An investigation of the Dialogical Argumentation Instructional Blended Learning Model (DAIBLM) in the Vocational Engineering Mathematics classrooms at selected Technical and Vocational Education and Training colleges in South Africa

Abstract

This thesis is part of a PhD study investigating the impact of a blended learning model on the understanding of functions in mathematics among first-year students enrolled in a Technical and Vocational Education and Training college in the Western Cape, South Africa. A mixedmethods approach was employed to examine the effectiveness of the blended learning model, which combined traditional face-to-face instruction with digital resources and online activities. The face-to-face component involves a dialogical argumentation instruction approach, while blended learning incorporates computer-mediated instruction.