Fostering Self-Directed Learning in Mathematics Education: Empowering Learners Through Technology-Supported Cooperative Learning
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Resumo
In the current knowledge- and information-driven era, learners should develop self-directed learning (SDL) abilities at the classroom level. This study focused on the use of technology-supported cooperative learning (TSCL) to improve grade 8 mathematics learners’ SDL abilities. A mixed-methods methodology with a sequential explanatory design was adopted. This study used a design-based research approach (DBR) with two iterations. In the study’s first iterative intervention cycle, 427 grade 8 mathematics learners from 10 secondary schools in Rustenburg were purposively selected, and in the second iteration of the study, 522 grade 8 mathematics learners were enrolled. Data collection included quantitative assessment using the Self-Directed Learning Instrument (SDLI) and qualitative methods such as classroom observations, semi-structured interviews, and reflective journals. Data analysis involved descriptive statistics for quantitative data and thematic coding for qualitative data. The study found that the TSCL intervention improved the participants’ SDL abilities. The implementation of TSCL in the classroom provided an atmosphere in which learners could connect with their peers as a source of knowledge, improve communication and social skills, learn how to find relevant resources, and take ownership of their own learning process. The research findings contribute to the body of knowledge on cooperative learning (CL) as a learning approach for promoting SDL.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Educational Development in Africa, v. 10, n. Supplementary Issue
- Ano
- 2025 (2025-06-06)
- Idioma
- en
- Palavras-chave
- self-directed learning; mathematics education; eighth grade students; high school mathematics; student empowerment; peer learning
- Temas
- Avaliação
- DOI
- 10.25159/2312-3540/17346
- ISSN
- 2312-3540, 2709-2844
- Licença
- cc-by-sa
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SEKANO, Gordon Keabetswe; LAUBSCHER, Dorothy Joy; BAILEY, Roxanne. Fostering Self-Directed Learning in Mathematics Education: Empowering Learners Through Technology-Supported Cooperative Learning. International Journal of Educational Development in Africa, v. 10, n. Supplementary Issue, 2025. DOI: https://doi.org/10.25159/2312-3540/17346.
APA
Sekano, G. K., Laubscher, D. J., & Bailey, R. (2025). Fostering Self-Directed Learning in Mathematics Education: Empowering Learners Through Technology-Supported Cooperative Learning. International Journal of Educational Development in Africa, 10(Supplementary Issue). https://doi.org/10.25159/2312-3540/17346
BibTeX
@article{sekano2025,
author = {Sekano, Gordon Keabetswe and Laubscher, Dorothy Joy and Bailey, Roxanne},
title = {Fostering Self-Directed Learning in Mathematics Education: Empowering Learners Through Technology-Supported Cooperative Learning},
year = {2025},
journal = {International Journal of Educational Development in Africa},
volume = {10},
number = {Supplementary Issue},
doi = {10.25159/2312-3540/17346},
language = {en}
}RIS
TY - JOUR AU - Sekano, Gordon Keabetswe AU - Laubscher, Dorothy Joy AU - Bailey, Roxanne TI - Fostering Self-Directed Learning in Mathematics Education: Empowering Learners Through Technology-Supported Cooperative Learning PY - 2025 JO - International Journal of Educational Development in Africa VL - 10 IS - Supplementary Issue DO - 10.25159/2312-3540/17346 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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