Showing items 641 - 660 of 1687

Your selections:

Exploring a genre-based pedagogy in the teaching of writing explanation texts in a Grade 11 ESL classroom: an action research case study

  • Authors: Nekondo, Linus Vaakohambo
  • Date: 2017
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/41603 , vital:25107
  • Description: This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
  • Full Text:
  • Date Issued: 2017

Exploring acyl azides chemistry in continuous flow systems

  • Authors: Sagandira, Cloudius Ray
  • Date: 2017
  • Subjects: Organic compounds -- Synthesis Flow chemistry
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: http://hdl.handle.net/10948/12065 , vital:27028
  • Description: Organic azides are important in the synthesis of many target molecules of great use in fine chemical and pharmaceutical production. The use of this class of compounds is however limited due to their hazardous nature and many safety concerns, as they are highly exothermic. Micro reactors can handle exotherms extremely well, due to the inherent high surface area to volume ratio, unlike the conventional batch process. This dissertation therefore aims to investigate the safe application of micro reactors in acyl azide chemistry.With this in mind, Chapter 1 provides a comprehensive background on organic azides, reaction calorimetric studies, flow chemistry technology (micro reactors) and their theoretical advantages. This chapter also discusses the preparation of organic azides in continuous flow systems and scaling up in continuous flow systems. Chapter 2 illustrates and discusses multivariate optimisation of benzoyl azide synthesis as a model reaction, synthesis of other acyl azides using the model reaction optimised conditions and multistep synthesis of carbamates, amides and amines in continuous flow systems via the Curtius rearrangement of benzoyl azide formed in situ from benzoyl chloride and sodium azide. The chapter also discusses process hazards analysis and evaluation of benzoyl azide synthesis and decomposition using calorimetric studies. It also investigates and discusses the effects of different mixing regimes and channel sizes on scale up. Chapter 3 has comprehensive experimental details for the whole dissertation with Chapter 4 providing the concluding remarks and future work recommendations.
  • Full Text:
  • Date Issued: 2017

Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science

  • Authors: Mukwambo, Muzwangowenyu
  • Date: 2017
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10962/8382 , vital:21389
  • Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
  • Full Text:
  • Date Issued: 2017

Exploring attitudes and perceptions about the knowledge acquisition process and experiences of Ngangelizwe youth graduates in the Eastern Cape to understand the significance of their education: a Freirean approach

  • Authors: Bango, Yanda Tamsanqeleka
  • Date: 2017
  • Subjects: Freire, Paulo, 1921-1997 , Education -- Sociological aspects -- South Africa -- Mthatha , College graduates, Black -- South Africa -- Mthatha -- Attitudes , College graduates, Black -- South Africa -- Mthatha -- Case studies
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10962/4277 , vital:20642
  • Description: Education is a critical phenomenon which cannot be ignored as its effects cut across all spheres of life, especially the social and economic aspects. In the particular case of South Africa, education has been a serious issue of concern for a very long time and after the transition process took place in 1994 it became a priority on all agendas of governance. Expanding on the already existing debate about education in South Africa, this thesis specifically explores attitudes and perceptions about the knowledge acquisition process and experiences of Ngangelizwe youth graduates to understand the significance of education in their lives. As Freire wrote about the phenomenon of education from the point of view of the oppressed and marginalized in society, his theory explains and aids as a tool for careful analysis in this case. Moreover, considering that at the centre of Freire’s world view was the belief that humans have an ontological vocation to become more fully human, the youth graduates of Ngangelizwe became a good case as they live under conditions that one would regard as dehumanizing and oppressive. The youth graduates’ actions and attitudes would therefore guide and provide indication as to whether their education, both from academic spaces and the community, has empowered them to challenge the dehumanizing and oppressive nature of the dominant culture as a means to becoming fully human in their life and time, particularly in their community of Ngangelizwe. While the general finding has been that the participants’ education portrays both elements of banking and problem-posing education, it was also discovered that it all depends on the level and forces of education that the participants receive their inspiration from. This is due to the fact that education is not one dimensional, it begins from the moment one is born up until he or she no longer exists on earth. Therefore, education does not belong to one group of people; everyone has the ability to educate in as much as he or she has the ability to be educated.
  • Full Text:
  • Date Issued: 2017

Exploring best practices for crisis communication

  • Authors: Hlela, Nomfundo
  • Date: 2017
  • Subjects: Communication in organizations Corporations -- Public relations , Crisis management Communication in management
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10948/15060 , vital:28118
  • Description: In the past few decades, corporate crises have received high media attention and revealed the impact that a disaster can have on a company’s reputation. A breadth of scholarly literature has already analysed crisis communications and key elements of an effective response. In this study I examine crisis communications strategies of two companies (British Petroleum and Domino’s Pizza) who responded differently when faced with a crisis. The study will explore the companies’ actions and various media materials including public statements, press releases and social media platforms. This information will be presented alongside corresponding news coverage to reveal how the media translated these actions. Results show that by accepting responsibility and marketing efforts to stop the disaster, a corporation can transform its communication strategy and recover its reputation.
  • Full Text:
  • Date Issued: 2017

Exploring change-oriented learning, competencies and agency in a regional teacher professional development programme's change projects

  • Authors: Mandikonza, Caleb
  • Date: 2017
  • Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern , International Certificate in Environmental Education , Environmental education -- Africa, Southern , Teachers, Training of -- Africa, Southern , Education -- Philosophy , Mediated learning experience , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10962/4410 , vital:20660
  • Description: This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this study this was referred to as environment and sustainability education (ESE). Environment and sustainability education is a developing notion in southern Africa and the SADC Regional Environmental Education Programme (REEP) was set up to support capacity for mainstreaming ESE. ESE was one of the responses taken by the SADC region to respond to prevalent environment and sustainability issues across the region. This study focused, in general, on establishing the mediatory roles of the reflexive mediatory tool, the change project in the course. More specifically, the research explores the mediatory role of course interventions and activities that were used to develop understanding of and to frame the change project in fostering agentially motivated changed practice in the teacher education sector. Drawing on realist social theory, which is a form of critical realism, especially the work of Margaret Archer, the study used the principle of emergence to interpret changes in the course participants' practices. The study was framed using the research question: How do mediated actions in a regional professional development programme and the workplace influence Environment and Sustainability (ESE) competencies, practice, learning and agency in Teacher Education for Sustainable Development (TESD) change projects? The following sub-questions refined the study: • What mediated actions on the course influence ESE competences, practice, learning and agency on the professional development programme? • How do these identified mediated actions influence ESE competences, practice and learning on the professional development programme? • What mediated actions in workplaces influence ESE competences, practice, learning and agency in the change projects in teacher education institutions? • How do these identified mediated actions in workplaces influence ESE competences, practices and mediated actions in the workplace? Notions of practice, agency, reflexivity, competences and capabilities were used to sensitise explanations of features emergent from course interactions; the process of analysis was under-laboured by the theoretical lens of critical realism and realist social theory. Mediation theory was used to explain the role of interventions across the course. The study used a case study approach with three cases of teacher educators from two institutions in two southern African countries. Data were generated through document analysis of course portfolios, semi-structured interviews with research participants, observations of participants during their teaching and through group discussions in a change management workshop to establish features that emerged from the course and change project interactions. The principle of emergence recognises that any interactions result in new features of characteristics that are different from the original. In this case, the study investigated those features shown by participants after being exposed to the course's mediatory tools. In order to describe the cases, a narrative approach was used. The study was conducted at the interface of the United Nations Decade of Education for Sustainable Development (UNDESD) and the Global Action Plan for Education for Sustainable Development, therefore the outcomes have implications for capacity development for ESE during and beyond the Global Action Plan for Education for Sustainable Development. The key finding is that capacity development for ESE needs to foreground reflexive engagement with one's own practice for it to be meaningful and relevant. The change project provided course participants with the opportunity to engage with their own practice and particularly their competences and capabilities through its mediatory tools. Course participants showed emergent properties that were evidence of expanded zones of proximal development (ZPD) in competences, capabilities and agency. The study illustrates that meaningful learning happens when immersed in context and when learners are able to make connections between concepts, practices and experiences (their praxis). The study also illustrates that capacity building creates opportunities for practitioners to expand their repertoire through the course activities. Some of the course activities stimulated, enhanced and gave impetus to their agency or double morphogenesis for them to continue to expand that repertoire by trying and retrying changes in practice that they value on their own and in communities of practice. Capacity development courses need to be structured to involve a variety of mediatory activities as some of these are relevant and are valued for different teacher education contexts. The study also shows how knowledge and understanding of classical Vygotskian mediation can be used to frame and structure courses for developing the ZPD retrospectively and how the repertoire which forms the ZPD has potential to be expanded and to keep expanding, whether at individual level or in community with others, as an object in the post-Vygotskian mediation process. The change project provides the starting point, the vehicle and momentum to teacher educators to critique and to reflexively transform competences or aspects of their practice that they value. The study showed that capacity development through the change project generated momentum for potentially morphogenetic changes in teacher education practice. The course initiated interactions at the phase T2-T3 that disrupted teacher educators' habitus. On-course phase activities such as assignments, lectures, discussions, practical tasks, excursions and regional knowledge exchange groups contributed smaller morphogenetic cycles to the main cycle. Reflexive engagement with one's own practice becomes a useful tool for building capacity for scaling capacity for mainstreaming ESE during and after the Global Action programme for ESD. Contributions of the study therefore go beyond the SADC region to contribute insights into capacity development for ESD in similar conditions of teacher education across the world.
  • Full Text:
  • Date Issued: 2017

Exploring counterfeit versus authentic purchases of youth consumers

  • Authors: Koeberg, Richenda
  • Date: 2017
  • Subjects: Brand name products Young consumers
  • Language: English
  • Type: Thesis , Masters , MCom
  • Identifier: http://hdl.handle.net/10948/18805 , vital:28725
  • Description: The purpose of this research was to explore counterfeit versus authentic luxury branded products from the perspective of consumers’ choice and social influence. Africa’s high level of domestic poverty has been one of the crucial factors for encouraging the import of counterfeit products (Meeking, 2013). In 2011, South Africa had estimated the counterfeit industry to be at R3.60 billion; and it is currently viewed as the world’s fastest growing industry (Le Cordeur, 2012; News24, 2011). Research on the purchases of counterfeit and authentic luxury brands has focused primarily on the supply side; however, this assumes that consumers are unaware of counterfeits. The aim was to explore whether consumers are able to distinguish between authentic and counterfeit products. In addition, the research also aimed to explore: 1) Youth consumers’ perceptions of luxury brands; 2) the attitudes of youth consumers towards counterfeit luxury brands; 3) the behaviour of youth consumers towards counterfeit products in general; and 4) the perceived influence of functional or status utility products on purchase behaviour. Therefore To methods of analysis was used; first a discrimination test was conducted and analysed using basic descriptive statistics were used. And second, a qualitative research methodology was adopted, from a social constructionist paradigm. Four focus-group interviews were conducted and analysed using thematic analysis. The results from the thematic analysis identified five themes, namely: 1) The conceptualisation of counterfeits; 2) conceptualising luxury brands; 3) attitudes towards counterfeit-branded products; 4) consumer decision-making styles; 5) status; and 6) post-purchase behaviour. This empirical study forms a foundation for future research on this phenomenon in the current context. Additionally, manufacturers should be aware of the impact of selling defect branded products on consumers’ conceptualisation of counterfeits. Marketers should also focus on the salient role of sneakers as status symbols among youth consumers.
  • Full Text:
  • Date Issued: 2017

Exploring employees' need for the development of an employee assistance programme at a welfare organisation

  • Authors: Mncunzwa, Gcobisa
  • Date: 2017
  • Subjects: Employee assistance programs
  • Language: English
  • Type: Thesis , Masters , MSoc
  • Identifier: http://hdl.handle.net/10353/5554 , vital:29325
  • Description: The study was conducted in order to determine the employee needs for an employee assistance programme in a welfare organisation in East London, Eastern Cape. This study was born out of a need from the management of this welfare organisation in East London who identified a need for an employee assistance Programme (EAP) within their organisation. According to management, there was a decline in productivity, and high stress levels due to high caseloads and societal demands (Leeuw, May 15, 2015). The theoretical framework that guided this research was systems theory. The rationale for using systems theory is that this study deals with individuals within an organisation who must coexist on a daily basis. There is a general belief that people and their physical-social-cultural environment interact in processes of mutual reciprocity and complementary exchanges (Merton, 2009). A qualitative approach was used in this study. Eight (8) employees from various levels in a welfare organisation were purposively selected to participate in the study. Semi-structured interviews were conducted with the participants and the interviews took more than forty-five (45) minutes each and this enabled the acquisition of rich information which is described in the findings and is used as a basis for the recommendations in the study. After the examination of the needs of employees for an EAP from the observations of both the employer and the employee it was clear that there is a need for employee assistance programmes in welfare organisations. Employees in this organisation are experiencing stress, burnout and were highly concerned about high caseloads that makes them feel incompetent to render adequate and quality services to their employees. The study also revealed that both employees and management of this organisation have different needs, experience different types of problems and view the EAP in different contexts. Despite the differences in their outlook on the situation, the evidence indicates that both employer and employee perceive that there is a need for an EAP, especially clinical services. At the same time, the issue of funding such a programme is also a concern. Recommendations were made for the organisation to develop an EAP to address the needs identified by employees, and for a clear communication strategy be developed to make all levels of employees within the organisation aware of the existence of such a programme. Another recommendation was made for the organisation to identify specific days on which they will conduct preventative awareness and debriefing sessions for the employees. It was also recommended that the South African Council for Social Services Professionals must standardise, regulate and monitor caseloads for the social work profession.
  • Full Text:
  • Date Issued: 2017

Exploring fathers' role in supporting their children's learning : a case of selected primary schools in the East London District

  • Authors: Pampila, Siyabulela
  • Date: 2017
  • Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Home and school -- South Africa -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10353/4915 , vital:28755
  • Description: The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.
  • Full Text:
  • Date Issued: 2017

Exploring feeding ecology and population growth rate responses of ungulates in Southern African arid biomes

  • Authors: Vermeulen, Mika Margaret
  • Date: 2017
  • Subjects: Ungulates -- South Africa Arid regions -- South Africa
  • Language: English
  • Type: Thesis , Masters , MSc
  • Identifier: http://hdl.handle.net/10948/15237 , vital:28189
  • Description: Limited resources, extreme temperatures and predators are some of the stresses that are faced by ungulates in arid biomes. Understanding how these stressors influence ungulate feeding ecology and population growth rates is important for managers, as these could influence the persistence of ungulates in protected areas. An understanding of these stressors is especially relevant given the significant population declines in ungulate species globally. The Nama Karoo biome and the arid Savanna, an arid form of the Savanna biome, are both arid, but have distinct rainfall seasonality and vegetation structure and represent unique characteristics that need to be properly considered in their own regard. The literature on African ungulate feeding ecology covers a range of species and biomes from southern and east Africa, however, very little is known about ungulate dietary preferences in the Nama Karoo. Unexplained population declines in springbok (Antidorcas marsupialis) and red hartebeest (Alcelaphus buselaphus caama) have occurred at local scales across the Nama Karoo and the arid Savanna, most notably springbok population declines at the Karoo National Park (Karoo NP). This study sought to improve the understanding of ungulate feeding ecology and population growth rate responses in two arid biomes of South Africa. To achieve this, ungulate dietary composition was characterised, in terms of the proportional seasonal contribution of C4 and C3 plant forms, of a range of ungulates in the Nama Karoo, at the Karoo NP and the arid Savanna, at the Tswalu Kalahari Reserve (Tswalu KR), using stable carbon isotope analysis. Fresh faecal samples of ungulate species were collected from both the biomes during the dry, early wet and late wet seasons. Species were categorised per biome into feeding guilds and the effects of season, biome and the interaction thereof on the diets of the ungulate species explored. Furthermore, the findings were interpreted against what is known about diets of the respective species elsewhere in southern and east Africa. Secondly, trends in ungulate population growth rates were assessed within the Karoo NP and the Tswalu KR over the past 12 and14 years respectively. Furthermore, the variables influencing ungulate population growth rates (and generality of trends), with emphasis on ungulate biomass and rainfall, were explored at biome and species level. Population size data were obtained from annual aerial censuses for the period 2002-2015 and used to calculate annual growth rates and biomass for each ungulate species. The contribution of C4 forage to the diets of ungulate species in the arid Savanna was generally higher than in the Nama Karoo,in line with greater relative abundance of C4 grasses in the former. During winter (dry season) C3 intake was higher in the Nama Karoo than in the arid Savanna, reflecting C3 plant growth (C3 grasses and shrubs) and rainfall during winter in the Nama Karoo. Mean population growth rates during the study period were negative in some of the threatened species considered, i.e. mountain reedbuck (Redunca fulvorufula fulvorufula), tsessebe (Damaliscus lunatus lunatus) and Hartmann’s mountain zebra (Equus zebra hartmannae). No evidence for negative density dependent regulation (~intra-/interspecific competition) of ungulate population growth rates was found, whereas bottom up (~rainfall) and positive density dependent (~biomass of the species under investigation) regulatory mechanisms were most influential. The rainfall and biomass variables influenced the population growth rates of smaller ungulate species more than those of larger bodied ungulate species. Knowledge of ungulate diets will enable managers of protected areas to better understand how climate change, and resultant changes in relative abundances of plant growth forms, will influence specific ungulate species. The finding that increased population biomass positively influenced certain ungulate species’ growth rates has potential implications for management intervention as ungulate biomass is a variable that can be manipulated in protected areas. The reinforcement of existing mountain reedbuck, springbok and red hartebeest populations, specifically, at the Karoo NP and the Tswalu KR may counter their current negative growth rates in these two protected areas. Finally, the influence of protected area size and fencing, on ungulate vulnerability to predators (~top down) and forage quality (~bottom up) mechanisms in arid biomes needs to be further explored.
  • Full Text:
  • Date Issued: 2017

Exploring Grade 12 Biology teachers’ conceptions, dispositions and pedagogic strategies when mediating learning of evolution in Namibia

  • Authors: Katuuo, Henry U
  • Date: 2017
  • Subjects: Biology teachers -- Attitudes -- Namibia , Biology teachers -- Training of -- Namibia , Evolution -- Study and teaching -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/13762 , vital:21856
  • Description: The Namibian Senior Secondary Certificate Examiners’ Reports (2013) shed light on the topics in which learners often perform poorly and evolution is one of such problematic topics. Anecdotal reasons include religious views of teachers, opposition by learners to the topic, and inadequate understanding of the subject content knowledge. I have not come across any literature on evolution in Namibia that formally look closely at this problem. We do not have a clear idea of what is going on in Namibian science classrooms, when evolution is taught. We do not have a clear idea of the factors at play in the teaching of evolution in these classrooms, either when it is done well and completely or when it is not so. It is against this background that I was inspired to engage in this study which examined teachers’ conceptions, dispositions and pedagogical strategies that they use when teaching evolution. The study is underpinned by an interpretive paradigm, which afforded me an opportunity to understand the teachers’ worldviews in relation to evolution. It also allowed me to gain insight on the pedagogical strategies that teachers use when mediating learning of the topic of evolution and its related concepts. Within the interpretive paradigm, a case study approach was adopted, using a mixed-method design generating both quantitative and qualitative data. Teachers from two regions, namely, the Hardap region and Khomas region, participated in the study. Data were generated using questionnaires, semi-structured interviews and lesson observations. Fifteen questionnaires were completed and from those questionnaires, the sample included six teachers (40%) from the Hardap region while nine teachers (60%) were from the Khomas region. For the interview, the sample included two teachers - one from each region. For the observations, I observed five teachers teaching evolution. I presented quantitative data in tables and graphs, whereas the qualitative data was analysed inductively using Vygotsky’s (1978) socio-cultural theory as a theoretical framework. In addition, I used Ogunniyi’s (2006) Contiguity Argumentative Theory (CAT) as an analytical framework. These theories were used as lenses to interpret and make sense of the qualitative data, which I colour coded to form sub-themes. Thereafter, overlapping sub-themes were combined to form themes, which were linked to the research questions and in relation to literature/theory. Similarly, overlapping themes were combined to form analytical statements. It emerged from the study that religious views did not play a large role in most teachers’ views and attitudes towards the teaching of evolution. Instead, it emerged that lack of content knowledge on evolution is the main factor that influences teachers’ views and attitudes towards teaching evolution in schools. This is quite profound, as the assumption is that when teachers are religious, the likelihood is that they would object to the teaching of evolution. In light of this, the study recommends that there is a need for professional development and support of science teachers, so that they are able to properly mediate the learning of evolution.
  • Full Text:
  • Date Issued: 2017

Exploring Grade 9 Physical Science teachers’ views and experiences on the inclusion of indigenous knowledge in their lessons: a Namibian case study

  • Authors: Simasiku, Fredrick Simataa
  • Date: 2017
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/6919 , vital:21200
  • Description: There is extensive research on the fact that the learning of science is assisted through the inclusion of the prior everyday knowledge and local knowledge that learners bring from home and from within their communities. It is precisely for this reason that the Namibian Learner Centered Education (LCE) curriculum encourages teachers to include learners’ prior everyday knowledge in their science lessons. However, the inclusion of traditional knowledge/local knowledge or indigenous knowledge (IK) and how this should be done has been largely ignored both in the Namibian school science curriculum and textbooks. It is against this background that this study sought to explore teachers’ views and experiences on the inclusion of IK in Physical Science Grade 9 lessons as well as the pedagogical strategies that they use. This research used a mixed methods approach (quantitative and qualitative data were collected) which was underpinned by the interpretive paradigm. Within the interpretive paradigm, I employed a case study approach. The study was carried out in the Endola education circuit of the Ohangwena Region. Essentially, the study explored three things: Firstly, the views, experiences and pedagogical strategies of Grade 9 Physical Science teachers on the inclusion of indigenous knowledge in their lessons. Secondly, to find out what factors enable the teachers to integrate their local knowledge into Physical Science lessons? Thirdly, to look at constraints that affect Grade 9 Physical Science teachers in the use of local knowledge in their science lessons. Data were collected using questionnaires and semi-structured interviews. The data obtained were validated in two ways, firstly, the data were triangulated from different data gathering techniques, and secondly, validation was done by member checking of the transcribed scripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyze the data. The data generated were coded inductively and presented in graphs, tables and descriptive texts to make meaning. The findings from the research revealed that teachers in the Endola circuit do make some efforts to include indigenous knowledge in their lessons. Furthermore, teachers seemed to grasp the benefits and constraints that come with the inclusion of indigenous knowledge in their science lessons. For example, it emerged that indigenous knowledge enables learners to link what they are taught in the science classroom to what is happening in the community or at home, thereby enhancing their understanding of the concepts. Topics such as acids and bases, friction, combustion, static electricity and pressure emerged as some of the topics in which teachers include indigenous knowledge. On the other hand, the issue of language, textbooks and lack of indigenous knowledge by teachers affects the way teachers are able to include IK in their lessons. This study thus recommends that teachers should explore different indigenous practices that can be linked to the topics in the curriculum or syllabus to enhance learning and teaching. Furthermore, they need to involve local communities that possess indigenous knowledge to help in delivering indigenous practices during the lessons. Lastly, teachers and communities should start developing learning and teaching support materials that are useful when local knowledge is included.
  • Full Text:
  • Date Issued: 2017

Exploring HIV and AIDS workplace programmes in the tourism industry of Nelson Mandela Bay

  • Authors: Mahlangeni, Iviwe
  • Date: 2017
  • Subjects: AIDS (Disease) -- Prevention and control -- South Africa , HIV infections -- Prevention and control -- South Africa , Tourism -- South Africa -- Nelson Mandela Bay , Health Programmes
  • Language: English
  • Type: Thesis , Masters , MPhil
  • Identifier: http://hdl.handle.net/10948/9197 , vital:26473
  • Description: The aim of this study was to explore and describe HIV and AIDS workplace programmes and policies (WPPs) in the tourism industry of Nelson Mandela Bay Municipality (NMBM) in South Africa. This study adopted a quantitative and qualitative approach, in other words, a mixed approach. The reason for using more than one method of inquiry was to obtain a deeper understanding of the tourism industry of NMBM in terms of examined behaviour, and of the meaning of occurrences in the industry. To gather qualitative data concerning HIV and AIDS programmes, key informant stakeholders in the tourism industry at global, national, provincial, and local levels were identified to conduct in-depth interviews. These respondents were selected using the non-probability sampling method of quota sampling. This is a type of stratified sampling in which the selection of the strata within the sample is not random, but rather is typically left to the discretion of the interviewer (Wienclaw, 2015). One respondent for each level of the industry was selected, resulting in four key informant stakeholders participating in the qualitative research component of this study. The initial criterion for participation in the quantitative portion for this study was that tourism businesses based in NMBM must be able to produce robust evidence of HIV and AIDS WPPs. The researcher selected the probability sampling method of stratified random sampling with proportional allocation. This technique considers the known characteristics of the population (Wienclaw, 2015). A database of tourism businesses was obtained from the local tourism organisation, who are members of the governing body for local tourism. This database was cleaned, to eliminate any data that did not meet the participation criterion for the study. Ten per cent of the total number of businesses in the cleaned database were sampled. The simplest approach to sampling is to merely randomly select from the population by, for example, having a computer choose names at random from a list, or by selecting names from a hat (Wienclaw, 2015). Therefore, every fifth business listed on the sampled database was selected to participate. Unfortunately, surveys tend to have notoriously low return rates, and people are frequently reluctant to give out information over the phone. This was also the case for most of the tourism businesses in the sample. When emailed or telephoned, they refused to participate for various reasons. Some stated that HIV does not affect their business; others reported that their businesses were too small and therefore they could not afford to implement these programmes. Some businesses were hearing about the WPP for the very first time, while several others responded with simple disinterest in participating. The findings of the study are that although tourism is viewed as an important industry that contributes to the economy, tourism businesses do not include any intervention programmes with which to respond to the threat of HIV and AIDS to their businesses. Additionally, there is neither leadership nor support from any level of the tourism industry, to create a conducive environment for the adoption of HIV and AIDS WPPs by tourism businesses. The primary reason for the lack of uptake of these programmes is ignorance across cascading levels of the tourism industry, which includes tourism businesses. Additionally, a number of perceived barriers, such as size of business, are cited as the reasons why tourism workplaces in the NMBM fail to participate in HIV and AIDS WPPs. It is anticipated that this study will create further awareness of HIV and AIDS WPPs, in an industry that seems to have limited knowledge about such programmes. This study will also provide guidance regarding the requirements to implement effective HIV and AIDS WPPs.
  • Full Text:
  • Date Issued: 2017

Exploring how Grade 11 Physical Science learners make sense of the concept of rates of reactions through the inclusion of the indigenous practice of making oshikundu: a Namibian case study

  • Authors: Nikodemus, Kristof Shingwilila
  • Date: 2017
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/8154 , vital:21360
  • Description: It has been observed that the teaching and learning of the concept of rates of reactions is seen as being difficult for most Namibian learners. Concerns have been expressed in Examiners’ Reports about candidates showing little knowledge of the topic ‘rates of reactions’. Hence, this study sought to explore how indigenous knowledge and practices through a practical activity of making oshikundu, enabled or constrained learner-engagement and sense-making of the concept of rates of reactions in Namibian schools. Underpinned by an interpretive paradigm, the study tried to describe and understand how learners make sense of their world. Within the interpretive paradigm, a mixed-method case study approach was adopted. It is informed by Vygotsky’s socio-cultural theory, which recognises that learning and meaning-making are represented as originating from social interactions among individuals. The research study was conducted in a rural secondary school in the northern part of Namibia with Grade 11 Physical Science learners. Purposive sampling techniques were used to select three learners from the class, as the interview sample. A pre-test was used to gather data on the type of prior knowledge that Grade 11 Physical Science learners had of concepts related to rates of reactions. The pre-test’s content was validated by two Physical Science specialists. Observations were used to explore how learners make sense of rates of reactions during lessons. In addition to observations, interviews and a post-test were used in order to gather data on how the practical activity of making oshikundu enabled or constrained Grade 11 Physical Science: (a) learner engagement and (b) sense-making of the concept of rates of reactions. The findings of the study found that learners were more engaged and participated more fully in class than in previous year when the indigenous practice of making oshikundu was incorporated during the science lessons. The study thus recommends that indigenous knowledge and practices be integrated into Physical Science classrooms for effective teaching and learning and sense making of science concepts.
  • Full Text:
  • Date Issued: 2017

Exploring how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew

  • Authors: Paulus, Demetria
  • Date: 2017
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/17637 , vital:22266
  • Description: Physical Science is one of the subjects in which learners perform poorly in most Namibian schools. For instance, in ║Kharas region where the study was conducted, from 2010 to 2016, the overall performance has ranged between 20-40%. Furthermore, according to the results analysis report from the Directorate of National, Examination and Assessments (DNEA), from 2012 to 2016, the ||Kharas region was ranked 11th, 12th, 13th, 14th and 10th in the regional rankings. From the Examiner’s reports, the most poorly answered questions in the National Senior Certificate examinations are those that require learners to explain and show understanding. Additionally, the reports highlighted that learners lack practical skills or lack exposure to experiments and demonstrations to enhance their understanding (Namibia, 20142015). It is against this background that this study sought to explore how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew. In particular, the study addressed the following sub-questions:1) what are Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge during Science lessons? 2) What factors influence Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge? 3) How do Grade 11 Physical Science teachers teach experimental techniques conventionally- fermentation and distillation? 4) How does the inclusion of a practical demonstration on making Ombike enable or constrain Grade 11 Physical Science teachers when explaining concepts on experimental techniques - fermentation and distillation? Thus, the focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretive paradigm whose focus is on understanding people’s worldviews. Within the interpretive paradigm, a mixed methods (Quant-QUAL methods) case study approach was employed in two sequential phases with Physical Science teachers at one secondary school in Keetmanshoop. Data were collected using document analysis (to strengthen my context). In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative and qualitative data from 17 Physical Science teachers. Additionally, I conducted interviews with two Physical Science teachers from one Secondary School in Keetmanshoop who were selected based on their expertise, teaching experience and their qualifications. Quantitative data were analysed using frequency tables and graphs. For phase two, lesson and the practical demonstration observations were videotaped and transcribed inductively. Thematic analysis was used to analyse the qualitative data. The study was informed by Vygotsky’s (1978) socio-cultural theory with a focus on the mediation of learning, social interactions and learner engagement within the learners’ Zone of Proximal Development (ZPD) in conjunction with Shulman’s (1987) theory on pedagogical content knowledge (PCK). The findings of the study indicated that the majority of the Physical Science teachers were aware of and supported the inclusion of IK; on the other hand the teachers indicated some challenges that come with IK integration. Some teachers acknowledged the importance of IK, such as the enhancement of understanding, proving of theories, and arousal of interest and context relevance. However, some teachers felt that there are misconceptions in IK that can be carried into the classroom, IK resources like textbooks are not available, and IK is not integrated in the syllabus and examinations and lack of teacher training inter alia.The study recommends that the Ministry of Education, Arts and Culture especially the Division of Curriculum Planning and Development (NIED) needs to explicitly include IK in the Syllabus documents and suggest the inclusion of IK in the textbooks to the publishers to address these challenges. In order to enhance the teaching and learning with IK in Science, it is critical that teachers’ training workshops are conducted and IK resources are designed so that IK integration can be successfully implemented. For that to happen, it is recognized that the teachers’ PCK should be regularly upgraded through Continuous Professional Development (CPD) by the Subject Advisors (SA) so that the teachers are consistently guided on appropriate teaching methodologies and pedagogies about the inclusion of IK.
  • Full Text:
  • Date Issued: 2017

Exploring maternal parenting styles and methods of discipline in relation to autistic children's challenging behaviour in the home environment

  • Authors: Ramjee, Prashana
  • Date: 2017
  • Subjects: Autistic children -- South Africa -- Discipline , Mentally ill children -- South Africa -- Discipline Parenthood -- South Africa -- Psychological aspects Parent and child -- South Africa
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10948/20570 , vital:29323
  • Description: Autism Spectrum Disorder is not a modern phenomenon. Researchers have been studying children with “autism-like” characteristics for over one hundred years and only now it has become recognised, as it is a growing phenomenon. Autism is a vast and complex disorder with a range in which a child’s “autism-like” characteristics fall. Although, the primary distress of autism falls mainly on the child’s shoulders, primary caregivers such as mothers, are faced with many challenges due to the core behavioural characteristics. These challenging behaviours often leave mothers blaming themselves and defending their parenting skills. There are extensive publications regarding parenting that have been published through the years on children who do not have any diagnosed conditions, but limited research and publications exist in the area of parenting children on the autistic spectrum in general and in the South African context. The aim of this study was to explore and describe the maternal parenting styles and methods of discipline in relation to autistic children’s challenging behaviour. The present study incorporated Diana Baumrind’s Parenting Style Model as a framework to better understand the maternal parenting styles and methods of discipline. This study was explorative and descriptive in nature and a biographical questionnaire and a semi-structured interview schedule was utilised to gather data until saturation had been reached. A non-probability purposive sampling technique was employed to obtain participants and thematic analysis was used to analyse data and to extract themes. This study seeks to contribute to psychology's existing body of knowledge by conducting research on parenting styles of learners on the autistic spectrum in South Africa. By conducting this study the researcher hopes to be able to assist parents and helping Exploring Maternal Parenting Styles and Methods of Discipline in Relation to Autistic Children’s Challenging Behaviour in the Home Environment professionals with an understanding of the parenting styles and the methods that are being used to discipline the autistic child’s behaviour in the home environment.
  • Full Text:
  • Date Issued: 2017

Exploring performance management systems in the Eastern Cape Department of Education

  • Authors: Faye, Busisiwe
  • Date: 2017
  • Subjects: Performance standards Performance -- Management Performance -- Measurement
  • Language: English
  • Type: Thesis , Masters , MPA
  • Identifier: http://hdl.handle.net/10353/8792 , vital:33584
  • Description: The declining matric pass rates in the Eastern Cape Department of Education emanate from the ineffective implementation of performance management systems. Using an extensive documentary review analysis, the study explores various challenges which affected the Department in implanting performance management systems to enhance leaners’ performance and improve the work of public officials. The study recognizes that the manipulation of recruitment systems, ineffective leadership and administration discourage the effective implementation of performance management systems. In this case, public officials delayed to sign performance agreements which resulted in low staff morale. The Supervisor in the ECDoE could not provide feedback in time to officials which resulted in low morale. The study revealed the lack of monitoring and evaluation of performance management systems is due to lack of skills in the department. All these challenges affected the department negatively in terms of improving performance management for the benefit of learners’ education in the province. The study concludes that the implementation of skills development programmes in the Department can spearhead effective service delivery. The government of South Africa needs to channel adequate funding towards skills development, which is imperative in the running of an efficient public service.
  • Full Text:
  • Date Issued: 2017

Exploring perspectives of South African fathers of a child with Down syndrome

  • Authors: Webber, Heidi
  • Date: 2017
  • Subjects: Parents of children with disabilities -- Attitudes , Parenting -- Psychological aspects Down syndrome -- Care Mental retardation
  • Language: English
  • Type: Thesis , Doctoral , DEd
  • Identifier: http://hdl.handle.net/10948/13535 , vital:27220
  • Description: A mere glance at a family photograph of the Victorian era leaves little doubt of the position of the figure exuding impervious, authoritarian detachment. Austere, rigid and solemn, it is not hard to guess who cast the shadow over the picture. Arrestingly imposing in his role as backbone of the family, this is the nineteenth century legacy image of the father. However, the last century has seen fatherhood redefine itself and the more liberal, lenient and openly loving figure replaced the strict patriarchal model. In contemporary times, fathers are regularly seen comfortably behind a stroller, outdoors with children on their shoulders, at home tousling with their children, and considerably more involved in school and social events. Unashamedly, fathers have moved toward both acknowledging and displaying a softer paternal image. By definition fatherhood is a decidedly individual concept and a unique experience, involving much more than being the male parent in a family, the family protector, or the provider of paycheques. Although the past decade has seen a surge of research and interest in fatherhood with an increased recognition that the involvement of fathers contribute to the well-being, cognitive growth and social competence of their children, there remains a deficit in research on the experiences, perceptions and involvement of fathers of children diagnosed with Down syndrome. And whilst most of this knowledge base is extrapolated from studies about the mother’s experience, true understanding requires that fathers are studied directly. Mothers and fathers respond differently to the pressure associated with raising a child with Down syndrome and literature supports the common view that men are less likely and easy to engage in therapy than women, are less likely to attend therapy, or seek help for physical or psychological problems. For fathers of any differently abled child, the distance between the idealized fathering experience and the actual one may be enormous. Based upon the patriarchy model of the family, in many conventional homes, the wife and mother is like a thermometer, sensing and reflecting the home’s temperature, whilst the father and husband is like the home’s thermostat, which determines and regulates the temperature. The equilibrium of the father plays an important role in his ‘thermostat settings’ to set the right temperature in the marriage and his family. Having a differently abled child is almost never expected and often necessitates a change in plans as the family members adjust their views of their own future, their future with their child, as well as how they will henceforth operate as a family.Some fathers may experience uncertainty about their parenting role of a child diagnosed with Down syndrome, often resulting in peculiar behaviours of the father. This may include engrossing themselves into their work, hobbies, sport, and so forth, almost abdicating their duty as father; believing that the mother knows best (sometimes using their own lack of knowledge as a cop-out); or, they simply withdraw because the mother takes such complete control of every aspect of the child that the father feels inadequate, superfluous, and peripheral as parent. Each parent grieves the ‘loss’ of the child they expected in their own individual way. However, such a highly emotive situation may be compounded by the following aspects: the undeniable pressure of caring for the differently abled child; the additional financial burden; a waning social life; and, the incapacity to cope emotionally whilst invariably displaying the contrary purely to create the illusion that they are indeed coping. Fathers need to develop strategies and skills to cope with the very real and practical needs of parenting their child with Down syndrome, to furthermore minimize relationship conflict and misunderstanding, and to support their child’s optimal development. How these specific issues are embraced and managed may dramatically influence the peace and harmony of family life as well as the marital relationship. This study explores the perspectives of fathers of a child with Down syndrome to ultimately support this unique journey as they navigate their way through “Down”town Holland, as illustrated in the analogy to follow.
  • Full Text:
  • Date Issued: 2017

Exploring psycho-social effects of behaviour modification programmes on children with behavioural challenges : a case study of Gali Thembani Child and Youth Care Centre Queenstown Eastern Cape, South Africa

  • Authors: Fulani, Anathi Simnikiwe
  • Date: 2017
  • Subjects: Social case work Behavior modification Behaviorism (Psychology)
  • Language: English
  • Type: Thesis , Masters , MSoc
  • Identifier: http://hdl.handle.net/10353/9853 , vital:35072
  • Description: This research study explored and examined the psycho-social effects of behaviour modification programmes on children with behavioural challenges, at Gali Thembani Child and Youth Care Centre, in the Eastern Cape Province. The study was premised by four objectives, firstly to investigate the effects of behaviour modification programmes on children, secondly to investigate the challenges faced by children who are on behaviour modification programmes, thirdly examine the support systems available from the social networks of the children, and lastly, to examine the intervention strategies provided by professionals. The researcher adopted a qualitative research method as it provides for an in-depth understanding of the research topic furthermore qualitative research provides for a more thick, descriptive, and detailed, interpersonal research findings which perfectly aliens with the psycho-social understandings and human centred research findings as compared to the more numerical and statistic producing results of a more quantitative study. The study employed an array of qualitative research methods including but not limited to in-depth interviews, open ended questions group discussions and sessions and observations. The study has been underpinned by both the social learning and behavioural theory respectively. The population in this study was made up of fifteen participants. The participants come from different towns in the Eastern Cape. The researcher has utilized a non-probability sampling method specifically purposive technique. The data was analysed using a qualitative approach in a comprehensive thematic way. A collection of psycho - social effects of behaviour modification programmes on children with behavioural challenges in Gali Thembani Child and Youth Care Centre were the study outcomes.
  • Full Text: false
  • Date Issued: 2017

Exploring rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction in junior secondary schools: a Namibian case study

  • Authors: Kavila, Kornelius Embumbulu
  • Date: 2017
  • Subjects: Human reproduction -- Study and teaching (Secondary) -- Namibia , Parents -- Namibia -- Attitudes , Sex instruction for teenagers -- Namibia , Sexual health -- Study and teaching -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10962/13543 , vital:21836
  • Description: The Namibian school curriculum mandates that the subject of Life Science should be taught in all schools from grade 8-10. Among the main themes in this subject is Human Biology which covers topics of human reproduction. According to the Junior Secondary Certificate JSC Life Science Examiners’ reports (2010-2015), and my personal experience, learners perform poorly in the topics of human reproduction. Many of the parents in Namibian communities are not comfortable talking to their children about their sexuality, and some believe that communication about sexuality could influence adolescents to become more sexually active (Silas, 2015). Yet, there is agreement among educationists that parents’ involvement in their children’s education has an impact on the mediation of concepts, skills and attitudes. It is against this backdrop that this study explored rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction being taught to their children in junior secondary schools (Grade 8-10). This study was informed by Vygotsky’s socio-cultural theory with the focus on how adults and peers influence individual learning and how cultural beliefs impact on instruction and learning in science classrooms. The sociocultural theory was supplemented by the Feminist Standpoint Theory (FST) with the focus on how different knowledge systems and standpoints produced from a specific social community (that is, rural parents) in terms of who to say what and when, to whom regarding sex-related information. The study was located within the interpretive paradigm. Within an interpretive paradigm, a case study approach was employed. This case study used a mixed method approach, that is, both quantitative and qualitative data were gathered to help understand the subjective nature of human’s attitudes and experiences. Data were collected using an administered questionnaire with twenty-two rural parents, workshop observation and semi-structured interviews with four of the twenty-two participated parents. Additionally, data from documents such as textbooks and curriculum documents were used to strengthen the context of this study. The study provided valuable information regarding issues around discussions about sex education. It revealed that the majority of rural parents regard sexual health education a taboo. However, the majority are of the supportive attitude towards sexual health education. The study provided some insights on the factors that influence rural parents’ attitude and experiences towards sexual health education. It was also found that parent-child communication is an essential skill, which needs to be developed either through parents’ workshops or other means to support and empower parents to understand the importance of teaching and learning about sexual health issues. It is also recommended to empower and support parents on how to talk to their children about sexual health issues.
  • Full Text:
  • Date Issued: 2017
  • Disclaimer
  • Privacy
  • Copyright
  • Contact