Traditional and computer based teaching of grammar in grade 3 at a private school in Gauteng Province

Abstract

With technology playing a huge role in today’s school environment, the effectiveness of introducing different forms of technology into the classroom and how the technology assists teachers or ‘holds them back’ needs to be assessed. This study takes a look at the difference between traditional and computer-based teaching of Grammar in Grade three with regards to results, learners’ evaluation and teacher preferences towards one particular method or the other. The study was conducted at a private school in northern Johannesburg, Gauteng, South Africa. The study took a mixed-methods approach. Qualitative and quantitative data were collected and analysed to gain insight into how the teaching methods are used, and if one can be considered more effective, and why. Ethical approval was obtained from the University of the Witwatersrand. Permission from the school principal was obtained in order for the research to take place. Informed written consent was obtained from all participants and / or their parents / guardians. The data was analysed by the statistician and results were presented in tables and graphs. The analysis of the results from all data collected illustrated a significant difference in the results between traditional and computer-based teaching of Grammar in grade three. Recommendations include teacher training, computer availability and reliable internet access.