Effectiveness of a learning management system in developing grade 10 learners’ conceptual understanding of Functions in Mathematics

Abstract

Learning Management Systems (LMS) have come into common use recently and most educational institutions from basic to higher education are increasingly adopting them, mainstreaming them into their daily teaching and learning of functions. The Western Cape Education Department piloted the Moodle (Modular Object Oriented Dynamic Learning Environment), a Learning Management System (LMS) aimed at improving teaching and learning. The aim of this research was to ascertain the effectiveness of this LMS in developing Grade 10 learners’ conceptual understanding of Functions in Mathematics with minimum educator assistance. The research investigated two classes; one class used the traditional chalk and talk teaching (control) while the other class was exposed to the Moodle LMS. The thesis unpacked the functionalities in Moodle that makes learning of Functions in Mathematics easier. Learners constructed their knowledge by using resources embedded in Moodle using “ScenTRLE” learning model that follows Vygotsky‘s Theory of Social Constructivism. The hybrid e-learning framework was used, where learners were expected to gain pedagogically by interacting with computers. Their interaction was monitored and results are recorded using online surveys and tests. A quasi-experimental design was used to compare the groups, then statistically analysed in comparison with the traditional way of learning. Results showed that the functionalities embedded within the Moodle LMS were instrumental in improving the learning and understanding of Functions in Mathematics.