Abstract:
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.
