Examining learner perceptions of the introduction of computer-assisted learning in mathematics at a peri-urban school in South Africa

This study responds to a national call to improve the outcomes in mathematics in the Grade 12 matriculation examination by reporting on the perceptions of learners on the introduction of computer-assisted learning in their mathematics classroom. Three Grade 12 mathematics classes in a peri-urban school in South Africa were visited over a period of four months to observe the inclusion of a computer centre as part of the teaching of mathematics. Learner perceptions were obtained from (1) individual and group interviews and (2) an actual and preferred version of a learning environment instrument called the Computer-Assisted Learning Environment Questionnaire (CALEQ), which was developed for the South African context. The learners' indicated that they considered application of computers as a positive step as it (1) increased their involvement in the mathematics classroom, (2) gave them more exercise in problem solving in mathematics, and (3) provided them the opportunity to assess their own learning. However, a strong recommendation from this response is for more computers to be made available that would allow students to work individually thereby being able to spend more time on the computer.

Key words: Computer, Constructivist, Secondary, Case Study, IT-use, Learner Perceptions