Teachers’ beliefs and classroom practices about their oral and written corrective feedback strategies in selected peri-urban and rural schools in Umguza district in Zimbabwe.
- Authors: Green , Flosie Florence
- Date: 2019
- Subjects: Teachers Classroom management
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/17987 , vital:42001
- Description: The goal of the study was to examine teachers’ beliefs and classroom practices about their corrective feedback strategies in selected peri-urban rural schools in Umguza District in Zimbabwe, in order to draw up a Corrective Feedback model aimed at enhancing ESL proficiency among O’ level school pupils. The study has been necessitated by challenges which post O’ level students face when communicating in English at institutions of higher learning. The study used the mixed research approach, whereby both quantitative and qualitative methods of gathering data were used though the dominant approach was the qualitative approach. Data was collected through questionnaires, semi structured interviews, lesson observations and examination of pupils’ written exercises. The questionnaire was completed by twenty two teachers. Semi-structured interviews were held with six teachers from the selected schools, while nine lesson observations were done and eighty exercise books were scrutinized for the presence of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about corrective feedback were not always demonstrated in their classroom practices. Furthermore the study revealed that oral Corrective Feedback was not used consistently in addition to a lack of uniformity in both the usage and interpretation of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about Corrective Feedback were not always demonstrated in their classroom practices. In addition, the study also revealed that some teachers were not aware of the codes used in written Corrective Feedback and their meaning. The conclusion reached in this study was that vi there is need for a more informed and consistent usage of Corrective Feedback among teachers. In the light of this finding, a Corrective Feedback model was suggested to assist teachers apply Corrective Feedback more consistently and more productively. A number of recommendations were made at the conclusion of this study. Firstly, it was recommended that marking codes be availed to teachers and pupils before the beginning of the school calendar. The contents of the advisory chart included in this study could be given to pupils to copy onto the back of their exercise books to enable them to interpret the feedback which the teachers would have written. It was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. At school level this could be done through staff development workshop, where teachers share experiences about what works and what does not work in the ESL classroom. This should be done in view of the existing problem of communicative incompetency bedevilling pupils nationally. Secondly it was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. The final recommendation was that teachers adopt minimal marking in the form of codes in order to cut down on turnaround time as well as stimulate individual learner automatisation of knowledge.
- Full Text:
- Authors: Green , Flosie Florence
- Date: 2019
- Subjects: Teachers Classroom management
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/17987 , vital:42001
- Description: The goal of the study was to examine teachers’ beliefs and classroom practices about their corrective feedback strategies in selected peri-urban rural schools in Umguza District in Zimbabwe, in order to draw up a Corrective Feedback model aimed at enhancing ESL proficiency among O’ level school pupils. The study has been necessitated by challenges which post O’ level students face when communicating in English at institutions of higher learning. The study used the mixed research approach, whereby both quantitative and qualitative methods of gathering data were used though the dominant approach was the qualitative approach. Data was collected through questionnaires, semi structured interviews, lesson observations and examination of pupils’ written exercises. The questionnaire was completed by twenty two teachers. Semi-structured interviews were held with six teachers from the selected schools, while nine lesson observations were done and eighty exercise books were scrutinized for the presence of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about corrective feedback were not always demonstrated in their classroom practices. Furthermore the study revealed that oral Corrective Feedback was not used consistently in addition to a lack of uniformity in both the usage and interpretation of written Corrective Feedback. Results obtained showed that teachers’ stated beliefs about Corrective Feedback were not always demonstrated in their classroom practices. In addition, the study also revealed that some teachers were not aware of the codes used in written Corrective Feedback and their meaning. The conclusion reached in this study was that vi there is need for a more informed and consistent usage of Corrective Feedback among teachers. In the light of this finding, a Corrective Feedback model was suggested to assist teachers apply Corrective Feedback more consistently and more productively. A number of recommendations were made at the conclusion of this study. Firstly, it was recommended that marking codes be availed to teachers and pupils before the beginning of the school calendar. The contents of the advisory chart included in this study could be given to pupils to copy onto the back of their exercise books to enable them to interpret the feedback which the teachers would have written. It was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. At school level this could be done through staff development workshop, where teachers share experiences about what works and what does not work in the ESL classroom. This should be done in view of the existing problem of communicative incompetency bedevilling pupils nationally. Secondly it was recommended that teachers familiarise themselves with the developments in the use of CF in the ESL classroom. The final recommendation was that teachers adopt minimal marking in the form of codes in order to cut down on turnaround time as well as stimulate individual learner automatisation of knowledge.
- Full Text:
English first additional language writing competency among grade 12 learners : the case of two Eastern Cape rural public schools
- Authors: Besman, Shirley
- Date: 2017
- Subjects: Competency-based education English language -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/6403 , vital:29656
- Description: Contextualized in the South African Language in Education Policy (LiEP) and the Curriculum and Assessment Policy Statement (CAPS), the study aimed at investigating the writing competency of EFAL Grade 12 learners in the two rural public schools. It was the researchers‘ hunch that the learners‘ socio-cultural conditions at which they learn EFAL are not taken into consideration by teachers and that hampers or impedes the development of language and writing. Further, the research sought to unearth the strategies and techniques used by teachers to teach writing in EFAL, and whether these facilitate the development of writing competency, that enhances better performance in other Grade 12 subjects taught through English as a Language of Learning and Teaching (LoLT). The study is informed by the socio-cultural theory, language acquisition theories, and the language learning theories. The study also drew from the writing strategies, writing in the curriculum, and second language learning discourses Framed in the interpretive paradigm and the qualitative approach, the research adopted a case study design. The sample of the study comprised of seven teachers of which two were EFAL teachers and five of these teach content subjects. Twenty four Grade 12 learners constituted the four Focus Groups. The data collection tools comprised of interviews, Focus Group Discussions (FGDs), observation and document analysis. Learners wrote essays and free writing exercises which formed transcripts for document analysis. The purposively selected teachers and the Grade 12 learners were granted interview questions in advance. The collected data was analysed and put under themes as determined by the study‘s research questions. Such themes included; challenges faced by learners when writing in EFAL, strategies used by teachers in teaching writing , perceptions of teachers and learners on learners‘ writing competency and the connection or linkage between learners‘ writing competency in EFAL and content subjects. Learners‘essays and free writing revealed that the learners have limited vocabulary in their FAL. Furthermore, the study made known that learners experience anxiety when they have to answer questions in English and that results in them being incompetent in writing in the target language. Other hindrances to EFAL writing that were revealed by the study included the detrimental effect of social media on the writing competency and lack of motivation to read for writing in English. In addition, the study established that there were teaching approaches that were employed by teachers when teaching writing which included the process writing and integration. Content subject teachers made known to the study that they were not teaching writing to the learners but assess them in essay writing and summaries as required by the school-based assessments in their respective subjects. It was also disclosed in the study that writing encompasses other language skills especially reading. The study also revealed that writing is a skill that is obligatory to be taught because it becomes beneficial to other subjects and that it enhances learners‘ writing for a variety of reasons. Overall, the study made known that there are complex circumstances that Grade 12 learners in rural public schools encounter when engaging in writing in the EFAL. The study concluded that although English could be perceived as a dominant language, it is embedded with multiplicity of challenges in the rural secondary schools where it is used as a LoLT. Such hindrances mostly find expression when learners have to engage in writing activities and encompass; lack of motivation, anxiety, limited vocabulary and the influence of social networks. The study recommended that the EFAL policy makers should not use a blanket approach on how EFAL should be taught but consider the demographic situations of the various sections of South Africa. The study also recommended that code switching which is practiced in bilingual classrooms appears inevitable and therefore should be formalized.
- Full Text:
- Authors: Besman, Shirley
- Date: 2017
- Subjects: Competency-based education English language -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/6403 , vital:29656
- Description: Contextualized in the South African Language in Education Policy (LiEP) and the Curriculum and Assessment Policy Statement (CAPS), the study aimed at investigating the writing competency of EFAL Grade 12 learners in the two rural public schools. It was the researchers‘ hunch that the learners‘ socio-cultural conditions at which they learn EFAL are not taken into consideration by teachers and that hampers or impedes the development of language and writing. Further, the research sought to unearth the strategies and techniques used by teachers to teach writing in EFAL, and whether these facilitate the development of writing competency, that enhances better performance in other Grade 12 subjects taught through English as a Language of Learning and Teaching (LoLT). The study is informed by the socio-cultural theory, language acquisition theories, and the language learning theories. The study also drew from the writing strategies, writing in the curriculum, and second language learning discourses Framed in the interpretive paradigm and the qualitative approach, the research adopted a case study design. The sample of the study comprised of seven teachers of which two were EFAL teachers and five of these teach content subjects. Twenty four Grade 12 learners constituted the four Focus Groups. The data collection tools comprised of interviews, Focus Group Discussions (FGDs), observation and document analysis. Learners wrote essays and free writing exercises which formed transcripts for document analysis. The purposively selected teachers and the Grade 12 learners were granted interview questions in advance. The collected data was analysed and put under themes as determined by the study‘s research questions. Such themes included; challenges faced by learners when writing in EFAL, strategies used by teachers in teaching writing , perceptions of teachers and learners on learners‘ writing competency and the connection or linkage between learners‘ writing competency in EFAL and content subjects. Learners‘essays and free writing revealed that the learners have limited vocabulary in their FAL. Furthermore, the study made known that learners experience anxiety when they have to answer questions in English and that results in them being incompetent in writing in the target language. Other hindrances to EFAL writing that were revealed by the study included the detrimental effect of social media on the writing competency and lack of motivation to read for writing in English. In addition, the study established that there were teaching approaches that were employed by teachers when teaching writing which included the process writing and integration. Content subject teachers made known to the study that they were not teaching writing to the learners but assess them in essay writing and summaries as required by the school-based assessments in their respective subjects. It was also disclosed in the study that writing encompasses other language skills especially reading. The study also revealed that writing is a skill that is obligatory to be taught because it becomes beneficial to other subjects and that it enhances learners‘ writing for a variety of reasons. Overall, the study made known that there are complex circumstances that Grade 12 learners in rural public schools encounter when engaging in writing in the EFAL. The study concluded that although English could be perceived as a dominant language, it is embedded with multiplicity of challenges in the rural secondary schools where it is used as a LoLT. Such hindrances mostly find expression when learners have to engage in writing activities and encompass; lack of motivation, anxiety, limited vocabulary and the influence of social networks. The study recommended that the EFAL policy makers should not use a blanket approach on how EFAL should be taught but consider the demographic situations of the various sections of South Africa. The study also recommended that code switching which is practiced in bilingual classrooms appears inevitable and therefore should be formalized.
- Full Text:
A Mobile social networking framework to create a virtual community of practice in aid of rural small , medium and macro-sized enterprise support and development
- Authors: Muwunga-Zake, Oliva Jullian
- Date: 2016
- Subjects: Communication in economic development Information technology -- Social aspects Social media Rural development
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5785 , vital:29393
- Description: Rural community media are identified as a critical component of the rural community communication process. These SMMEs are however struggling to achieve sustainability and operate effectively due to the various challenges and constraints impacting them. This study seeks to address this by developing a Rural Community Media Mobile Social Networking Framework that will create a virtual community of practice for the purposes of support of rural entrepreneurs in small, medium and macro enterprises (SMMES) in the Eastern Cape Province of South Africa. The author has specifically scoped this research to focus on Rural Community Media as a specialised subsegment of entrepreneurs operating in rural areas. The reasons for this decision were in part due to the effect and impact of community media on socio-economic development due to the role they play in enabling access to information and knowledge and giving a voice to poor and isolated communities The study proposes that provision of access to relevant information and knowledge via a mobile social networking framework would assist in cutting implementation costs through utilisation of a platform that is already there (known as rural community media). This study is scoped to focus specifically on rural community media with fieldwork conducted in the province of the Eastern Cape, South Africa. In summary the Research Methodology applied is as follows: - Research Philosophy: The interpretive research philosophy was chosen for this study - Research Design: This study will apply qualitative design - Research Approach: The case study approach will be used in the study - Data Collection Techniques: Source data will be comprised of primary and secondary data. Primary data will be collected through implementation of a questionnaire and expert reviews, while the secondary data will be collected through literature review. Hermeneutics will be used as the data collection technique in this study. - Data analysis: Cross-case data analysis will be applied Key findings included that rural community media already utilise mobile technology and social media/networking to conduct business. Rural community media required access to information and knowledge pertaining to internal business process, funding, governance, training and access to skilled resources. Mobile social networking is identified as a suitable vehicle for delivery. A Rural Community Media Social Networking Framework was developed as a result of this study. Framework elements were supported, and in some cases modified, by case study findings and expert review feedback.
- Full Text:
- Authors: Muwunga-Zake, Oliva Jullian
- Date: 2016
- Subjects: Communication in economic development Information technology -- Social aspects Social media Rural development
- Language: English
- Type: Thesis , Doctoral , Degree
- Identifier: http://hdl.handle.net/10353/5785 , vital:29393
- Description: Rural community media are identified as a critical component of the rural community communication process. These SMMEs are however struggling to achieve sustainability and operate effectively due to the various challenges and constraints impacting them. This study seeks to address this by developing a Rural Community Media Mobile Social Networking Framework that will create a virtual community of practice for the purposes of support of rural entrepreneurs in small, medium and macro enterprises (SMMES) in the Eastern Cape Province of South Africa. The author has specifically scoped this research to focus on Rural Community Media as a specialised subsegment of entrepreneurs operating in rural areas. The reasons for this decision were in part due to the effect and impact of community media on socio-economic development due to the role they play in enabling access to information and knowledge and giving a voice to poor and isolated communities The study proposes that provision of access to relevant information and knowledge via a mobile social networking framework would assist in cutting implementation costs through utilisation of a platform that is already there (known as rural community media). This study is scoped to focus specifically on rural community media with fieldwork conducted in the province of the Eastern Cape, South Africa. In summary the Research Methodology applied is as follows: - Research Philosophy: The interpretive research philosophy was chosen for this study - Research Design: This study will apply qualitative design - Research Approach: The case study approach will be used in the study - Data Collection Techniques: Source data will be comprised of primary and secondary data. Primary data will be collected through implementation of a questionnaire and expert reviews, while the secondary data will be collected through literature review. Hermeneutics will be used as the data collection technique in this study. - Data analysis: Cross-case data analysis will be applied Key findings included that rural community media already utilise mobile technology and social media/networking to conduct business. Rural community media required access to information and knowledge pertaining to internal business process, funding, governance, training and access to skilled resources. Mobile social networking is identified as a suitable vehicle for delivery. A Rural Community Media Social Networking Framework was developed as a result of this study. Framework elements were supported, and in some cases modified, by case study findings and expert review feedback.
- Full Text:
Synthesis, characterization & application of visible light responsive nitrogen doped Tio2 and copolymer-grafted asymmetric membranes with ozonolysis for water treatment
- Authors: Mungondori, Henry H
- Date: 2015
- Language: English
- Type: Thesis , Doctoral , PhD (Chemistry)
- Identifier: vital:11350 , http://hdl.handle.net/10353/d1020257
- Description: The use of titanium dioxide for the photo-catalytic removal of organic, inorganic, and microbial pollutants from natural water and wastewater has been considered a very promising technique. The aim of this study was to prepare nitrogen doped titanium dioxide, immobilize it on asymmetric polymeric membranes of poly (methacrylic acid) grafted onto poly (vinylidene difluoride) (PVDF) blended with poly (acrylonitrile) (PAN), and evaluate the photo-catalytic, antimicrobial, and antifouling properties of the membranes. Nitrogen doped titanium dioxide (N-TiO2) nano-particles were prepared by a low temperature sol gel synthesis technique. The modification of TiO2 with nitrogen allows photo-sensitization of the photo-catalyst towards visible light utilization. The N-TiO2 nano-particles were characterized by fourier transform infrared spectroscopy (FT-IR), scanning x-ray photoelectron spectroscopy (SXPS), X-ray diffraction analysis (XRD), diffuse reflectance spectroscopy (DRS), Brunauer Emmett Teller (BET) surface area analysis, and transmission electron microscopy (TEM). The characterizations revealed the presence of the expected functional groups and confirmed successful doping and that the product was visible light responsive. Novel poly (methacrylic acid) grafted onto poly (vinylidene difluoride)/ poly (acrylonitrile) (PMAA-g-PVDF/ PAN) asymmetric membranes were prepared by the dry-wet phase inversion technique. The poly (methacrylic acid) (PMAA) side chains where grafted onto an activated PVDF backbone by reversible addition fragmentation chain transfer (RAFT) polymerization. The photo-catalytic membranes were generated by blending N-TiO2 with the polymer solution before casting the membranes. The membranes were characterized by FT-IR, nuclear magnetic resonance spectroscopy (NMR), scanning electron microscopy (SEM), and thermo-gravimetric analysis (TGA). FT-IR and NMR analyses confirmed successful grafting of MAA chains onto PVDF while SEM confirmed the successful preparation of membranes with asymmetric structure. The efficacy of the photo-catalytic asymmetric membranes was evaluated on the removal of herbicides from synthetic water. Bentazon was easily degraded while atrazine and paraquat were recalcitrant and proved difficult to degrade. The best results were observed with 3 % N-TiO2-PMAA-g-PVDF/ PAN asymmetric membranes on the photo-degradation of bentazon, atrazine and paraquat in water. Significant enhancement in the photo-degradation of the three herbicides was observed when photo-catalytic degradation was coupled with ozonation. Liquid chromatography-mass spectrometry (LC-MS) analysis confirmed the presence of a degradation by-product during the photo-catalytic degradation of bentazon. The photo-catalytic membranes were also evaluated on the photo-catalytic reduction of heavy metals Pb2+ and Fe3+ in water, and the best results were obtained using 1 % N-TiO2-PMAA-g-PVDF/ PAN and 1 % N-TiO2-PAN asymmetric membranes. All prepared photo-catalytic membranes where capable of completely inactivating E. coli ATCC 8739 within 120 minutes of exposure and inactivation rate increased with increasing N-TiO2 photo-catalyst loading. However, there was an indication from the results obtained that N-TiO2 supported on PMAA-g-PVDF/ PAN showed a higher inactivation rate of E. coli ATCC 8739 compared to N-TiO2-PAN and N-TiO2-PVDF membranes. The 1 % N-TiO2-PMAA-g-PVDF/ PAN membranes gave the highest pure water flux (421.83 L/m2h). This increase (PVDF = 30.50 L/m2h, PAN = 73.85 L/m2h) in pure water flux is owedb to PMAA grafting as well as addition of N-TiO2. These modifications resulted in an increased membrane surface hydrophilicity, which promoted permeation of pure water through the membrane structure. A high bovine serum albumin (BSA) rejection (76.5 %) was noted and can be attributed to steric hindrance brought about by PMAA side chains which prevented the bulky BSA molecules from attaching to the membrane surface for PMAA-g-PVDF/ PAN membranes. However, the supporting porous sub-layer of an asymmetric membrane seemed to play a very important role in the overall permeability of a membrane. PVDF membranes are highly hydrophobic hence they gave a very low pure water flux.
- Full Text:
- Authors: Mungondori, Henry H
- Date: 2015
- Language: English
- Type: Thesis , Doctoral , PhD (Chemistry)
- Identifier: vital:11350 , http://hdl.handle.net/10353/d1020257
- Description: The use of titanium dioxide for the photo-catalytic removal of organic, inorganic, and microbial pollutants from natural water and wastewater has been considered a very promising technique. The aim of this study was to prepare nitrogen doped titanium dioxide, immobilize it on asymmetric polymeric membranes of poly (methacrylic acid) grafted onto poly (vinylidene difluoride) (PVDF) blended with poly (acrylonitrile) (PAN), and evaluate the photo-catalytic, antimicrobial, and antifouling properties of the membranes. Nitrogen doped titanium dioxide (N-TiO2) nano-particles were prepared by a low temperature sol gel synthesis technique. The modification of TiO2 with nitrogen allows photo-sensitization of the photo-catalyst towards visible light utilization. The N-TiO2 nano-particles were characterized by fourier transform infrared spectroscopy (FT-IR), scanning x-ray photoelectron spectroscopy (SXPS), X-ray diffraction analysis (XRD), diffuse reflectance spectroscopy (DRS), Brunauer Emmett Teller (BET) surface area analysis, and transmission electron microscopy (TEM). The characterizations revealed the presence of the expected functional groups and confirmed successful doping and that the product was visible light responsive. Novel poly (methacrylic acid) grafted onto poly (vinylidene difluoride)/ poly (acrylonitrile) (PMAA-g-PVDF/ PAN) asymmetric membranes were prepared by the dry-wet phase inversion technique. The poly (methacrylic acid) (PMAA) side chains where grafted onto an activated PVDF backbone by reversible addition fragmentation chain transfer (RAFT) polymerization. The photo-catalytic membranes were generated by blending N-TiO2 with the polymer solution before casting the membranes. The membranes were characterized by FT-IR, nuclear magnetic resonance spectroscopy (NMR), scanning electron microscopy (SEM), and thermo-gravimetric analysis (TGA). FT-IR and NMR analyses confirmed successful grafting of MAA chains onto PVDF while SEM confirmed the successful preparation of membranes with asymmetric structure. The efficacy of the photo-catalytic asymmetric membranes was evaluated on the removal of herbicides from synthetic water. Bentazon was easily degraded while atrazine and paraquat were recalcitrant and proved difficult to degrade. The best results were observed with 3 % N-TiO2-PMAA-g-PVDF/ PAN asymmetric membranes on the photo-degradation of bentazon, atrazine and paraquat in water. Significant enhancement in the photo-degradation of the three herbicides was observed when photo-catalytic degradation was coupled with ozonation. Liquid chromatography-mass spectrometry (LC-MS) analysis confirmed the presence of a degradation by-product during the photo-catalytic degradation of bentazon. The photo-catalytic membranes were also evaluated on the photo-catalytic reduction of heavy metals Pb2+ and Fe3+ in water, and the best results were obtained using 1 % N-TiO2-PMAA-g-PVDF/ PAN and 1 % N-TiO2-PAN asymmetric membranes. All prepared photo-catalytic membranes where capable of completely inactivating E. coli ATCC 8739 within 120 minutes of exposure and inactivation rate increased with increasing N-TiO2 photo-catalyst loading. However, there was an indication from the results obtained that N-TiO2 supported on PMAA-g-PVDF/ PAN showed a higher inactivation rate of E. coli ATCC 8739 compared to N-TiO2-PAN and N-TiO2-PVDF membranes. The 1 % N-TiO2-PMAA-g-PVDF/ PAN membranes gave the highest pure water flux (421.83 L/m2h). This increase (PVDF = 30.50 L/m2h, PAN = 73.85 L/m2h) in pure water flux is owedb to PMAA grafting as well as addition of N-TiO2. These modifications resulted in an increased membrane surface hydrophilicity, which promoted permeation of pure water through the membrane structure. A high bovine serum albumin (BSA) rejection (76.5 %) was noted and can be attributed to steric hindrance brought about by PMAA side chains which prevented the bulky BSA molecules from attaching to the membrane surface for PMAA-g-PVDF/ PAN membranes. However, the supporting porous sub-layer of an asymmetric membrane seemed to play a very important role in the overall permeability of a membrane. PVDF membranes are highly hydrophobic hence they gave a very low pure water flux.
- Full Text:
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