Analysing writing competence of learners in selected secondary schools in Zimbabwe
- Authors: Dube, Precious https://orcid.org/0000-0002-9715-4609
- Date: 2021-01
- Subjects: English language -- Composition and exercises , English language -- Rhetoric
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21246 , vital:47436
- Description: Writing has been identified as one of the most essential skills that learners require for their personal development and academic success because the world has become so text-oriented. However, learning to master writing skills is a problem that learners face in Zimbabwean secondary schools. Subsequently, the purpose of this study was to analyse the writing competence of learners in selected secondary schools in the Midlands province of Zimbabwe. Using some aspects of the product-process approach and the cognitive process theory of writing, the study intended to assess the level of writing competence of learners in selected schools in Zimbabwe. The study followed a qualitative approach and adopted a case study research design. A purposive selected sample for the interviews consisted of 40 learners and 8 teachers. Another set of data were collected through document analysis. Both sets of data were analysed thematically. Findings indicated that the secondary school learners in Zimbabwe had challenges related to contextualising the topic, coherence and cohesion. The results further revealed that the language of instruction had an effect on the writing competence of learners and primary school background influenced competence later in secondary schools. The results also showed that although competent and not-so-competent learners shared some similar writing strategies, most of the strategies they used when writing were different. It was also noted that most secondary school teachers did not teach writing skills and most of their teaching methods were teacher centred and therefore unlikely to promote competence in learners. The researcher recommended professional training courses and workshops for teachers, which would help them to teach learners to become competent in writing and in incorporation of ICT in the learning of English Language in secondary schools. It was further recommended that learners should be trained and encouraged to develop a culture of reading, as this is likely to effectively promote their writing skills. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
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- Date Issued: 2021-01
Scholarly utilization of Liberation Archives at the University of Fort Hare, with a view to their transformative, emancipatory purpose
- Authors: Booi, Vuyani Gweki
- Date: 2021-01
- Subjects: Archives , Documentation
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21157 , vital:47185
- Description: The aim of the study is to assess the scholarly utilization of the liberation struggle archives in South Africa, and to determine their transformative and emancipatory purpose; focusing particularly on the archives at the University of Fort Hare, the historic alma mater of many liberation leaders. The objectives of this study are: to determine the purpose of the of deposit of documents in the archives, to investigate the ease of accessto the documents and their utilization, as well as to establish standards of assessment and to make recommendations for a more efficacious use of these valuable assets The nature of this study is interdisciplinary andcalls for the use of qualitative methodologies, including archival research and historic research. The primary sources for this research include administrative files, minutes, memos, reports, correspondence, newspaper articles, speeches, and audio-visual sources at the National Heritage and Cultural Studies Centre (NAHECS), at the University of Fort Hare. The analysis of organizational texts, citations and content analyses arethe tools that the researcher used. The study looks at the historiography of archives in general, with a focus on contested historical processes, and crossed purposes in theestablishment of political archives. The thesis draws on theoriesof the role of “liberation archives” in societies in transition to analyze the South African liberation archive as an alternative subtext, presenting distinct signposts of transformation of the national archival landscape. Key to the analysis and historiography of the South African liberation archives project is the role that the University of Fort Hare played, in cooperation with the liberation movements, including the African National Congress, the Pan African Congress, the Azanian People’s Organization /Black Consciousness Movement and the New Unity Movement, as well as the contribution made by individual prominent leaders of these organizations, in ensuring the liberation archives are housed at University of Fort Hare. The study provides an overview of the context in which the liberation archives were deposited at Fort HareUniversityand it identifies the objectives and expectations of the organizations in making this decision, including internal contestations and controversies that surrounded the Fort Hare Archives Project. The study discloses critical contestations over the project, evident in, (i.) the African National Congress (ANC) Archives dispute and its implications for the Liberation Archives at the University of Fort Hare (UFH), (ii). UFH`s attempts to resolve the dispute, (iii). the transfer of archives from the Center for Cultural Studies to the Fort Hare Library, the Commission of enquiry, or Task Team instigated to consider the significance of the dispute and controversy, key objectives, and key expectations for the liberation archives organizations and of the role of theUFH, for the transformative, emancipatory role of the archives. All these considerations bear crucial implications for the conclusion and recommendations of the study.The researcher argues that the historic speeches of Mr. Tambo and Mr. Mandela at UFHhad a significant impact on the considerations of the liberation organizations and their leaders regarding the placing of the archives atUFH, and it persuaded these organizations to see value and significance in choosing the university as the historic site where their liberation archives and materials ought to be housed. Despite good intentions regarding the value of these archives for decolonization of knowledge, there has been no systematic effort to encourage the integration of archival material into the curricula, learning materials, teaching, research or community engagement programs, where these documents are stored, in the rural Eastern Cape. There has been no internally driven strategy at Fort Hare to attract university academics and researchers to do in-depth research on the liberation archives. There are few incentives to encourage postgraduate students to undertake research on themes covered by the liberation archives. Because ofa lack of financial and material resources, personnel and instruments, there are few community engagement and outreach programs. The researcher recommends, on this basis, that the University of Fort Hare promote systematic research on the liberation archives, establish a research chair in liberation history studies; and that liberation archives be used as a vehicle to develop an emancipatory curriculum, where liberation archives are repositioned, especially in the Humanities and Social Sciences. UFH should also revive oral history on the liberation struggle as part of research that should transform scholarship. , Thesis (PhD) -- Faculty of Social Science and Humanities, 2021
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- Date Issued: 2021-01
Socio-cultural factors influencing the interpretation of public health communication of HIV/AIDS messages in selected villages in Lesotho
- Authors: Moqasa, Nketsi Abel
- Date: 2021-01
- Subjects: Mass media in health education , Communication in medicine
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21235 , vital:47431
- Description: HIV/AIDS remain a major public health concern in Lesotho. The spread of the virus has increased exponentially in recent years despite concerted efforts by government to combat the pandemic through public health communication. Both the literature in health and cultural communication attributes the failure of public health messages on HIV/AIDS to resonate with the target audience to several socio-cultural factors including norms, religion and poverty. Using a qualitative research approach within the theoretical framework of the Culturally Sensitive Model of Communicating Health messages, this study investigated the socio-cultural factors influencing the interpretation of public health communication of HIV/AIDS messages in selected villages in Lesotho. Data was collected through face-to-face interviews and focus group discussions involving participants from four villages namely, Ha-Makebe, Ha-Fusi, Ha-Foso and Maqhaka. Findings of the study revealed that various cultural factors including multiple sex partners, inconsistent use of condoms and lack of education contribute to the pervasiveness of HIV/AIDS in Lesotho. The influence of these socio-cultural factors on the understanding of public health communication varies among individuals. The results suggest that some certain socio-cultural factors prevalent in several Lesotho communities encourage people to practise unhealthy lifestyle that increases the chances of contracting HIV/AIDS. Although participants admitted that they were aware of HIV/AIDS messages, they were unanimous that they did not receive the messages as they were intended or expected suggesting that their understanding or interpretation of the messages was moderated by cultural factors. The comments provided by participants attest to the importance of culture in the acceptance and understanding of PHC messages by the target audience. The findings indicate that language and culture exert both positive and negative effects on the reception and acceptance of HIV/AIDS messages. It was also noted by chiefs that the factors aforementioned are not strongly emphasised in the public health communication campaigns aimed at eradication of HIV/AIDS in Lesotho hence, communities are severely impacted by the HIV/AIDS pandemic. Health workers on the other hand, confirmed that messages conveyed to communities are culturally sensitive because they consider the culture of the target audience which is Basotho.This study, therefore, recommends that public health communicators should also encourage other stakeholders who are working hard to combat the spread of HIV/AIDS to consider the implementation of socio-cultural factors when designing HIV/AIDS prevention strategies as this will allow the target audience to accept and interpret HIV/AIDS messages positively. Based on the data analysed, it was identified that there are no policies that link HIV/AIDS message design to the local culture which results in a lack of acceptance of PHC messages related to this pandemic. As noted by some participants, most HIV/AIDS messages reflect perspectives of western culture where unlike Lesotho society, some issues like language, age, poverty are not considered. Therefore, HIV/AIDS messages that reflect the culture of the target audience must be taken into consideration during the design and implementation of cultural policies and interventions. It further recommends that clear policies that deal with HIV/AIDS campaigns and culture in Lesotho be formulated. , Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2021
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- Date Issued: 2021-01
Strategies employed by teachers to assist Grade 4 learners transition from mother tongue instruction to English as a medium of instruction
- Authors: Butler, Cynthia Desiree
- Date: 2021-01
- Subjects: English language -- Grammar -- Study and teaching , English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20035 , vital:45029
- Description: In most South African schools, there is a transition period, where lower primary learners receive instruction in their mother tongue from grades 1-3 and from grade 4 onwards, English becomes the medium of instruction. This study explored how learners in primary schools in Grade 4 learn through the medium of English, since IsiXhosa is their home language and they come from a community of pre-dominantly IsiXhosa speakers where English is seldom heard or spoken. The study is concerned with the language and literacy practices at this crucial transition, and investigated to what extent learners in the Grade 4 have learnt / been taught / have developed sufficient basic inter-personal communication skills, BICS, (Cummins, 2000), in isiXhosa to make the switch to learning all subjects in English. The theoretical frameworks adopted for this study was Cummins Language theories. Within this study an interpretive paradigm aligned with the qualitative approach and the case study design for understanding the phenomena, were adopted. The study covered three primary schools which were purposively selected. The participants comprised of six female teachers teaching Life Skills in Grade 4 from five mainstream schools were also purposively selected. Semi structured interviews, observation and document analyses were used as data collection instruments. A qualitative thematic approach was used for data analyses and the emerging results were organised into different themes reflecting participant’s responses. The findings revealed that teachers did not use lesson plans as they have indicated. Even though literature emphasises the importance of lesson planning, teachers find it tedious to plan. It was established that no assessment tasks were done when the lesson was concluded. Effective teaching without valid and reliable assessment tasks would result in meaningless teaching and learning interactions. It was revealed that teachers used teaching aids, but only a few. The information demonstrated that teachers did not code switch to assist with learner understanding. Instead, they presented their lessons in English which hampered learning. The study discovered that teachers used the old traditional style of teaching, instead of learner-centred instruction, which is interactive and participatory. The study exposed that the biggest challenges learners encountered, was the language of teaching and learning, English. However, the findings established that learners where unable to understand and express themselves in English. English lessons had minimal learner participation, because learners did not have the necessary competence and English was not their home language. The study further revealed that the English language leads to a barrier of effective learning and placed learners at a disadvantage. The findings further suggested that a lack of resources had an impact on teaching and learning which affected learners’ acquisition and understanding of the medium of instruction. The findings claimed that slow and progressed learners exist in classrooms and need individualised and specialised teaching. It was found that parental involvement, translation, learner participation, group work and teaching aids assisted with the challenges teachers encounter during transitioning in the subject Life Skills. It is recommended that the school develop a structured programme to provide support and assistance for teachers with lesson planning. Assessment task should be included in each lesson and should be viewed as an essential part of teaching and learning. Teachers should make use of multiple and a variety of teaching aids. Code switching and translation should be used, as it assists with understanding, accuracy and clarity. An appropriate mix of teaching styles should be used, to reach all leaners in a classroom. Teachers can improve learners English, by incorporating learners’ home language, code-switching and teaching aids in class. Slow and progressed learners could be assisted by using a variety of teaching materials, individual attention, remedial education, peer tutoring, differentiated teaching and curriculum adaptation. A structured learning support programme providing learning support for learners with barriers to learning, can be utilised. It is recommended that parents be involved in their children’s learning. The schools should set up effective monitoring and support mechanism for teachers in order to ensure that quality teaching and learning takes place in schools. Regular monitoring and evaluation by the DoE might assist to support teachers. A suggested framework of strategies in Life Skills, based on the findings of the study and extensive literature review, should contribute and assist with transitioning in Grade 4 in schools. , Thesis (DPhil) -- Faculty of Education, 2021
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- Date Issued: 2021-01