Faktore wat onderwysers se gebruik van GeoGebra vir Wiskundeonderrig beïnvloed
Loading...
Date
Authors
Stols, Gerrit Hendrikus
Venter, Stephan J.
Louw, Elizabeth M.
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS Open Journals
Abstract
Hierdie studie het ondersoek gedoen na faktore wat onderwysers se gebruik van
wiskundesagteware (in hierdie geval GeoGebra) vir onderrig en leer beïnvloed. Deelnemers
aan die studie is by wyse van doelsteekproeftrekking geselekteer uit ’n groep onderwysers
wat sagtewareopleiding ontvang het, toegang tot rekenaars het en met die sagteware
vertroud is. Vyf-en-sewentig respondente het die gestruktureerde vraelyste voltooi.
Veelvoudige regressie is gebruik om die verhouding tussen die vier konstrukte van die
Unified Theory of Acceptance and Use of Technology te ondersoek. Hierdie konstrukte is
prestasieverwagting, verwagte inspanning, sosiale invloed en fasiliterende omstandighede met
betrekking tot onderwysers se voorneme om die wiskundesagteware te gebruik. Die studie
het bevind dat die kombinasie van die vier bogenoemde konstrukte 30% van die variansie in
respondente se voorneme om die sagteware te gebruik verduidelik het. Daar is gevind dat
fasiliterende omstandighede in die studie nie regstreeks ’n invloed op mense se gebruik, al dan
nie, van die sagteware het nie, aangesien almal van hulle toegang tot rekenaars het. Die
sosiale invloed is die enigste konstruk wat die voorneme om GeoGebra te gebruik direk
beïnvloed het. Onderwysers se voorneme om sagteware te gebruik het geblyk die werklike
gebruik van sagteware vir onderrig en leer te voorspel.
This study investigated factors that influence teachers’ use of mathematics software (in this case GeoGebra) for teaching and learning. Participants in the study were purposefully selected from a group of teachers that have received software training, have access to computers, and are familiar with the software. Seventy-five respondents completed the structured questionnaires. Multiple regressions were used to investigate the relationship between the four constructs of the Unified Theory of Acceptance and Use of Technology. These constructs are performance expectancy, effort expectancy, social influence, and facilitating conditions on teachers’ intention to use the mathematics software. This study found that the combination of the four above mentioned constructs explained 30% of the variance in respondents’ intention to use the software. Facilitating conditions were not found to directly influence whether or not people actually used the software because all of them have access to computers. Teachers’ intention to use GeoGebra was found to predict the actual use of GeoGebra for teaching and learning.
This study investigated factors that influence teachers’ use of mathematics software (in this case GeoGebra) for teaching and learning. Participants in the study were purposefully selected from a group of teachers that have received software training, have access to computers, and are familiar with the software. Seventy-five respondents completed the structured questionnaires. Multiple regressions were used to investigate the relationship between the four constructs of the Unified Theory of Acceptance and Use of Technology. These constructs are performance expectancy, effort expectancy, social influence, and facilitating conditions on teachers’ intention to use the mathematics software. This study found that the combination of the four above mentioned constructs explained 30% of the variance in respondents’ intention to use the software. Facilitating conditions were not found to directly influence whether or not people actually used the software because all of them have access to computers. Teachers’ intention to use GeoGebra was found to predict the actual use of GeoGebra for teaching and learning.
Description
Keywords
Onderwysers, GeoGebra, Sagtewareopleiding, Teachers, Learning, Software training, Leer
Sustainable Development Goals
Citation
Stols, G.H., Venter, S.J. &
Louw, E.M., 2016, ‘Faktore
wat onderwysers se gebruik
van GeoGebra vir
Wiskundeonderrig
beïnvloed’, Suid-Afrikaanse
Tydskrif vir Natuurwetenskap
en Tegnologie 35(1), a1366.
http://dx.DOI.org/ 10.4102/satnt.v35i1.1366.