Assessing grade 9 learners' attitude towards their academic performance in mathematics in Pinetown education district, KwaZulu-Natal
- Authors: Olorunfemi, Sunday Olayinka
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8518 , vital:32859
- Description: The world education system is faced with many challenges. Learners’ performance in mathematics in particular is one of the main areas of concern. Over decades, Mathematics has become an indispensable tool in the march towards technological breakthrough. The use of Mathematics reveals how people deal with their various private, social, and civil lives. The indispensable implications of Mathematics in the society made it to become a compulsory subject in the primary and secondary education in most countries of the world. Nevertheless, despite its wide application of Mathematics in the society, there are still many learners particularly in secondary schools who struggle to achieve the best knowledge of Mathematics. As applicable to most countries of the world, the performance of learner in South Africa is not encouraging. For example, the performance of Grade 9 learners, Pinetown Education District in particular, is not improving. Attitude is one major factor identified among learners that gravely affects learner’s performance in Mathematics. The study adopted qualitative approach which is rooted in interpretive paradigm to frame and focus the study. Interpretive paradigm is consistent with the assumption that experience of the world is subjective and best understood in terms of individuals’ subjective meanings rather than the researcher’s objective definitions. The sample included 15 participants (which include three Mathematics educators and twelve Grade nine learners) selected purposefully across three secondary schools, with attitudes and performance as inclusion criteria. Data were obtained through classroom observations and semi-structured interviews conducted with the selected Mathematics educators and learners of the selected schools to obtain their views on the impact of the attitudes of Grade nine learners on their performances in the subject. The study found that the learners perceived difficulty in Mathematics because of the information that was passed to them through their parents or guardians, seniors and peers who have negative attitudes towards Mathematics; their previous performances at early grades; the nature of Mathematics itself; and that learners were not well prepared from primary schools. It was also indicated that many learners have negative attitude towards Mathematics whose behaviours in the classroom affected others who would have loved to enjoy Mathematics. The study also revealed that all stakeholders (the educators, school managements, policy makers and parents) have part to play in motivating the learners to engage more in Mathematics. Also the study found that qualified educators who will develop good and friendly classroom environment, employing a highly interactive teaching method and as well giving adequate homework and assignments to the learners are needed to teach Mathematics in secondary schools. The study revealed that learning resources are not made available to the learners. There study therefore potentially provides that, educators can help mould the learners with negative preset mind about Mathematics through their classroom behaviours. The study further provides that learning materials such as textbooks and other geometry tools be made available for the learners use at home. The study also, provides that consideration be given to Mathematics class in the morning hours. The study concluded by giving general recommendations for improving learners’ participation and attitudes towards learning Mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Olorunfemi, Sunday Olayinka
- Date: 2018
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8518 , vital:32859
- Description: The world education system is faced with many challenges. Learners’ performance in mathematics in particular is one of the main areas of concern. Over decades, Mathematics has become an indispensable tool in the march towards technological breakthrough. The use of Mathematics reveals how people deal with their various private, social, and civil lives. The indispensable implications of Mathematics in the society made it to become a compulsory subject in the primary and secondary education in most countries of the world. Nevertheless, despite its wide application of Mathematics in the society, there are still many learners particularly in secondary schools who struggle to achieve the best knowledge of Mathematics. As applicable to most countries of the world, the performance of learner in South Africa is not encouraging. For example, the performance of Grade 9 learners, Pinetown Education District in particular, is not improving. Attitude is one major factor identified among learners that gravely affects learner’s performance in Mathematics. The study adopted qualitative approach which is rooted in interpretive paradigm to frame and focus the study. Interpretive paradigm is consistent with the assumption that experience of the world is subjective and best understood in terms of individuals’ subjective meanings rather than the researcher’s objective definitions. The sample included 15 participants (which include three Mathematics educators and twelve Grade nine learners) selected purposefully across three secondary schools, with attitudes and performance as inclusion criteria. Data were obtained through classroom observations and semi-structured interviews conducted with the selected Mathematics educators and learners of the selected schools to obtain their views on the impact of the attitudes of Grade nine learners on their performances in the subject. The study found that the learners perceived difficulty in Mathematics because of the information that was passed to them through their parents or guardians, seniors and peers who have negative attitudes towards Mathematics; their previous performances at early grades; the nature of Mathematics itself; and that learners were not well prepared from primary schools. It was also indicated that many learners have negative attitude towards Mathematics whose behaviours in the classroom affected others who would have loved to enjoy Mathematics. The study also revealed that all stakeholders (the educators, school managements, policy makers and parents) have part to play in motivating the learners to engage more in Mathematics. Also the study found that qualified educators who will develop good and friendly classroom environment, employing a highly interactive teaching method and as well giving adequate homework and assignments to the learners are needed to teach Mathematics in secondary schools. The study revealed that learning resources are not made available to the learners. There study therefore potentially provides that, educators can help mould the learners with negative preset mind about Mathematics through their classroom behaviours. The study further provides that learning materials such as textbooks and other geometry tools be made available for the learners use at home. The study also, provides that consideration be given to Mathematics class in the morning hours. The study concluded by giving general recommendations for improving learners’ participation and attitudes towards learning Mathematics.
- Full Text:
- Date Issued: 2018
An investigation into how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi region of Namibia : a case study
- Authors: Denuga, Hildred Malilo
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Case studies , Code switching (Linguistics) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2026 , http://hdl.handle.net/10962/d1017337
- Description: The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
- Full Text:
- Date Issued: 2015
- Authors: Denuga, Hildred Malilo
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Case studies , Code switching (Linguistics) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2026 , http://hdl.handle.net/10962/d1017337
- Description: The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
- Full Text:
- Date Issued: 2015
An investigation of teacher educators' perceptions and implementation of formative assessment at a college of education in Namibia : a case study
- Authors: Iileka, Ottilie
- Date: 2011
- Subjects: Teacher educators -- Namibia Educational evaluation -- Namibia Educational tests and measurements -- Namibia Academic achievement -- Testing -- Namibia Teachers -- Training of -- Namibia Universities and colleges -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1645 , http://hdl.handle.net/10962/d1003527
- Description: Changes in assessment practice in education are a global issue. Colleges of Education in Namibia also need to accommodate these changes in their training programs for student teachers, to model their practice of all modes of assessment in teaching and learning. Emphasis should be placed on assessment for learning, which is formative in nature. This qualitative case study investigated the following questions: How do teacher educators understand the principles and strategies of formative assessment and how do teacher educators implement formative assessment in their own teaching, which in turn serves as an example to their student teachers. I used three methods of collecting data: interviews, observation and document analysis. The data identify a range of findings in the teacher educators' professed understanding of formative assessment and how it is implemented in their own practice. The data also identify challenges facing the teacher educators in terms of setting a good example to their student teachers in the area of formative assessment. This study also offers suggestions for further studies on formative assessment. These include a suggestion for teacher educators to look at their own practice of formative assessment principles and strategies. A major cross department study could be conducted that includes teacher educators from different subject areas to see to how the implementation of formative assessment in the college varies from one department to another. A third possibility suggests a study involving student teachers from various areas of specialization in the college to see to what extent the implementation of formative assessment in the college affects their future assessment practices.
- Full Text:
- Date Issued: 2011
- Authors: Iileka, Ottilie
- Date: 2011
- Subjects: Teacher educators -- Namibia Educational evaluation -- Namibia Educational tests and measurements -- Namibia Academic achievement -- Testing -- Namibia Teachers -- Training of -- Namibia Universities and colleges -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1645 , http://hdl.handle.net/10962/d1003527
- Description: Changes in assessment practice in education are a global issue. Colleges of Education in Namibia also need to accommodate these changes in their training programs for student teachers, to model their practice of all modes of assessment in teaching and learning. Emphasis should be placed on assessment for learning, which is formative in nature. This qualitative case study investigated the following questions: How do teacher educators understand the principles and strategies of formative assessment and how do teacher educators implement formative assessment in their own teaching, which in turn serves as an example to their student teachers. I used three methods of collecting data: interviews, observation and document analysis. The data identify a range of findings in the teacher educators' professed understanding of formative assessment and how it is implemented in their own practice. The data also identify challenges facing the teacher educators in terms of setting a good example to their student teachers in the area of formative assessment. This study also offers suggestions for further studies on formative assessment. These include a suggestion for teacher educators to look at their own practice of formative assessment principles and strategies. A major cross department study could be conducted that includes teacher educators from different subject areas to see to how the implementation of formative assessment in the college varies from one department to another. A third possibility suggests a study involving student teachers from various areas of specialization in the college to see to what extent the implementation of formative assessment in the college affects their future assessment practices.
- Full Text:
- Date Issued: 2011
The potential use of e-learning to support teaching, learning and assessment in Information Systems at Walter Sisulu University
- Authors: Sabalele, Tabisa
- Date: 2008
- Subjects: Walter Sisulu University for Technology & Science Information technology -- Study and teaching (Higher) -- South Africa Educational technology -- South Africa Education, Higher -- Computer-assisted instruction Universities and colleges -- Computer networking Computer-assisted instruction -- South Africa Internet in higher education Educational tests and measurements
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1899 , http://hdl.handle.net/10962/d1006209
- Description: This research is an investigation of the potential means to make the Information Systems (IS) course more accessible to Walter Sisulu University (WSU) students. As some IS students at this institution are unable to attend classes on a regular basis, this study aims to establish if and how the WSU Accounting Department (which offers the IS course) could use e-Iearning to support the teaching, learning and assessment of IS. This qualitative study was approached from an interpretive perspective. The study has undergone one cycle of an action research approach. The methods used in the study include surveys, an expert review and focus group interviews. The data was elicited from participants using questionnaires and an interview schedule. A staff questionnaire was used to elicit information from IS staff from four contact universities in South Africa to determine their experience of using Information and Communication Technology (ICT) for e-learning in an IS course. A student questionnaire was used to determine the WSU IS students' reasons for absenteeism, their learning needs, and their current computer access and skills. Data from both of these surveys informed the development of the WSU IS pilot website. An expert review questionnaire ascertained the subject expert's opinions about the newly developed WSU IS pilot website. The website was found to be of good quality with respect to the four aspects that Harvey and Green (J 993 cited in Lomas 2002) use to define quality. Some modifications were made to the WSU IS pilot website as a result of the expert's comments. After the website was used by the IS students, two focus group interviews were conducted to determine the students' perceptions of the value of the website. The data was analyzed, interpreted and linked to the literature surveyed. The main findings indicate that the WSU IS pilot website could be part of a more globalised higher education offering than the paper-based IS course offered before. However, the staff and the student surveys revealed that ICT has opened the gap in equity at the higher education institutions, highlighting that access to a university does not mean equal access to lectures and computers. The WSU IS pilot website endeavoured to capitalise on students' physical access to computers by supporting epistemological access to the curriculum, by encouraging them to exercise control over their learning. This study has ideally enabled the Accounting Department to deliver its services to students and this in turn will hopefully help WSU retain its part-time students and improve the student pass rates.
- Full Text:
- Date Issued: 2008
- Authors: Sabalele, Tabisa
- Date: 2008
- Subjects: Walter Sisulu University for Technology & Science Information technology -- Study and teaching (Higher) -- South Africa Educational technology -- South Africa Education, Higher -- Computer-assisted instruction Universities and colleges -- Computer networking Computer-assisted instruction -- South Africa Internet in higher education Educational tests and measurements
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1899 , http://hdl.handle.net/10962/d1006209
- Description: This research is an investigation of the potential means to make the Information Systems (IS) course more accessible to Walter Sisulu University (WSU) students. As some IS students at this institution are unable to attend classes on a regular basis, this study aims to establish if and how the WSU Accounting Department (which offers the IS course) could use e-Iearning to support the teaching, learning and assessment of IS. This qualitative study was approached from an interpretive perspective. The study has undergone one cycle of an action research approach. The methods used in the study include surveys, an expert review and focus group interviews. The data was elicited from participants using questionnaires and an interview schedule. A staff questionnaire was used to elicit information from IS staff from four contact universities in South Africa to determine their experience of using Information and Communication Technology (ICT) for e-learning in an IS course. A student questionnaire was used to determine the WSU IS students' reasons for absenteeism, their learning needs, and their current computer access and skills. Data from both of these surveys informed the development of the WSU IS pilot website. An expert review questionnaire ascertained the subject expert's opinions about the newly developed WSU IS pilot website. The website was found to be of good quality with respect to the four aspects that Harvey and Green (J 993 cited in Lomas 2002) use to define quality. Some modifications were made to the WSU IS pilot website as a result of the expert's comments. After the website was used by the IS students, two focus group interviews were conducted to determine the students' perceptions of the value of the website. The data was analyzed, interpreted and linked to the literature surveyed. The main findings indicate that the WSU IS pilot website could be part of a more globalised higher education offering than the paper-based IS course offered before. However, the staff and the student surveys revealed that ICT has opened the gap in equity at the higher education institutions, highlighting that access to a university does not mean equal access to lectures and computers. The WSU IS pilot website endeavoured to capitalise on students' physical access to computers by supporting epistemological access to the curriculum, by encouraging them to exercise control over their learning. This study has ideally enabled the Accounting Department to deliver its services to students and this in turn will hopefully help WSU retain its part-time students and improve the student pass rates.
- Full Text:
- Date Issued: 2008
The relationship between the development and use of teaching and learning support materials: the case of "A year of special days" booklet
- Authors: Urenje, Shepherd
- Date: 2006
- Subjects: Southern African Development Community Teaching -- Aids and devices -- South Africa Environmental education -- South Africa -- Case studies Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1724 , http://hdl.handle.net/10962/d1003607
- Description: This research is an interpretive case study, which investigated the relationship between the development and use of the teaching and learning support material, “A Year of Special Days”. An in depth investigation was conducted in South Africa and Zimbabwe where developers and users of the booklet were asked to contribute their experiences with the booklet through questionnaires, semi-structured interviews and workshops. Developers contributed on the purpose for which the booklet was produced while the users explained how the booklet was being used in different contexts. The research also tracked the development and use of booklet in the Southern African Development Community (SADC) region through a workshop held at the Environmental Education Association of Southern Africa (EEASA) Conference in Lusaka, Zambia, in May 2005. Some personal interviews and informal encounters with people who have used it in the past and those using it now were also conducted at EEASA. This case study explored the axes of tension between the development and use of the resource material, “A Year of Special Days”, with the view to informing development and use of materials at the SADC Centre. A long-term intention is to use the framework developed, for similar work in the wider SADC region. The research recommended on how the SADC Centre can track the relationship between the materials developed at the Centre and their use in different contexts. The study established that the booklet “A Year of Special Days” was initially developed for informal education by faith communities mainly in the Anglican Church but turned out to be a resource more applicable for formal education mainly in the national school system of South Africa for environmental learning. That the resource material lacked effective monitoring support from the developers for the initial intended users where there was no formal education structure was an important link in materials development. It is important for resource materials developers to facilitate the participatory monitoring and evaluation of resource materials when they are in use. The study also established that SADC resources materials are easily adaptable and that the process of resource materials development offers important networking opportunities, which allow the adaptation and adoption of similar resource materials for local contexts. The booklet was adapted and adopted by at least eight countries in the form of a booklet, a calendar or a poster. This study provides some recommendations that may be used to guide the Southern African Development Community Regional Environmental Education Programme (REEP) to enhance processes in the development and adaptation of teaching and learning support materials by environmental educators in southern Africa.
- Full Text:
- Date Issued: 2006
- Authors: Urenje, Shepherd
- Date: 2006
- Subjects: Southern African Development Community Teaching -- Aids and devices -- South Africa Environmental education -- South Africa -- Case studies Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1724 , http://hdl.handle.net/10962/d1003607
- Description: This research is an interpretive case study, which investigated the relationship between the development and use of the teaching and learning support material, “A Year of Special Days”. An in depth investigation was conducted in South Africa and Zimbabwe where developers and users of the booklet were asked to contribute their experiences with the booklet through questionnaires, semi-structured interviews and workshops. Developers contributed on the purpose for which the booklet was produced while the users explained how the booklet was being used in different contexts. The research also tracked the development and use of booklet in the Southern African Development Community (SADC) region through a workshop held at the Environmental Education Association of Southern Africa (EEASA) Conference in Lusaka, Zambia, in May 2005. Some personal interviews and informal encounters with people who have used it in the past and those using it now were also conducted at EEASA. This case study explored the axes of tension between the development and use of the resource material, “A Year of Special Days”, with the view to informing development and use of materials at the SADC Centre. A long-term intention is to use the framework developed, for similar work in the wider SADC region. The research recommended on how the SADC Centre can track the relationship between the materials developed at the Centre and their use in different contexts. The study established that the booklet “A Year of Special Days” was initially developed for informal education by faith communities mainly in the Anglican Church but turned out to be a resource more applicable for formal education mainly in the national school system of South Africa for environmental learning. That the resource material lacked effective monitoring support from the developers for the initial intended users where there was no formal education structure was an important link in materials development. It is important for resource materials developers to facilitate the participatory monitoring and evaluation of resource materials when they are in use. The study also established that SADC resources materials are easily adaptable and that the process of resource materials development offers important networking opportunities, which allow the adaptation and adoption of similar resource materials for local contexts. The booklet was adapted and adopted by at least eight countries in the form of a booklet, a calendar or a poster. This study provides some recommendations that may be used to guide the Southern African Development Community Regional Environmental Education Programme (REEP) to enhance processes in the development and adaptation of teaching and learning support materials by environmental educators in southern Africa.
- Full Text:
- Date Issued: 2006
Research portfolio
- Muwanga-Zake, Johnnie Wycliffe Frank
- Authors: Muwanga-Zake, Johnnie Wycliffe Frank
- Date: 1999
- Subjects: Science -- Study and teaching Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1727 , http://hdl.handle.net/10962/d1003610
- Description: A survey carried out during 1998 in rural schools of the South East Region (Butterworth) in the Eastern Cape Province revealed that science teachers do not seem to know their problems in teaching science. Teachers related their problems to lack of apparatus and laboratories. However, it appeared that lack of conceptual understanding of science and of practical skills prevented teachers from preparing practical approaches in the classrooms. Lack of conceptual understanding could have also been the cause of the teacher's inability to innovate and manipulate apparatus. The call for laboratories also seemed to be caused by lack of knowledge of what is done in a laboratory. Practical approaches to science seemed to be further undermined by the irrelevance of apparatus and science in a rural setting, where few community members and teachers might have never used apparatus or done practical exercises anywhere. It is recommended that an integrated approach towards improving science education is required. That is, by means of workshops, all role-players in science education such as teacher training institutions such as Rhodes University, NGOs, the Department of Education and pre-service as well as in-service teachers, should discuss the problems in science education. There is a need to supply basic apparatus and to make sure that in-service and pre-service courses emphasise skills in the use of apparatus, innovating apparatus and practical experiences, along with improving the teacher's conceptual understanding of science. A science college of education is highly recommended to enable a special focus on the plight of science education in the Eastern Cape Province. It also felt that rural areas require special attention in terms of designing outcomes and learning experiences that bear relevance to that environment. The assumption that science education as perceived in industrialised areas can be beneficial everywhere is dangerous and gives science a bad name in rural areas. The survey also showed that triangulation of research instruments is necessary to increase validity and reliability of any research programme. The most useful method appeared to be video recording the interviews.
- Full Text:
- Date Issued: 1999
- Authors: Muwanga-Zake, Johnnie Wycliffe Frank
- Date: 1999
- Subjects: Science -- Study and teaching Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1727 , http://hdl.handle.net/10962/d1003610
- Description: A survey carried out during 1998 in rural schools of the South East Region (Butterworth) in the Eastern Cape Province revealed that science teachers do not seem to know their problems in teaching science. Teachers related their problems to lack of apparatus and laboratories. However, it appeared that lack of conceptual understanding of science and of practical skills prevented teachers from preparing practical approaches in the classrooms. Lack of conceptual understanding could have also been the cause of the teacher's inability to innovate and manipulate apparatus. The call for laboratories also seemed to be caused by lack of knowledge of what is done in a laboratory. Practical approaches to science seemed to be further undermined by the irrelevance of apparatus and science in a rural setting, where few community members and teachers might have never used apparatus or done practical exercises anywhere. It is recommended that an integrated approach towards improving science education is required. That is, by means of workshops, all role-players in science education such as teacher training institutions such as Rhodes University, NGOs, the Department of Education and pre-service as well as in-service teachers, should discuss the problems in science education. There is a need to supply basic apparatus and to make sure that in-service and pre-service courses emphasise skills in the use of apparatus, innovating apparatus and practical experiences, along with improving the teacher's conceptual understanding of science. A science college of education is highly recommended to enable a special focus on the plight of science education in the Eastern Cape Province. It also felt that rural areas require special attention in terms of designing outcomes and learning experiences that bear relevance to that environment. The assumption that science education as perceived in industrialised areas can be beneficial everywhere is dangerous and gives science a bad name in rural areas. The survey also showed that triangulation of research instruments is necessary to increase validity and reliability of any research programme. The most useful method appeared to be video recording the interviews.
- Full Text:
- Date Issued: 1999
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