Exploring traditional and cooperative teaching strategies in Grade 9 mathematics classrooms in the Buffalo City Metro Education District
- Papama Febana https://orcid.org/0000-0002-9508-8900
- Authors: Papama Febana https://orcid.org/0000-0002-9508-8900
- Date: 2023-11
- Subjects: Mathematics -- Study and teaching , Teacher-student relationships
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/29610 , vital:78413
- Description: Poor learners’ mathematics achievement has remained a subject of serious concern to all parties involved. Several studies attribute a wide range of factors to the low level of learners’ achievement in mathematics. However, this quasi-experiment study determined to explore traditional and cooperative teaching strategies in grade 9 learners’ mathematics performance. It also investigated the moderating effects of gender and school location in learners’ mathematics achievement. It was carried out in three schools (uptown, township, and rural) that are located in the context of Buffalo City Metropolitan Municipality (BCMM) educational district. The sample consisted of 177 participants, from schools selected through a judgement sampling. Four instruments – Mathematics Achievement Test 1 (MAT1), Mathematics Achievement Test 2 (MAT2), Traditional Teaching Strategy (TTS), and Cooperative Teaching Strategy (CTS) guides were developed and administered to the respondents. Five null and alternative hypotheses were generated and tested at a 0.05 level of significance. A post-test only research design with a 2x2x3 factorial matrix was adopted. The factorial ANOVA to compare the difference between school locations using MAT1 and then MAT2 was employed. Similarly, the t-test to compare the difference between male and female learners using MAT1 and then using MAT2 were also conducted. The interaction effects between teaching strategy and school location then between teaching strategy and gender were also tested. Scheffé post-hoc analysis was carried out to determine the difference between means of more than two comparison groups. To answer RQ1, HO1 was rejected and H1 was supported given the t-value =12.01, p < 0.05. The independent t-test showed that there was a mean difference [mean (CTS) – mean (TTS) > 0] of 9.94 with a large effect size d = 0.62; To answer RQ2, the test failed to reject HO2. The results revealed that F(2, 291) = 5.31, p < 0.05. The maininteraction effects size differences by school locations (A, B & C) were 0.27, 0.43 and 0.73 respectively. Scheffé post-hoc analysis showed that there was a greatest difference between rural and uptown schools. Followed by rural and township. There was no significant difference between township and uptown schools. Therefore, H1 was not supported. To answer RQ3, the test failed to reject HO3 given the t-value = 0.57, p > 0.05, and a small effect size d = 0.1. The t-value = 0.57 is too low. The TTS MAT1 male and female mean difference = 0.518 is likely due to chance and not a reflection of the population. There was not enough evidence to support H3; To answer RQ4, HO4 was upheld. There was a CTS MAT2 mean difference = 2.57 (female > male) which is likely due to chance and not a reflection of the population. There was a small effect size d = 0.3 and large staying power (1 – β) = 0.81. Thus, H4 was not supported; To answer RQ5, the test failed to reject HO5 with F(1, 293) = 1.55, p > 0.05. The main effect size difference of the means for gender and teaching strategies were 0.14 and 0.62 respectively and a large power (1 – β) = 0.99. Thus, H5 was not supported. Based on these findings, it was therefore recommended that provincial and district leaders should consider the specific factors of school locations and school’s learner achievements when implementing new policies. Data driven meetings based on learner performance must take place so as to find and minimise the root causes of gaps in learners’ performance. Furthermore, regularly scheduled data meetings should be compulsory for rural school principals seeking to increase learner achievement so that rural learners have the same opportunities as their counterpart uptown- and township schools. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-11
- Authors: Papama Febana https://orcid.org/0000-0002-9508-8900
- Date: 2023-11
- Subjects: Mathematics -- Study and teaching , Teacher-student relationships
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/29610 , vital:78413
- Description: Poor learners’ mathematics achievement has remained a subject of serious concern to all parties involved. Several studies attribute a wide range of factors to the low level of learners’ achievement in mathematics. However, this quasi-experiment study determined to explore traditional and cooperative teaching strategies in grade 9 learners’ mathematics performance. It also investigated the moderating effects of gender and school location in learners’ mathematics achievement. It was carried out in three schools (uptown, township, and rural) that are located in the context of Buffalo City Metropolitan Municipality (BCMM) educational district. The sample consisted of 177 participants, from schools selected through a judgement sampling. Four instruments – Mathematics Achievement Test 1 (MAT1), Mathematics Achievement Test 2 (MAT2), Traditional Teaching Strategy (TTS), and Cooperative Teaching Strategy (CTS) guides were developed and administered to the respondents. Five null and alternative hypotheses were generated and tested at a 0.05 level of significance. A post-test only research design with a 2x2x3 factorial matrix was adopted. The factorial ANOVA to compare the difference between school locations using MAT1 and then MAT2 was employed. Similarly, the t-test to compare the difference between male and female learners using MAT1 and then using MAT2 were also conducted. The interaction effects between teaching strategy and school location then between teaching strategy and gender were also tested. Scheffé post-hoc analysis was carried out to determine the difference between means of more than two comparison groups. To answer RQ1, HO1 was rejected and H1 was supported given the t-value =12.01, p < 0.05. The independent t-test showed that there was a mean difference [mean (CTS) – mean (TTS) > 0] of 9.94 with a large effect size d = 0.62; To answer RQ2, the test failed to reject HO2. The results revealed that F(2, 291) = 5.31, p < 0.05. The maininteraction effects size differences by school locations (A, B & C) were 0.27, 0.43 and 0.73 respectively. Scheffé post-hoc analysis showed that there was a greatest difference between rural and uptown schools. Followed by rural and township. There was no significant difference between township and uptown schools. Therefore, H1 was not supported. To answer RQ3, the test failed to reject HO3 given the t-value = 0.57, p > 0.05, and a small effect size d = 0.1. The t-value = 0.57 is too low. The TTS MAT1 male and female mean difference = 0.518 is likely due to chance and not a reflection of the population. There was not enough evidence to support H3; To answer RQ4, HO4 was upheld. There was a CTS MAT2 mean difference = 2.57 (female > male) which is likely due to chance and not a reflection of the population. There was a small effect size d = 0.3 and large staying power (1 – β) = 0.81. Thus, H4 was not supported; To answer RQ5, the test failed to reject HO5 with F(1, 293) = 1.55, p > 0.05. The main effect size difference of the means for gender and teaching strategies were 0.14 and 0.62 respectively and a large power (1 – β) = 0.99. Thus, H5 was not supported. Based on these findings, it was therefore recommended that provincial and district leaders should consider the specific factors of school locations and school’s learner achievements when implementing new policies. Data driven meetings based on learner performance must take place so as to find and minimise the root causes of gaps in learners’ performance. Furthermore, regularly scheduled data meetings should be compulsory for rural school principals seeking to increase learner achievement so that rural learners have the same opportunities as their counterpart uptown- and township schools. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-11
Conflict-induced displacement: a study of risk and support for the older refugees in South Africa
- Yusuf, Mohammed Sanusi https://orcid.org/0000-0002-6871-0186
- Authors: Yusuf, Mohammed Sanusi https://orcid.org/0000-0002-6871-0186
- Date: 2021-09
- Subjects: Migration, Internal , Displacement (Psychology) , Refugees -- Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22231 , vital:52001
- Description: With the exponential rise in conflict scenarios globally, the number of internally displaced persons (IDPs) and refugees in foreign countries continues to grow. Although there has been several international efforts and conventions aimed at alleviating the global refugee crisis, the international community has not found a sustainable answer to this knotty problem. In Africa, with some of the worst conflict situations, the scourge of social displacement resulting in migrations have caused different levels of risks and vulnerability for the refugees, as well as capacity constraints for the host communities, governments of host countries and non-governmental bodies working with refugees. In South Africa, with one of the highest numbers of refugees in Africa, especially those coming from African countries, contention for socio-economic space and cultural differences occasionally result in violence between refugees and local people. For the older refugees, the level of risk exposure and hardship have generated interests for both scholars and officials. This thesis explores the risks and support systems for older refugees in South Africa, with specific focus on the Eastern Cape province. Various stakeholders (such as government, NGOs, host communities and the older refugees) in refugee management in South Africa have argued differently on ‘how best’ to manage older refugees in the country. Using qualitative data gathered from refugee communities in the Eastern Cape province and documentary analysis, the study found that the experiences of older refugees in the Eastern Cape province are nuanced. The dominant narrative on the experiences of older refugees indicate peaceful coexistence and resilient organic community support systems, with minor conflicts – often associated with contestations for scarce economic opportunities. Although the study focuses on one province of South Africa, this finding challenges the often-overgeneralised perception of South Africa as ‘xenophobic’. It unpacks the hidden resilient social systems and networks of relationships that bind local populations and the refugees, especially the older ones. In the search for national, regional and global answers on the best way to manage refugee crisis, this study provides insights into community-level structures and dynamics that would benefit policymaking at the national and international levels , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2021-09
- Authors: Yusuf, Mohammed Sanusi https://orcid.org/0000-0002-6871-0186
- Date: 2021-09
- Subjects: Migration, Internal , Displacement (Psychology) , Refugees -- Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22231 , vital:52001
- Description: With the exponential rise in conflict scenarios globally, the number of internally displaced persons (IDPs) and refugees in foreign countries continues to grow. Although there has been several international efforts and conventions aimed at alleviating the global refugee crisis, the international community has not found a sustainable answer to this knotty problem. In Africa, with some of the worst conflict situations, the scourge of social displacement resulting in migrations have caused different levels of risks and vulnerability for the refugees, as well as capacity constraints for the host communities, governments of host countries and non-governmental bodies working with refugees. In South Africa, with one of the highest numbers of refugees in Africa, especially those coming from African countries, contention for socio-economic space and cultural differences occasionally result in violence between refugees and local people. For the older refugees, the level of risk exposure and hardship have generated interests for both scholars and officials. This thesis explores the risks and support systems for older refugees in South Africa, with specific focus on the Eastern Cape province. Various stakeholders (such as government, NGOs, host communities and the older refugees) in refugee management in South Africa have argued differently on ‘how best’ to manage older refugees in the country. Using qualitative data gathered from refugee communities in the Eastern Cape province and documentary analysis, the study found that the experiences of older refugees in the Eastern Cape province are nuanced. The dominant narrative on the experiences of older refugees indicate peaceful coexistence and resilient organic community support systems, with minor conflicts – often associated with contestations for scarce economic opportunities. Although the study focuses on one province of South Africa, this finding challenges the often-overgeneralised perception of South Africa as ‘xenophobic’. It unpacks the hidden resilient social systems and networks of relationships that bind local populations and the refugees, especially the older ones. In the search for national, regional and global answers on the best way to manage refugee crisis, this study provides insights into community-level structures and dynamics that would benefit policymaking at the national and international levels , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
- Full Text:
- Date Issued: 2021-09
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