The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
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- Date Issued: 2021-04
The effects of case study teaching on learners’ critical thinking and language literacy skills in Physical Sciences classrooms
- Authors: Mogofe, Romulus Asaph
- Date: 2021-04
- Subjects: Physics--Study and teaching -(Secondary) , Critical thinking--Study and teaching --South africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/54669 , vital:47213
- Description: This study investigated the effects of case study teaching on learners’ critical thinking and language literacy skills in Physical Sciences classrooms at secondary school level and whether it could be integrated into the secondary school Physical Sciences lessons without hampering the teaching program. This study is a step in the right direction as it pragmatically attempts to find a constructivism-driven pedagogical strategy that would optimise the attainment of the learning goals of Physical Sciences learners in their various academic settings. To accomplish the research aim, a mixed methods design, in which a non-equivalent (pre-test and post-tests) control-group quasi-experimental design was adopted for quantitative data collection and analysis, and an exploratory case study was adopted for qualitative data collection and analysis. The intervention in the experimental group was case study teaching, whereas in the control group it was the traditional lecture method of teaching science. The topic from the syllabus on which case study teaching was tested was Electricity and Magnetism. The population of the study was all Grade 10 learners studying Physical Sciences in the secondary schools of Sekhukhune East District. The sample consisted of 122 learners from four schools (70 learners from two rural (29 for experimental group and 41 for control group) and 52 from two urban schools (30 experimental group and 22 control group)). Two schools were treated as the experimental groups and the other two as control groups. A multistep sampling process was implemented in selecting the participating schools. Quantitative data was collected using a reading comprehension test, Critical Thinking in Electricity and Magnetism (CTEM) test and a summary writing task that was marked using a Holistic Critical Thinking Scoring Rubric (HCTSR) that was developed by Facione and Facione (1994) and analysed through both descriptive (means) and inferential (two-tailed t-test, Mann Whitney U test and effect size) statistics computed through PSPP statistical pack. Qualitative data was collected through classroom observation (participant observer) in which field notes were kept and face-to-face interviews were conducted, tape recorded and transcribed for analysis. Qualitative data was analysed thematically. , Thesis (PHD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mogofe, Romulus Asaph
- Date: 2021-04
- Subjects: Physics--Study and teaching -(Secondary) , Critical thinking--Study and teaching --South africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/54669 , vital:47213
- Description: This study investigated the effects of case study teaching on learners’ critical thinking and language literacy skills in Physical Sciences classrooms at secondary school level and whether it could be integrated into the secondary school Physical Sciences lessons without hampering the teaching program. This study is a step in the right direction as it pragmatically attempts to find a constructivism-driven pedagogical strategy that would optimise the attainment of the learning goals of Physical Sciences learners in their various academic settings. To accomplish the research aim, a mixed methods design, in which a non-equivalent (pre-test and post-tests) control-group quasi-experimental design was adopted for quantitative data collection and analysis, and an exploratory case study was adopted for qualitative data collection and analysis. The intervention in the experimental group was case study teaching, whereas in the control group it was the traditional lecture method of teaching science. The topic from the syllabus on which case study teaching was tested was Electricity and Magnetism. The population of the study was all Grade 10 learners studying Physical Sciences in the secondary schools of Sekhukhune East District. The sample consisted of 122 learners from four schools (70 learners from two rural (29 for experimental group and 41 for control group) and 52 from two urban schools (30 experimental group and 22 control group)). Two schools were treated as the experimental groups and the other two as control groups. A multistep sampling process was implemented in selecting the participating schools. Quantitative data was collected using a reading comprehension test, Critical Thinking in Electricity and Magnetism (CTEM) test and a summary writing task that was marked using a Holistic Critical Thinking Scoring Rubric (HCTSR) that was developed by Facione and Facione (1994) and analysed through both descriptive (means) and inferential (two-tailed t-test, Mann Whitney U test and effect size) statistics computed through PSPP statistical pack. Qualitative data was collected through classroom observation (participant observer) in which field notes were kept and face-to-face interviews were conducted, tape recorded and transcribed for analysis. Qualitative data was analysed thematically. , Thesis (PHD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-04
The implementation of tourism curriculum in secondary schools in Fort Beaufort Education District, Eastern Cape Province: implications for sustainable tourism
- Mbilini-Kuze, Bukiwe Nomonde Constance
- Authors: Mbilini-Kuze, Bukiwe Nomonde Constance
- Date: 2021-04
- Subjects: Education, Secondary -- Curricula , Curriculum planning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24728 , vital:63536
- Description: This study examined the implementation of Tourism curriculum in Secondary Schools in Fort Beaufort Education District in the Eastern Cape. The study arose from a concern that despite the Government of the Eastern Cape organizing workshops to facilitate the implementation of Tourism curriculum for secondary school teachers, research has shown that teachers have not improved their classroom practice. It discussed the concept of Tourism curriculum implementation and highlighted problems militating against curriculum implementation at secondary school level. The researcher adopted the mixed method methodology which is embedded in the post-positivist research paradigm. The post-positivist research paradigm explains the way things are and views objectivity as an ideal that can never be achieved, however research should be conducted with greater awareness of subjectivity. By combining qualitative and quantitative methodologies, it assisted the researcher to strike a balance and avoid being subjective on issues of teacher capacity, teaching strategies and assessment, availability and use of resources and support and monitoring. The research methods used in this study include questionnaires, interviews, document analysis and observations. The findings of the study showed that there are limitations in the implementation of Tourism curriculum because of lack of capacity of School management Teams and teachers who are implementing NCS Tourism. Although the teaching strategies and assessment are stipulated in the curriculum document teachers are not using appropriate methods and assessment. Moreover, there are crucial resources and facilities provided by SMTs and the Department of Education to implement Tourism curriculum, inadequate compared to those provided for other subjects. Moreover there are limitations in terms of support (including training) and monitoring systems which are in place to enable the implementation of NCS Tourism. Possible areas for future research were highlighted and recommendations were made, for example the researcher recommends teachers to be trained adequately in order to effectively implement the Tourism curriculum. Teachers should be encouraged to use new learner-centred teaching strategies and resources should be provided in all secondary schools through the combined effort of the government, Fort Beaufort Education district and the School Management Teams (SMTs). Support and monitoring systems should be in place for proper implementation of Tourism curriculum. Tourism industries should contribute through provision of instructional materials and teachers as implementers of the curriculum should be involved in decision-making and curriculum planning. The government should employ enough teachers qualified to teach Tourism. On the other hand subject advisors should be adequately trained to enable them to provide relevant support to teachers in Fort Beaufort secondary schools. All stakeholders should be involved in fostering skills and capacities at local level to develop sustainable Tourism and local development in an integrated way. The study identified a possible an alternative model for the implementation of Tourism curriculum. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2021-04
- Authors: Mbilini-Kuze, Bukiwe Nomonde Constance
- Date: 2021-04
- Subjects: Education, Secondary -- Curricula , Curriculum planning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24728 , vital:63536
- Description: This study examined the implementation of Tourism curriculum in Secondary Schools in Fort Beaufort Education District in the Eastern Cape. The study arose from a concern that despite the Government of the Eastern Cape organizing workshops to facilitate the implementation of Tourism curriculum for secondary school teachers, research has shown that teachers have not improved their classroom practice. It discussed the concept of Tourism curriculum implementation and highlighted problems militating against curriculum implementation at secondary school level. The researcher adopted the mixed method methodology which is embedded in the post-positivist research paradigm. The post-positivist research paradigm explains the way things are and views objectivity as an ideal that can never be achieved, however research should be conducted with greater awareness of subjectivity. By combining qualitative and quantitative methodologies, it assisted the researcher to strike a balance and avoid being subjective on issues of teacher capacity, teaching strategies and assessment, availability and use of resources and support and monitoring. The research methods used in this study include questionnaires, interviews, document analysis and observations. The findings of the study showed that there are limitations in the implementation of Tourism curriculum because of lack of capacity of School management Teams and teachers who are implementing NCS Tourism. Although the teaching strategies and assessment are stipulated in the curriculum document teachers are not using appropriate methods and assessment. Moreover, there are crucial resources and facilities provided by SMTs and the Department of Education to implement Tourism curriculum, inadequate compared to those provided for other subjects. Moreover there are limitations in terms of support (including training) and monitoring systems which are in place to enable the implementation of NCS Tourism. Possible areas for future research were highlighted and recommendations were made, for example the researcher recommends teachers to be trained adequately in order to effectively implement the Tourism curriculum. Teachers should be encouraged to use new learner-centred teaching strategies and resources should be provided in all secondary schools through the combined effort of the government, Fort Beaufort Education district and the School Management Teams (SMTs). Support and monitoring systems should be in place for proper implementation of Tourism curriculum. Tourism industries should contribute through provision of instructional materials and teachers as implementers of the curriculum should be involved in decision-making and curriculum planning. The government should employ enough teachers qualified to teach Tourism. On the other hand subject advisors should be adequately trained to enable them to provide relevant support to teachers in Fort Beaufort secondary schools. All stakeholders should be involved in fostering skills and capacities at local level to develop sustainable Tourism and local development in an integrated way. The study identified a possible an alternative model for the implementation of Tourism curriculum. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2021-04
The role of national culture characteristics and business orientations in Tanzanian small business success
- Authors: Chachage, Bukaza Loth
- Date: 2021-04
- Subjects: Success in business -- Tanzania , Small business -- Tanzania , New business enterprises -- Tanzania
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/51061 , vital:43205
- Description: Despite numerous efforts to increase the business success of Tanzanian small businesses, it is still reported that progress in this regard has stagnated. The desired success in the SMME sector, and small businesses, is not being achieved, and is one of the reasons poverty in Tanzania remains significantly high. Researchers have suggested that low-income countries (LICs) such as Tanzania often do not achieve the desired growth of business enterprises due to insufficient attention being paid to issues of national culture and business orientations. Against this background, the purpose of the current study is to contribute to small business success in Tanzania by investigating the role that national culture characteristics (egalitarianism, mastery, harmony, embeddedness, affective autonomy and intellectual autonomy) and business orientations (technology, market and entrepreneurial) play in increasing the business success of Tanzanian small businesses. In this study, business success is defined as the extent to which small businesses effectively manage marketing, operations, human resources and finances. Located in the quantitative research paradigm, and using a mail survey data collection method, a sample of 640 SMMEs was targeted from eight regional economic zones in Tanzania. Of this group, 410 SMMEs, mostly small businesses, participated in the study (response rate = 64%). Instruments based on the works of Burgess (2011) and Schwartz (2004) were used to measure the business orientations and national culture characteristics of the selected Tanzanian small business owners and managers. The instrument developed by the South African Small Enterprise Development Agency (SEDA 2004) was used to measure small business success. The data analyses in this study included tests for data normalcy and the reliability and validity of the data (using Cronbach ‘s alpha and confirmatory factor analysis, respectively). Furthermore, multiple regression analyses were conducted to investigate the hypothesised relationships and other research propositions. The results of this study provided sound empirical proof of the interactive influence of national culture characteristics and business orientations on the business success of small businesses. Based on these empirical findings, a proposed framework for small business success in Tanzania was developed. The empirical results of the study provided evidence that support several existing theories, perceptions and beliefs about the relationship between national culture characteristics and business orientations. Certain findings also provided evidence that challenged aspects of existing theories, perceptions and beliefs. The study specifically highlights the importance of the technology and entrepreneurial business orientations as key positive determinants of the effectiveness of all four business functions (marketing, operations, human resources and financial management) investigated in the study. A surprising finding was the significantly negative relationship between market orientation and human resources management. The study also highlighted the centrality of the national characteristics of egalitarianism and intellectual autonomy in the development of the three business orientations (technology, entrepreneurial and market) investigated in the study. The findings suggest that the principle of the equality of people and a commitment to the continuous search and rewarding of new ideas and unique ways of doing things through continuous and professional development are important drivers of critical business orientations among Tanzanian small business owners and managers. The empirical findings furthermore highlighted the importance of mastery as a national culture characteristic. Mastery, which emphasises competence, goal-setting, hard-work, efficiency, effectiveness and self-reliance in attaining goals, influenced the effectiveness of all four business functions and two of the three business orientations investigated in the study. Finally, the study made significant contributions to the understanding of small business success in Tanzania and, arguably, across the African continent. The infusion of these insights into strategies for entrepreneurship development will go a long way to building successful businesses in the small business sector. , Thesis (DBA) -- Faculty of Business and Economic Sciences, Business Administration, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Chachage, Bukaza Loth
- Date: 2021-04
- Subjects: Success in business -- Tanzania , Small business -- Tanzania , New business enterprises -- Tanzania
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/51061 , vital:43205
- Description: Despite numerous efforts to increase the business success of Tanzanian small businesses, it is still reported that progress in this regard has stagnated. The desired success in the SMME sector, and small businesses, is not being achieved, and is one of the reasons poverty in Tanzania remains significantly high. Researchers have suggested that low-income countries (LICs) such as Tanzania often do not achieve the desired growth of business enterprises due to insufficient attention being paid to issues of national culture and business orientations. Against this background, the purpose of the current study is to contribute to small business success in Tanzania by investigating the role that national culture characteristics (egalitarianism, mastery, harmony, embeddedness, affective autonomy and intellectual autonomy) and business orientations (technology, market and entrepreneurial) play in increasing the business success of Tanzanian small businesses. In this study, business success is defined as the extent to which small businesses effectively manage marketing, operations, human resources and finances. Located in the quantitative research paradigm, and using a mail survey data collection method, a sample of 640 SMMEs was targeted from eight regional economic zones in Tanzania. Of this group, 410 SMMEs, mostly small businesses, participated in the study (response rate = 64%). Instruments based on the works of Burgess (2011) and Schwartz (2004) were used to measure the business orientations and national culture characteristics of the selected Tanzanian small business owners and managers. The instrument developed by the South African Small Enterprise Development Agency (SEDA 2004) was used to measure small business success. The data analyses in this study included tests for data normalcy and the reliability and validity of the data (using Cronbach ‘s alpha and confirmatory factor analysis, respectively). Furthermore, multiple regression analyses were conducted to investigate the hypothesised relationships and other research propositions. The results of this study provided sound empirical proof of the interactive influence of national culture characteristics and business orientations on the business success of small businesses. Based on these empirical findings, a proposed framework for small business success in Tanzania was developed. The empirical results of the study provided evidence that support several existing theories, perceptions and beliefs about the relationship between national culture characteristics and business orientations. Certain findings also provided evidence that challenged aspects of existing theories, perceptions and beliefs. The study specifically highlights the importance of the technology and entrepreneurial business orientations as key positive determinants of the effectiveness of all four business functions (marketing, operations, human resources and financial management) investigated in the study. A surprising finding was the significantly negative relationship between market orientation and human resources management. The study also highlighted the centrality of the national characteristics of egalitarianism and intellectual autonomy in the development of the three business orientations (technology, entrepreneurial and market) investigated in the study. The findings suggest that the principle of the equality of people and a commitment to the continuous search and rewarding of new ideas and unique ways of doing things through continuous and professional development are important drivers of critical business orientations among Tanzanian small business owners and managers. The empirical findings furthermore highlighted the importance of mastery as a national culture characteristic. Mastery, which emphasises competence, goal-setting, hard-work, efficiency, effectiveness and self-reliance in attaining goals, influenced the effectiveness of all four business functions and two of the three business orientations investigated in the study. Finally, the study made significant contributions to the understanding of small business success in Tanzania and, arguably, across the African continent. The infusion of these insights into strategies for entrepreneurship development will go a long way to building successful businesses in the small business sector. , Thesis (DBA) -- Faculty of Business and Economic Sciences, Business Administration, 2021
- Full Text:
- Date Issued: 2021-04