Andere Kunden interessierten sich auch für
![Strategy Analysis of a Co-operative Bank]( "Strategy Analysis of a Co-operative Bank")
Strategy Analysis of a Co-operative Bank32,99 €![Curriculum Development and Evaluation]( "Curriculum Development and Evaluation")
Curriculum Development and Evaluation51,99 €![Developments In The Field Of Library & Information Science]( "Developments In The Field Of Library & Information Science")
Developments In The Field Of Library & Information Science26,99 €![Data driven decision making in recruitment]( "Data driven decision making in recruitment")
Data driven decision making in recruitment26,99 €![Sustainable Agricultural Development]( "Sustainable Agricultural Development")
Sustainable Agricultural Development40,65 €![Reflections and Interpretations]( "Reflections and Interpretations")
Reflections and Interpretations22,99 €![Impediments to Curriculum Implementation in Nine Year Basic Education]( "Impediments to Curriculum Implementation in Nine Year Basic Education")
Impediments to Curriculum Implementation in Nine Year Basic Education32,99 €
This study was informed by Bruner's (1960) Constructivist Theory to explain effects of Information and Communication Technology (ICT)-driven pedagogy on performance of Grade 12 Geometry Ordinary level learners. The study used Understanding by Design teaching approach to explain Geometrical concepts. Further, the Technology Acceptance Model (TAM) and Theory of flow Cognitive Absorption (CA) were adopted as conceptual frameworks to test for learners' perceptions toward ICT-driven pedagogy. Based on the findings of this study, it was recommended that Mathematics teachers should be encouraged to use ICT-driven pedagogy when teaching Geometry in order to improve learners' academic achievement. Furthermore, schools that are equipped with ICT facilities should be encouraged to secure GSP software in order to enhance teaching and understanding of Geometry topics.