Feasibility of Modularisation in Teaching and Learning Mathematics Through ODeL in Teacher Education

The purpose of this study was to explore the feasibility of utilising the modular approach to teaching and learning mathematics within the context of open and distance electronic learning (ODeL) at two institutions of higher learning in Zimbabwe. Over the past three years, there has been a notable emphasis on delivering mathematics education within a technological framework at many Zimbabwean universities, thereby necessitating the implementation of a modular system. Modularisation entails partitioning the curriculum into discrete units that are delivered over short durations. Students accumulate credits from individual modules assessed monthly, which subsequently contribute to their final grade for the programme. However, despite being commended as a system capable of enhancing the quality of mathematics learning, modularisation has received scant regard from several scholars. In mathematics education, extended study time correlates with improved performance, highlighting the uncertainty regarding the ability of this system to impart foundational knowledge within a mere three weeks prior to final examinations. This qualitative study explored the feasibility of the modular system of learning by unravelling the experiences of mathematics education instructors and students with the modularisation programme implemented at two state universities in Zimbabwe. The findings suggest that modularisation may hinder mathematical innovation, as it risks fostering examination-oriented behaviours among learners, resulting in superficial understanding because of continuous assessment conducted in “bite-sized” pieces, ultimately leading to a reduction in the time allocated for comprehensive knowledge delivery.