The effectiveness of revision, based on prior knowledge and productive practice for the achievement of grade 8 mathematics learners in school- based examinations
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Date
2024
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University of the Western Cape
Abstract
This research evaluated whether the use of a teaching strategy, namely productive practice, will enhance the performance of Grade 8 Mathematics learners residing in a low socio-economic area. Two classes were selected to participate in this specific study. The learners selected, formed part of a convenience sample as the researcher taught both grade 8 classes Mathematics. The content area for the study was exponents. The data used for the statistical analysis in the study was only data from learners who wrote both pre-test and post-test.
The research utilized a quasi-experimental quantitative approach. Research participants was exposed to a pre-test post-test design. Learner test scores represented the statistical data. The data analysis was done with the statistics software package IBM SPSS version 28.0. Initially, the data explored with descriptive statistics to determine if there were no severe violations of the statistical requirements. A paired-samples t-test used to determine if there is a significant difference between the means of pre- and post-test scores. The results show that for both classes there were statistically significant differences between the pre- test and post-test scores. Class 1 showed a small effect size whereas class 2 showed a medium effect size. The results indicate that productive practice is more effective with higher Mathematics performing classes than with lower Mathematics performing classes
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Keywords
Spiral revision, deepening mathematical thinking, productive practice, exponents, t-tests