ACKNOWLEDGEMENTS

The researcher wishes to acknowledge the assistance of the following persons and organisations: (a) My family, for their support and love. (b) Dr. M Lemmer and Prof. J.J.A. Smit for reading this dissertation since its early stages and giving their suggestions. (c) The Department of Statistics of the Potchefstroom University on matters relating to the statistical analysis. (d) Dr. R. Frauenknecht, whose work assisted in the development of this research. (e) The personnel of the Ferdinand Postma Library at the Potchefstroom University for assisting me in finding references. (f) Mr. Justus Roscher for helping me with the photographs. (g) Mrs. Mada Vosloo for her friendly assistance. (h) Mr. T.N. Lemmer for assisting me with the computer during the first year of this research and for patiently waiting while I was working with Mrs. Lemmer. (i) My boss, Mr. M.V. Mogonediwa, the principal, for giving me unlimited access to 2002 Grade 11 learners and to leave before time some days. (i) Grade 11 learners from Thuto-Boswa Secondary School, Ventersdorp, who participated in this research. (k) Nkopodi Nkopodi, who's published work also helped so much in this dissertation. (1) Dr. M. Lemmer, who supervised this work patiently, offering guidance and criticism. I am now more elaborative than I was before. (m)Prof. J.J.A. Smit, who also gave guidance and criticism that helped me to be a critical thinker. SUMMARY The study reported in this dissertation compares the learning effectiveness of two experimental methods that can be used in the teaching of kinematics to Grade 11 learners in Physical Science. The first method is the conventional ticker-timer experiment, while the second utilises high-technology microcomputer-based equipment. The purpose is to make recommendations for improved teaching of basic kinematics concepts and graphs, which learners have difficulties with (Halloun &amp