Measuring the Learning Gains from Engagement with the Green Shoots Maths Curriculum Online

Autor/in	Tarling, Isabel
Titel	Measuring the Learning Gains from Engagement with the Green Shoots Maths Curriculum Online
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 19 (2023) 1, S.37-60 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Achievement Gains; Learner Engagement; Mathematics Curriculum; Curriculum Evaluation; Electronic Learning; Foreign Countries; Elementary School Students; Mathematics Achievement; Affective Behavior; Student Behavior; Cognitive Processes; Student Attitudes; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Rural Urban Differences; South Africa + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Affective disturbance; Active behaviour; Affektive Störung; Student behaviour; Schülerverhalten; Cognitive process; Kognitiver Prozess; Elternverhalten; Lehrerverhalten; Stadt-Land-Beziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Mathematics Education in South Africa continues to face complex, multifaceted challenges, but as data from this study show, there is reason for hope. The Western Cape Education Department recently implemented the Green Shoots Maths Curriculum Online (MCO) program in 500 of its primary schools. An ABC classification of affective, behavioural, and cognitive learning gain was used to analyse the learning gain for learners, parents, and teachers who use the Green Shoots Maths Curriculum Online (MCO) program. As part of a larger longitudinal Education Design Research project, data in this study were produced through self-reported surveys, MCO usage data, Grade 6 learners' assessment results, and project documentation. Benefits from technology interventions such as the MCO project, tend to be unevenly distributed between resource-rich and resource-poor schools. Findings from this study however indicate that the learning gains for learners, parents and teachers were distributed across all types of schools since learners, parents, and teachers in all these contexts are accessing and using the program. The results from the study may benefit policymakers and education departments who wish to roll out similar programmes, school, and district leaders who manage short and long-term implementations, and teachers and learners wanting to use comparable programs such as this. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01