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Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach
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 inter...
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| Format: | Thesis |
| Language: | English |
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School of Education
2017
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| _version_ | 1867613256622800896 |
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| access_status_str | Open Access |
| author | Engers, Emma |
| author2 | Hodgkinson-Williams, Cheryl |
| author_browse | Engers, Emma Hodgkinson-Williams, Cheryl |
| author_facet | Hodgkinson-Williams, Cheryl Engers, Emma |
| author_sort | Engers, Emma |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/25265 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:15.376Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/25265 Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach Engers, Emma Hodgkinson-Williams, Cheryl Mathematical Literacy Information and Communication Technologies in Education 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. 2017-09-20T13:57:54Z 2017-09-20T13:57:54Z 2017 Master Thesis Masters MEd http://hdl.handle.net/11427/25265 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Mathematical Literacy Information and Communication Technologies in Education Engers, Emma Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach |
| thesis_degree_str | Master's |
| title | Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach |
| title_full | Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach |
| title_fullStr | Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach |
| title_full_unstemmed | Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach |
| title_short | Video tutorials and Quick Response codes to assist Mathematical Literacy students in a non-classroom environment: An Activity Theory approach |
| title_sort | video tutorials and quick response codes to assist mathematical literacy students in a non classroom environment an activity theory approach |
| topic | Mathematical Literacy Information and Communication Technologies in Education |
| url | http://hdl.handle.net/11427/25265 |
| work_keys_str_mv | AT engersemma videotutorialsandquickresponsecodestoassistmathematicalliteracystudentsinanonclassroomenvironmentanactivitytheoryapproach |