practices of ‘cooperative learning’ instructional technique in six schools: Implications for learner performance in Mathematics | en |
| dc.title.alternative | Teachers’ practices of ‘cooperative learning’ instructional technique in six schools: Implications for learner performance in Mathematics | en |
| dc.type | Thesis | en |
| dc.type | Masters | en |
| dc.type | Degree | en |