Fostering Self-Directed Learning in Mathematics Education: Empowering Learners Through Technology-Supported Cooperative Learning

Abstract

In the current knowledge- and information-driven era, learners should develop self-directed learning (SDL) abilities at the classroom level. This study focused on the use of technology-supported cooperative learning (TSCL) to improve grade 8 mathematics learners’ SDL abilities. A mixed-methods methodology with a sequential explanatory design was adopted. This study used a design-based research approach (DBR) with two iterations. In the study’s first iterative intervention cycle, 427 grade 8 mathematics learners from 10 secondary schools in Rustenburg were purposively selected, and in the second iteration of the study, 522 grade 8 mathematics learners were enrolled. Data collection included quantitative assessment using the Self-Directed Learning Instrument (SDLI) and qualitative methods such as classroom observations, semi-structured interviews, and reflective journals. Data analysis involved descriptive statistics for quantitative data and thematic coding for qualitative data. The study found that the TSCL intervention improved the participants’ SDL abilities. The implementation of TSCL in the classroom provided an atmosphere in which learners could connect with their peers as a source of knowledge, improve communication and social skills, learn how to find relevant resources, and take ownership of their own learning process. The research findings contribute to the body of knowledge on cooperative learning (CL) as a learning approach for promoting SDL.