Abstract:
The purpose of this study was to determine how South African learners compared with their selected
international counterparts according to their teachers’ views. The analysis was based on predictor
variables that are related to the use of computer activities in teaching and learning. These variables
were extracted from the 2011 Trends in Mathematics and Science Study teachers’ datasets and
linked to the learners’ data. The results revealed that regardless of the socio-economic status between
South Africa and each of the countries, it could be claimed that some similarities can be fostered.
Similarity does not imply being totally identical, but rather demonstrates which teacher responses
between South Africa and each of the countries might have the same structure after the statistical
analysis. The differences in teachers’ beliefs between South Africa and all the countries provided
vital information about the scope of possible classroom practice and teachers’ inclinations to different
teaching approaches.
