Classification of Grade 11 learners' responses to functions examination items in terms of Webb's depth of knowledge
Date
2021
Authors
Buthelezi, Thabani Sibongiseni
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Abstract
This study was aimed at determining learners’ depth of knowledge in the topic of functions in Grade 11. The 2019 Grade 11 question paper examined by the Gauteng Department of Education (GDE) and learners’ written responses to examination items that tested conceptual or procedural knowledge or a combination of both on the topic of functions were analysed and classified in terms of Webb’s Depth of Knowledge (DOK) model. The study participants were 44 learners from two schools who had written the Grade 11 Mathematics Paper I in the final standard examination of 2019. The study followed a qualitative methodology involving aspects of document analysis. The study results show that most items in the Grade 11 examination paper are pitched at DOK Level-2, which addresses the basic skills or concepts. However, learners perform better on questions that require DOK Level-1and poorly on questions that require DOK Level-3. The findings of this study also reveal that procedural knowledge was the most tested knowledge in the question paper. From19 questions that were analysed, 11 questions required procedural knowledge to respond to it, 2questions required procedural and conceptual knowledge, and another 3 questions required conceptual or procedural knowledge, while only 3questions required conceptual knowledge. It was observed that learners struggle with questions that require conceptual knowledge. The study recommends integrating technologies in the teaching and learning of functions because the use of technology in mathematics, more specifically in the concept of functions, has been recognised by many researchers to improve learners' conceptual and procedural knowledge. Improving conceptual knowledge and procedural knowledge is necessary for learners to perform better in all questions consisting of different DOK levels
Description
A research report submitted in partial fulfilment of the requirements for the degree of Master of Education for the Faculty of Humanities, University of the Witwatersrand, 2021