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A blended learning Grade 12 intervention using DVD technology to enhance the teaching and learning of mathematics

Pragashni Padayachee, Hennie Boshoff, Werner Olivier, Ansie Harding

Pythagoras; Vol 32, No 1 (2011), 8 pages. doi: 10.4102/pythagoras.v32i1.24

Submitted: 08 August 2011
Published:  13 September 2011


This article describes the experiences and mathematics performance of Grade 12 learners selected to participate in a mathematics intervention project using digital video disk (DVD) technology within a blended learning context. Blended learning in the context of this study is defined as employing a variety of appropriate methods of delivery to enhance the teaching and learning process. DVD technology was used as an ingredient in this blended learning approach, since it is easily available and accessible to the majority of learners and the schools they attend. The study reported on here forms part of a larger study using action research methodology. This article reports on a single stage of the action research: implementing a change to improve the situation and observing the consequences of this action. Mathematics Incubator School Project (ISP) learners completed questionnaires with open-ended questions which pertained to their experiences of the blended learning approach. The observations of the facilitators were also recorded. A single school was used as a case study and the mathematics performance of learners who participated in the ISP was compared with that of those who did not. The findings suggest that use of DVD technology in this blended learning approach impacted on mathematics learning and enhanced the mathematics performance of learners.

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Author affiliations

Pragashni Padayachee, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa
Hennie Boshoff, Nelson Mandela Metropolitan University, Port Elizabeth, South Africa
Werner Olivier, Nelson Mandela Metropolitan University, Port Elizabeth
Ansie Harding, University of Pretoria


Mathematics DVDs; action research; learning environment; mathematics performance; interventions; under-prepared learners; disadvantaged schools


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