A case study of the high student failure and dropout rates at FET college
- Authors: Cain, Rashida
- Date: 2014
- Subjects: College dropouts -- South Africa -- Eastern Cape -- Case studies , School failure -- South Africa -- Eastern Cape , Education and training services industry -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9439 , http://hdl.handle.net/10948/d1020998
- Description: The aim of this case study was to investigate the key factors contributing to the high failure and high dropout rates at a FET College. The FET College selected for the purpose of this study is situated in a city in the Eastern Cape. The Minister of Labour declared in 2006 that FET Colleges in South Africa have a central role to play in assisting youth in gaining skills, in order to realise the South African Government’s goal of halving poverty and unemployment by 2014. The South African Government spent R1.9 million on the recapitalisation of colleges in 2005 to improve the FET Sector. According to the Green Paper (DHET, 2012), the FET College sector is weak and the throughput rate of the 2007 NC (V) cohort nationally was 4 percent and the dropout rate between 13 percent and 25 percent. The average pass rate for the successful completion of NC (V) students at FET Colleges in the Eastern Cape was 12 percent for 2007. The research design selected for this study was an explanatory intrinsic case study of a qualitative nature, with the aim to provide a comprehensive depiction of the case. Data was gathered from various sources and at different stages at the particular college campus. Questionnaires, semi-structured interviews and document interrogations were employed to gather descriptive qualitative data. Demographic information on the students who had dropped out assisted in the profiling of students at risk of dropping out of college. The findings derived from the data showed that multiple factors caused the high student dropout and failure rates, prominent among which was a lack of finances, impacting on accommodation and transport, which in turn impacted on student attendance. A lack of motivation and commitment from students seemed to further contribute to the high student failure and dropout rates. In addition, the students’ perceptions and expectations of the FET College, the barriers to academic success and views about support services were explored. Finally, the present circumstances and plans of students who had dropped out were investigated.
- Full Text:
- Date Issued: 2014
- Authors: Cain, Rashida
- Date: 2014
- Subjects: College dropouts -- South Africa -- Eastern Cape -- Case studies , School failure -- South Africa -- Eastern Cape , Education and training services industry -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9439 , http://hdl.handle.net/10948/d1020998
- Description: The aim of this case study was to investigate the key factors contributing to the high failure and high dropout rates at a FET College. The FET College selected for the purpose of this study is situated in a city in the Eastern Cape. The Minister of Labour declared in 2006 that FET Colleges in South Africa have a central role to play in assisting youth in gaining skills, in order to realise the South African Government’s goal of halving poverty and unemployment by 2014. The South African Government spent R1.9 million on the recapitalisation of colleges in 2005 to improve the FET Sector. According to the Green Paper (DHET, 2012), the FET College sector is weak and the throughput rate of the 2007 NC (V) cohort nationally was 4 percent and the dropout rate between 13 percent and 25 percent. The average pass rate for the successful completion of NC (V) students at FET Colleges in the Eastern Cape was 12 percent for 2007. The research design selected for this study was an explanatory intrinsic case study of a qualitative nature, with the aim to provide a comprehensive depiction of the case. Data was gathered from various sources and at different stages at the particular college campus. Questionnaires, semi-structured interviews and document interrogations were employed to gather descriptive qualitative data. Demographic information on the students who had dropped out assisted in the profiling of students at risk of dropping out of college. The findings derived from the data showed that multiple factors caused the high student dropout and failure rates, prominent among which was a lack of finances, impacting on accommodation and transport, which in turn impacted on student attendance. A lack of motivation and commitment from students seemed to further contribute to the high student failure and dropout rates. In addition, the students’ perceptions and expectations of the FET College, the barriers to academic success and views about support services were explored. Finally, the present circumstances and plans of students who had dropped out were investigated.
- Full Text:
- Date Issued: 2014
A case study on the role of excel as a teaching and learning tool in influencing learners' interpretation of functions
- Authors: Zakumba, Lwazi Xolisile
- Date: 2014
- Subjects: Microsoft Excel (Computer file) , Computer-assisted instruction , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9455 , http://hdl.handle.net/10948/d1018756
- Description: The aim of this study was to investigate the role Excel could play in influencing Mathematics and Mathematical literacy learners’ interpretation of functions and their attitude towards Mathematics. I used a Mathematical Graphical Diagnostic (MGD) test, an attitude questionnaire, a reflective questionnaire and semi-structured interviews as instruments. The MGD test and the attitude questionnaire were given to 72 volunteer grade 11 learners at a former Model C school in Port Elizabeth, in the Eastern Cape. This group included 50 pure Mathematics learners and 22 Mathematical literacy learners. From this group, a smaller group of 10 learners further took part in the rest of the study were they went through an intervention were Excel was used as a teaching tool, covering concepts concerning functions. This group included 6 pure Mathematics and 4 Mathematical literacy learners. The 10 learners then re-wrote the MDG test and refilled the attitude questionnaire after the intervention. A reflective questionnaire was administered to the 10 learners after the intervention, with 5 learners from the 10 undergoing interviews in order to meet the objectives of the study. The administration of the MDG test and attitude questionnaire, interviews and reflective questionnaire enabled me to explore the relationship between learner performance and their attitude towards Mathematics as a subject, as well as the comparing the attitudes and performances between pure Mathematics and Mathematical Literacy learners. The study followed a qualitative research design, with an element of quantitative research. The qualitative data yielded findings that revealed the effectiveness of using Excel in teaching functions while the quantitative data revealed the difference in attitude and ability between pure Mathematics and Mathematical Literacy leaners. The findings of the study revealed that Excel played a major role in improving pure Mathematics learners’ results but not those of the Mathematical Literacy learners. The study also showed that technology does not necessarily impact on learners’ attitudes positively.
- Full Text:
- Date Issued: 2014
- Authors: Zakumba, Lwazi Xolisile
- Date: 2014
- Subjects: Microsoft Excel (Computer file) , Computer-assisted instruction , Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9455 , http://hdl.handle.net/10948/d1018756
- Description: The aim of this study was to investigate the role Excel could play in influencing Mathematics and Mathematical literacy learners’ interpretation of functions and their attitude towards Mathematics. I used a Mathematical Graphical Diagnostic (MGD) test, an attitude questionnaire, a reflective questionnaire and semi-structured interviews as instruments. The MGD test and the attitude questionnaire were given to 72 volunteer grade 11 learners at a former Model C school in Port Elizabeth, in the Eastern Cape. This group included 50 pure Mathematics learners and 22 Mathematical literacy learners. From this group, a smaller group of 10 learners further took part in the rest of the study were they went through an intervention were Excel was used as a teaching tool, covering concepts concerning functions. This group included 6 pure Mathematics and 4 Mathematical literacy learners. The 10 learners then re-wrote the MDG test and refilled the attitude questionnaire after the intervention. A reflective questionnaire was administered to the 10 learners after the intervention, with 5 learners from the 10 undergoing interviews in order to meet the objectives of the study. The administration of the MDG test and attitude questionnaire, interviews and reflective questionnaire enabled me to explore the relationship between learner performance and their attitude towards Mathematics as a subject, as well as the comparing the attitudes and performances between pure Mathematics and Mathematical Literacy learners. The study followed a qualitative research design, with an element of quantitative research. The qualitative data yielded findings that revealed the effectiveness of using Excel in teaching functions while the quantitative data revealed the difference in attitude and ability between pure Mathematics and Mathematical Literacy leaners. The findings of the study revealed that Excel played a major role in improving pure Mathematics learners’ results but not those of the Mathematical Literacy learners. The study also showed that technology does not necessarily impact on learners’ attitudes positively.
- Full Text:
- Date Issued: 2014
An investigation into second language Learners’ proficiency in Mathematical language
- Authors: Ngibe, Ntsikelelo Hector
- Date: 2014
- Subjects: Second language acquisition -- Teaching and learning -- Mathematics Mathematics -- Language -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/845 , vital:29936
- Description: The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.
- Full Text:
- Date Issued: 2014
- Authors: Ngibe, Ntsikelelo Hector
- Date: 2014
- Subjects: Second language acquisition -- Teaching and learning -- Mathematics Mathematics -- Language -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/845 , vital:29936
- Description: The purpose of the study was to investigate second language learner‟s proficiency in mathematical language. The study was conducted using the Grade 12 learners in a senior secondary school in the district of Mthatha, Eastern Cape. The researcher used a case study approach and a questionnaire was used to investigate whether or not learners understood the language rather than to assess their mathematical ability. English was the language in question and used as the medium of instruction (MOI). In this study, aspects of the language used for mathematics are highlighted, the importance of mathematical vocabulary is discussed and reference is made to some recent research concerned with the understanding of mathematical language. The importance of language as a factor in the learning of mathematics is established through a consideration of bilingualism and the writer‟s own research into the understanding of mathematical language. Perhaps the most obvious educational difficulty which students encounter is that of language. Teachers and curriculum planners need to assess whether this is desirable, and to attempt to find ways in which learners in bilingual education programmes can learn mathematics in a meaningful way. Theories on the interaction between language and mathematical thinking, as well as the studies conducted with bilingual students can inform one‟s thinking about this issue. These ideas have important implications for teaching, texts and curriculum development. The study examined some of the above aspects in the context of South African Education.
- Full Text:
- Date Issued: 2014
An investigation on the opinions of teachers on the policy implementation of life orientation curriculum: a case study of five schools in Cofimvaba Education District
- Authors: Matshikiza, Spokazi
- Date: 2014
- Subjects: Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/679 , vital:26487 , Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Description: The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compulsory subject that was introduced in the epitome of these changes and presents South Africa with the opportunity of providing a meaningful contribution to its youth and mainly as a partial solution to various social problems. The bottom-up model was used to explain the data which was collected from 5 schools in Cofimvaba district using structured interview schedule The schools selected were based in the rural areas of Cofimvaba District and the number of participants interviewed were 15 teachers with different educational qualifications. The data was then arranged and sorted into common themes as well as tallying and ranking of the responses. This was done in order to uncover the main issues that make the findings of the current study. The data collected revealed that some of the Life Orientation teachers from the GET Band (school 2: 3 teachers, school 3: 6 teachers and school 5: 2 teachers) did not receive any training nor support from the Department of Education on implementing Life Orientation and that resulted to implementation difficulties in their schools. However, some teachers that were interviewed in school 1, 2 (3 teachers) and in school 4 joyfully responded by informing the researcher that the Department of Education was supportive to such an extent that the department has provided study material, teaching material, annual teaching plan and also organised support workshops for them. Although that was the case, some schools (2, 3 and 5) are still experiencing some shortages in terms of teaching materials as they go to the neighbouring schools for support. Though there was support that was given by the Department of Education to Life Orientation, it is still inadequate as it could not cater for all the needs of the schools. In addition, the challenges faced by the above mentioned schools may also result in the provision of unbalanced LO curriculum implementation. Support and monitoring is crucial aspect when it comes to implementation of a certain learning area especially when dealing with Life Orientation. This is an easy subject to deal with since it entails issues of life, therefore, whatever support that needs to be provided in future will be appreciated in order to the teachers to be able to implement the curriculum according to its expected standards.
- Full Text:
- Date Issued: 2014
- Authors: Matshikiza, Spokazi
- Date: 2014
- Subjects: Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/679 , vital:26487 , Curriculum-based assessment -- South Africa , Curriculum planning -- South Africa , High school teaching --South Africa
- Description: The purpose of this study was to investigate the opinions of teachers on the implementation of Life Orientation curriculum in five schools of the Cofimvaba Education District. In 1994, there were so many changes in South Africa which brought educational transformation at the fore front and centre of all discussions about the changes in general. The curriculum was reviewed and perceived as a guide meant to reflect the values and principles for envisaged learner such as human rights, social and environmental justice with a high level of skills, values and knowledge. Life Orientation as a compulsory subject that was introduced in the epitome of these changes and presents South Africa with the opportunity of providing a meaningful contribution to its youth and mainly as a partial solution to various social problems. The bottom-up model was used to explain the data which was collected from 5 schools in Cofimvaba district using structured interview schedule The schools selected were based in the rural areas of Cofimvaba District and the number of participants interviewed were 15 teachers with different educational qualifications. The data was then arranged and sorted into common themes as well as tallying and ranking of the responses. This was done in order to uncover the main issues that make the findings of the current study. The data collected revealed that some of the Life Orientation teachers from the GET Band (school 2: 3 teachers, school 3: 6 teachers and school 5: 2 teachers) did not receive any training nor support from the Department of Education on implementing Life Orientation and that resulted to implementation difficulties in their schools. However, some teachers that were interviewed in school 1, 2 (3 teachers) and in school 4 joyfully responded by informing the researcher that the Department of Education was supportive to such an extent that the department has provided study material, teaching material, annual teaching plan and also organised support workshops for them. Although that was the case, some schools (2, 3 and 5) are still experiencing some shortages in terms of teaching materials as they go to the neighbouring schools for support. Though there was support that was given by the Department of Education to Life Orientation, it is still inadequate as it could not cater for all the needs of the schools. In addition, the challenges faced by the above mentioned schools may also result in the provision of unbalanced LO curriculum implementation. Support and monitoring is crucial aspect when it comes to implementation of a certain learning area especially when dealing with Life Orientation. This is an easy subject to deal with since it entails issues of life, therefore, whatever support that needs to be provided in future will be appreciated in order to the teachers to be able to implement the curriculum according to its expected standards.
- Full Text:
- Date Issued: 2014
Analysis of grade 10 mathematical literacy students’ errors in financial mathematics
- Authors: Khalo, Xolani
- Date: 2014
- Subjects: Academic support -- Programmes , Peer support -- Higher education , South Africa -- Previously disadvantaged students , Errors analysis -- Financial mathematics , Mathematical literacy -- Irrelevant rules -- Language difficulty
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1369 , vital:26550 , Academic support -- Programmes , Peer support -- Higher education , South Africa -- Previously disadvantaged students , Errors analysis -- Financial mathematics , Mathematical literacy -- Irrelevant rules -- Language difficulty
- Description: The main aim of the study was (1) to identify errors committed by learners in financial mathematics and (2) to understand why learners continue to make such errors so that mechanisms to avoid such errors could be devised. The following has been hypothesised; (1) errors committed by learners are not impact upon by language difficulties, (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, (3) errors committed by learners in financial mathematics are not due to the application of irrelevant rules and strategies. Having used Polya’s problem-solving techniques, Threshold Concept and Newman’s Error Analysis as the theoretical frameworks for the study, a four-point Likert scale and three content-based structured-interview questionnaires were developed to address the research questions. The study was conducted by means of a case study guided by the positivists’ paradigm where the research sample comprised of 105 Grade-10 Mathematics Literacy learners as respondents. Four sets of structured-interview questionnaires were used for collecting data, aimed at addressing the main objective of the study. In order to test the reliability and consistency of the questionnaires for this study, Cronbach’s Alpha was calculated for standardised items (α = 0.705). Content analysis and correlation analysis were employed to analyse the data. The three hypotheses of this study were tested using the ANOVA test and hence revealed that, (1) errors committed by learners in financial mathematics are not due to language difficulties, as all the variables illustrated a statistical non-significance (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, as the majority of the variables showed non-significance and (3) errors committed by learners in financial mathematics were due to the application of irrelevant rules and strategies, as 66.7% of the variables illustrated a statistical significance to the related research question.
- Full Text:
- Date Issued: 2014
- Authors: Khalo, Xolani
- Date: 2014
- Subjects: Academic support -- Programmes , Peer support -- Higher education , South Africa -- Previously disadvantaged students , Errors analysis -- Financial mathematics , Mathematical literacy -- Irrelevant rules -- Language difficulty
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1369 , vital:26550 , Academic support -- Programmes , Peer support -- Higher education , South Africa -- Previously disadvantaged students , Errors analysis -- Financial mathematics , Mathematical literacy -- Irrelevant rules -- Language difficulty
- Description: The main aim of the study was (1) to identify errors committed by learners in financial mathematics and (2) to understand why learners continue to make such errors so that mechanisms to avoid such errors could be devised. The following has been hypothesised; (1) errors committed by learners are not impact upon by language difficulties, (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, (3) errors committed by learners in financial mathematics are not due to the application of irrelevant rules and strategies. Having used Polya’s problem-solving techniques, Threshold Concept and Newman’s Error Analysis as the theoretical frameworks for the study, a four-point Likert scale and three content-based structured-interview questionnaires were developed to address the research questions. The study was conducted by means of a case study guided by the positivists’ paradigm where the research sample comprised of 105 Grade-10 Mathematics Literacy learners as respondents. Four sets of structured-interview questionnaires were used for collecting data, aimed at addressing the main objective of the study. In order to test the reliability and consistency of the questionnaires for this study, Cronbach’s Alpha was calculated for standardised items (α = 0.705). Content analysis and correlation analysis were employed to analyse the data. The three hypotheses of this study were tested using the ANOVA test and hence revealed that, (1) errors committed by learners in financial mathematics are not due to language difficulties, as all the variables illustrated a statistical non-significance (2) errors committed by learners in financial mathematics are not due to prerequisite skills, facts and concepts, as the majority of the variables showed non-significance and (3) errors committed by learners in financial mathematics were due to the application of irrelevant rules and strategies, as 66.7% of the variables illustrated a statistical significance to the related research question.
- Full Text:
- Date Issued: 2014
Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)
- Authors: Mnqatu, Fiola Wayne
- Date: 2014
- Subjects: Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1358 , vital:26549 , Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Description: The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
- Full Text:
- Date Issued: 2014
- Authors: Mnqatu, Fiola Wayne
- Date: 2014
- Subjects: Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1358 , vital:26549 , Curriculum evaluation -- South Africa , Curriculum planning -- South Africa , Mathematics -- Study and teaching --South Africa
- Description: The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
- Full Text:
- Date Issued: 2014
Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas
- Authors: Forbes, Carine Madge Sybil
- Date: 2014
- Subjects: School discipline , High school teachers -- Economic conditions , High school teachers -- Social conditions , Children -- Conduct of life
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9462 , http://hdl.handle.net/10948/d1020258
- Description: Inclusive education and the abolishment of corporal punishment by the National Department of Education have a profound influence on the behaviour of the learners in the classroom. Behaviour displayed by learners challenges the authority of educators and stand in direct contrast to a peaceful classroom setting which is a key element of the learning process. Educators found themselves at a loss, not knowing how to retain order and discipline while valuable teaching time is lost. The aim of this study is to identify and determine how educators can be empowered to deal with challenging behaviour in their high school classrooms. A qualitative study was conducted for this purpose, in four high schools which is situated in the Northern Areas of Port Elizabeth in the Eastern Cape. To obtain the necessary data different data-collection techniques were used, namely questionnaires and interviews. Learners, educators and parents were participants in the study. The findings suggested that most educators do not have the skills and/or knowledge to cope with challenging behaviour displayed by learners in the classroom. Conditions where educators are unable to control the behaviour of learners undoubtedly leads to the degradation of teaching and learning, so the need to address the problem was real. The concluding chapter recommends strategies of dealing with challenging behaviour through classroom management, educator skills as well as disciplinary strategies. An environment that is conducive for teaching and learning will be created by such strategies.
- Full Text:
- Date Issued: 2014
Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas
- Authors: Forbes, Carine Madge Sybil
- Date: 2014
- Subjects: School discipline , High school teachers -- Economic conditions , High school teachers -- Social conditions , Children -- Conduct of life
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9462 , http://hdl.handle.net/10948/d1020258
- Description: Inclusive education and the abolishment of corporal punishment by the National Department of Education have a profound influence on the behaviour of the learners in the classroom. Behaviour displayed by learners challenges the authority of educators and stand in direct contrast to a peaceful classroom setting which is a key element of the learning process. Educators found themselves at a loss, not knowing how to retain order and discipline while valuable teaching time is lost. The aim of this study is to identify and determine how educators can be empowered to deal with challenging behaviour in their high school classrooms. A qualitative study was conducted for this purpose, in four high schools which is situated in the Northern Areas of Port Elizabeth in the Eastern Cape. To obtain the necessary data different data-collection techniques were used, namely questionnaires and interviews. Learners, educators and parents were participants in the study. The findings suggested that most educators do not have the skills and/or knowledge to cope with challenging behaviour displayed by learners in the classroom. Conditions where educators are unable to control the behaviour of learners undoubtedly leads to the degradation of teaching and learning, so the need to address the problem was real. The concluding chapter recommends strategies of dealing with challenging behaviour through classroom management, educator skills as well as disciplinary strategies. An environment that is conducive for teaching and learning will be created by such strategies.
- Full Text:
- Date Issued: 2014
Exploring a story-based learning design in a grade 4 science and technology classroom
- Authors: Kemp, Hermione
- Date: 2014
- Subjects: Classroom environment , Classroom learning centers , Student teaching , Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9467 , http://hdl.handle.net/10948/d1021017
- Description: Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
- Full Text:
- Date Issued: 2014
- Authors: Kemp, Hermione
- Date: 2014
- Subjects: Classroom environment , Classroom learning centers , Student teaching , Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9467 , http://hdl.handle.net/10948/d1021017
- Description: Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
- Full Text:
- Date Issued: 2014
Exploring a story-based learning design in a grade 4 science and technology classroom
- Authors: Kemp, Hermione
- Date: 2014
- Subjects: Classroom environment , Classroon learning centers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9458 , http://hdl.handle.net/10948/d1020083
- Description: Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
- Full Text:
- Date Issued: 2014
- Authors: Kemp, Hermione
- Date: 2014
- Subjects: Classroom environment , Classroon learning centers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9458 , http://hdl.handle.net/10948/d1020083
- Description: Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
- Full Text:
- Date Issued: 2014
Factors influencing the choice of religion studies as a subject in the further education and training band: a case study of two schools within the Uitenhage District of the Eastern Cape Province
- Authors: Chetty, P K
- Date: 2014
- Subjects: Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16205 , http://hdl.handle.net/10353/d1016087 , Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Description: In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.
- Full Text:
- Date Issued: 2014
- Authors: Chetty, P K
- Date: 2014
- Subjects: Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16205 , http://hdl.handle.net/10353/d1016087 , Religion -- Study and teaching -- South Africa -- Eastern Cape , Universities and colleges -- South Africa -- Eastern Cape , Education -- Curricula -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
- Description: In 2006, a new subject, Religion Studies (RS), was introduced in Grade 10 as an optional subject. It represents a major paradigm shift in education of religion at the public school level. Minimal research has been conducted on the factors influencing the choice of RS in Grade 10 by the learners, subject advisors, principal and educators. This subject might constitute an “easy option” to boost the learner’s performance. Former or “recycled Biblical Studies” educators may be available or even volunteer to teach this subject or they may have to be absorbed within the system. Ethics, morals, cross cultural respect and non-discrimination are critical for the development of the South African democracy. While RS is optional, it could play a critical role towards achieving these outcomes. This study restricted its focus to the Uitenhage District of the Province of the Eastern Cape. After careful consideration, the interpretive approach seemed to offer the best access to the kind of knowledge the researcher desired. A theoretical framework, that narrowly links rational choice with cultural reproduction theory, can prove to be inadequate. This study would be deficient if it was restricted to the family or home factors. Peer influence, self-efficacy or ability, utility value, motivation and teacher or school factors have to be included. The case study approach was used for this research.Semi-structured interviews were used to obtain qualitative responses from learners, from principals and educators whose schools are offering Religion Studies, and from subject advisors with oversight of this subject. This study discovered, inter alia, that learners did not have a real choice but were led to believe that RS was compulsory. The school has an influential role on a learner’s subject choice. Parental participation fluctuated from active to passive guidance. Learners saw RS as an easy subject and an aggregate booster. The school community both informs and influences the subject choice of learners. The peer influence of friends and fellow learners also featured in subject choice. RS teaches about religion and culture, respect, catalyses moral development, is enjoyable and easy to study but requires extensive reading. The limited diversity in RS classes did not allow for this respect to be tested. RS can catalyse the development of moral values. Despite this subject being an aggregate booster, learners enjoyed RS and therefore do well. After balancing the “costs and benefits,” according to rational choice theory, learners choose subjects with a utility value for their future career. RS opens the possibilities directly and indirectly. The majority of learners said that RS will assist them in their career path, not only narrowly in religious and pedagogical vocations but also more widely. RS could assist in careers with constituencies of religious diversity, in the medical field, human resources and journalism. RS fosters citizenship, non-discrimination and the rounded development of the learner and these objectives have attracted educators to teach RS. Learners enjoy RS, have self-efficacy, their performance ranges from good to well. Educators have a positive view of RS and contend that RS fosters respect, analytical, critical, constructive and lateral thinking. Principals were introduced to RS when it replaced Biblical Studies and much confusion between the two has ensued. RS is inclusive and also catalyses the development of morals. Principals emphasised the ongoing need for retraining of teachers through refresher courses, workshops and seminars and an involved role of the Department. Retraining would prevent the RS educator from being an “ad hoc teacher.” The Department has failed to act proactively in the introduction of RS as a new subject. Challenges lie in the integration of learning, essay writing skills and developing good model assessment tasks. Understanding RS terminology, confusion of RS with Biblical Studies, a shortage of resources, the vast content and the subject related methodology of RS are other concerns. All the stakeholder groups confirm this misperception. Researchers also concur with this finding. Biblical Studies educators have no advantage in RS but rather also necessitate retraining. RS, as a new subject with low intake, was not afforded all the requisite support. The number of schools offering RS is static. Provincial officials also reflect confusion of RS and Biblical Studies. The lack of staffing of the subject specialist at the National or Provincial level office is perturbing. Based on this study of the factors influencing the choice of Religious Studies in the FET Band, the following recommendations were made: Steps should be taken to ensure that learners be given a real choice Sharing of detailed information about the unique nature and outcomes of RS including its critical engagement Informed stakeholder groupings e.g. parents, educators, principal, SGB, community, Provincial and National Department of Education should not abuse their influential role of support by overt or covert compulsion Clarity between spiritual formation and catalysing moral development Educators should continue to foster enjoyment of RS Steps to be taken to facilitate integration of learning, developing essay writing skills and encourage good assessment tasks Increase diversity in class so that respect can be tested More information be given about direct and indirect career pathing Need for continual re-training through refresher courses, workshops and seminars Steps to be taken to address inadequate resources of RS Despite the “flattering” results for RS, efforts need to be taken by all the stakeholder groupings to ensure that learner’s competencies become a means in which RS markets itself Concerted on-going effort be made to clarify the confusion between RS and Biblical Studies That the Department assumes a more engaged role in RS Steps be taken by all the stakeholder groupings to encourage religious diversity in the RS class The National Department of Education has to staff both the National and Provincial Offices with well-equipped and highly motivated leaders.
- Full Text:
- Date Issued: 2014
Grade 3 teachers’ strategies to help English second language learners overcome interlingual spelling errors
- Authors: Rululu, Nomfusi Gladys
- Date: 2014
- Subjects: Interlingual -- Spelling errors , Teacher`s strategies -- Grade 3
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1349 , vital:26548 , Interlingual -- Spelling errors , Teacher`s strategies -- Grade 3
- Description: Spelling is one of the most important components of writing at single-word level and is regarded as a vital part of written communication. Also spelling is seen as an important tool in writing. Without the ability to spell as a broader aspect of writing, a person could not be called literate in the conventional sense of the word. Although the spelling is so important, learners in the foundation phase especially in grade three commit interlingual spelling errors. This means that at this stage learners transfer patterns of the mother tongue to the second language. By so doing that they write English words as the way they are pronounced in their mother tongue. Hence this study investigated grade three teachers’ strategies to help English second language learners overcome interlingual spelling errors. In exploring these strategies this study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering instruments used included semi-structured interviews, classroom observations and document analysis. One primary school in Mdantsane a township in East London District was purposively selected to form the context of the study. The medium of instruction in this school is isiXhosa in the foundation phase and English is taught as a subject. Two teachers and their classes participated in this study. The findings of the study revealed that different factors contribute to interlingual spelling errors. These factors are status of the parent (they were illiterate), pronunciation, language borrowing and language transfer. It is also revealed that teachers have a limited number of strategies to teach learners overcome interlingual spelling errors instead they use strategies to teach spelling generally.
- Full Text:
- Date Issued: 2014
- Authors: Rululu, Nomfusi Gladys
- Date: 2014
- Subjects: Interlingual -- Spelling errors , Teacher`s strategies -- Grade 3
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1349 , vital:26548 , Interlingual -- Spelling errors , Teacher`s strategies -- Grade 3
- Description: Spelling is one of the most important components of writing at single-word level and is regarded as a vital part of written communication. Also spelling is seen as an important tool in writing. Without the ability to spell as a broader aspect of writing, a person could not be called literate in the conventional sense of the word. Although the spelling is so important, learners in the foundation phase especially in grade three commit interlingual spelling errors. This means that at this stage learners transfer patterns of the mother tongue to the second language. By so doing that they write English words as the way they are pronounced in their mother tongue. Hence this study investigated grade three teachers’ strategies to help English second language learners overcome interlingual spelling errors. In exploring these strategies this study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering instruments used included semi-structured interviews, classroom observations and document analysis. One primary school in Mdantsane a township in East London District was purposively selected to form the context of the study. The medium of instruction in this school is isiXhosa in the foundation phase and English is taught as a subject. Two teachers and their classes participated in this study. The findings of the study revealed that different factors contribute to interlingual spelling errors. These factors are status of the parent (they were illiterate), pronunciation, language borrowing and language transfer. It is also revealed that teachers have a limited number of strategies to teach learners overcome interlingual spelling errors instead they use strategies to teach spelling generally.
- Full Text:
- Date Issued: 2014
High school teachers' experiences of dealing with learners made vulnerable by HIV and AIDS
- Tame-Gwaxula, Sindiswa Ruby, De Lange, Naydene
- Authors: Tame-Gwaxula, Sindiswa Ruby , De Lange, Naydene
- Date: 2014
- Subjects: Educational counseling , High school teachers , HIV-positive persons -- Care , Communicable diseases in children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/2959 , vital:20377
- Description: The HIV and AIDS pandemic have become not only a health concern but educational and social concern as well. According to Beyers and Hay (2011, p. 99) many school-going children are not only affected by HIV but a large number of adolescents are also either HIV positive or have AIDS. Other researchers argue that education should act as a vaccine against new HIV infections (Kendall and O’Gara, 2007, p. 6). This argument comes with the expectation that all teachers are willing and ready to work with learners made vulnerable by HIV and AIDS; without considering the lived realities of the teachers in relation to HIV and AIDS. While many teachers make a difference in the lives of affected and infected learners through the way in which they deal with the learners concerned, some may not take up the challenge to assist the learners, while others might unknowingly and unintentionally do harm. This study, therefore, aimed at exploring high school teachers’ experiences of working with learners made vulnerable by HIV and AIDS in order to generate guidelines to assist teachers to effectively deal with vulnerable learners in their classrooms.
- Full Text:
- Date Issued: 2014
- Authors: Tame-Gwaxula, Sindiswa Ruby , De Lange, Naydene
- Date: 2014
- Subjects: Educational counseling , High school teachers , HIV-positive persons -- Care , Communicable diseases in children
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/2959 , vital:20377
- Description: The HIV and AIDS pandemic have become not only a health concern but educational and social concern as well. According to Beyers and Hay (2011, p. 99) many school-going children are not only affected by HIV but a large number of adolescents are also either HIV positive or have AIDS. Other researchers argue that education should act as a vaccine against new HIV infections (Kendall and O’Gara, 2007, p. 6). This argument comes with the expectation that all teachers are willing and ready to work with learners made vulnerable by HIV and AIDS; without considering the lived realities of the teachers in relation to HIV and AIDS. While many teachers make a difference in the lives of affected and infected learners through the way in which they deal with the learners concerned, some may not take up the challenge to assist the learners, while others might unknowingly and unintentionally do harm. This study, therefore, aimed at exploring high school teachers’ experiences of working with learners made vulnerable by HIV and AIDS in order to generate guidelines to assist teachers to effectively deal with vulnerable learners in their classrooms.
- Full Text:
- Date Issued: 2014
Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district
- Authors: Tyilo, Nomakula
- Date: 2014
- Subjects: Curriculum planning Curriculum planning Curriculum planning Education -- Curricula -- South Africa -- Eastern Cape Educational change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5829 , vital:29400
- Description: This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
- Full Text:
- Date Issued: 2014
- Authors: Tyilo, Nomakula
- Date: 2014
- Subjects: Curriculum planning Curriculum planning Curriculum planning Education -- Curricula -- South Africa -- Eastern Cape Educational change -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5829 , vital:29400
- Description: This study investigated the implementation of the Business Studies National Curriculum Statement in Schools in Fort Beaufort District. The interpretive paradigm was utilized in this study because it focuses on individual perceptions and experiences. In addition a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of the Business Studies National Curriculum. Semi- structured interviews, focus group interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 3 Subject Advisors, 1 Provincial Subject Planner, 6 Teachers and 36 learners and interviews lasted for about 1 ½ hours. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Business Studies National Curriculum Statement in schools. Therefore, it was discovered from the data of the research study that the participants encounter a number of challenges with regard to teaching and implementing Business Studies in their schools. Namely: (1) lack of qualified personnel to teach Business Studies (2) lack of adequate teaching materials (3) lack of Subject Advisors executing their roles in helping teachers to teach Business Studies effectively (4) lack of training programmes and workshops on how to teach Business Studies in the classroom. Thus, there were variances in schools under study especially with relations to funding, availability of teaching material, support offered by School Heads and the Department of Education. As a result, emphasis was that the Department of Education had to come up with ways of continuously training the teachers and offering support in terms of teaching materials. Most of the participants from the school under study did not bother to plan their lessons when they were going to teach this subject. In sum, this study attempted to highlight the challenges that the participants encounter as they try to implement the Business Studies in their schools taking into the considering the educational history of their country. Hence some of the participants expressed why there is a need to create, cultivate and have a conducive and supportive working environment. The study recommends that the Department of Education provide teachers with special training on how to select relevant learning and teaching support material. Moreover, there is a greater need for Business Studies teachers to strike a balance between theory and practice in the deliverance of their lessons in Business Studies. Additionally, the District Officials must organise on-going training in Business Studies as this would help to rectify the problems that are currently being encountered in implementing Business Studies in schools.
- Full Text:
- Date Issued: 2014
Investigating strategies to improve reading levels of learners in an Eastern Cape community
- Poswa-Nolisi, Julia Nomahlubi
- Authors: Poswa-Nolisi, Julia Nomahlubi
- Date: 2014
- Subjects: Literacy -- Study and teaching -- South Africa -- Eastern Cape , Developmental reading -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/4496 , vital:20608
- Description: Literacy does not develop in a vacuum. Reading is taught and learnt within a social context. The school and teachers are a central part of this context, Pretorius and Machet (2003). The purpose of this study was to investigate the strategies to improve reading in an Eastern Cape community. To realise this aim, I first looked for strategies that are currently used by teachers. Then I focussed on additional strategies that could be of use in improving reading levels. This study observed the practices and accessed perceptions of teachers in two primary schools regarding literacy accomplishments in order to come up with relevant strategies to improve reading levels. My study is a qualitative case study focussed on Foundation and Intermediate Phase literacy. The two schools used in this study have different language policies. The one uses English as the language of learning and teaching and the other school uses isiXhosa. The home language of most of the learners in both schools is isiXhosa. I observed and interviewed teachers to get deeper understanding of the problem in the two schools. The Four Resources Model of Freebody and Luke (1990) proved to be a strategy that could be used to support the development of reading from the early years and on into the high school years. This model was found to articulate well with the official school literacy curriculum. In-school reading strategies could be well supplemented by assisting learners to engage with the four roles of Code Breaker, Text Participant, Text User and Text Analyst. In my investigation I found out that there is a problem in our schools in both home and additional language contexts. There is a great need for both in-school and out-of-school strategies to improve the situation. An Asset Mapping strategy revealed the range of existing and potential strategies available to a particular Eastern Cape community to raise reading levels and thereby improve learning.
- Full Text:
- Date Issued: 2014
- Authors: Poswa-Nolisi, Julia Nomahlubi
- Date: 2014
- Subjects: Literacy -- Study and teaching -- South Africa -- Eastern Cape , Developmental reading -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/4496 , vital:20608
- Description: Literacy does not develop in a vacuum. Reading is taught and learnt within a social context. The school and teachers are a central part of this context, Pretorius and Machet (2003). The purpose of this study was to investigate the strategies to improve reading in an Eastern Cape community. To realise this aim, I first looked for strategies that are currently used by teachers. Then I focussed on additional strategies that could be of use in improving reading levels. This study observed the practices and accessed perceptions of teachers in two primary schools regarding literacy accomplishments in order to come up with relevant strategies to improve reading levels. My study is a qualitative case study focussed on Foundation and Intermediate Phase literacy. The two schools used in this study have different language policies. The one uses English as the language of learning and teaching and the other school uses isiXhosa. The home language of most of the learners in both schools is isiXhosa. I observed and interviewed teachers to get deeper understanding of the problem in the two schools. The Four Resources Model of Freebody and Luke (1990) proved to be a strategy that could be used to support the development of reading from the early years and on into the high school years. This model was found to articulate well with the official school literacy curriculum. In-school reading strategies could be well supplemented by assisting learners to engage with the four roles of Code Breaker, Text Participant, Text User and Text Analyst. In my investigation I found out that there is a problem in our schools in both home and additional language contexts. There is a great need for both in-school and out-of-school strategies to improve the situation. An Asset Mapping strategy revealed the range of existing and potential strategies available to a particular Eastern Cape community to raise reading levels and thereby improve learning.
- Full Text:
- Date Issued: 2014
Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the East London district in the Eastern Cape
- Authors: Ngudle, N G
- Date: 2014
- Subjects: Mathematics -- Study and teaching -- South Africa , Effective teaching , Teacher effectiveness
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16213 , http://hdl.handle.net/10353/d1016499 , Mathematics -- Study and teaching -- South Africa , Effective teaching , Teacher effectiveness
- Description: Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with when the teachers provide them with feedback and the ways they would like like it to be used in order to see feedback assisting them in their learning and improve their performance. Feedback contributes a lot to assessment and has a close link with performance. The study used the qualitative approach to identify the challenges the learners experience when they receive the feedback from their teachers. The participants were sampled from grade 12 learners in the form of a focus group (seven to ten per school) and individual respondents. The method used semi-structured interviews and portfolio observations to collect the data from two high schools in East London (EL) district to look at the nature of the feedback provided to learners. The data was later analysed and interpreted. It has been identified that for both schools feedback conveyed certain messages to learners such motivation to do better, a need to do better and, lastly, affirmation that the learners are on the right track or they are neglected and left to figure out how to do the tasks. The study discovered that, according to Hattie and Timperley (2007)’ there are four levels of feedback. It was found that for the task level learners from school A mainly received oral feedback which was often seen as denigrating them; however, in school B learners received both the oral and written feedback. They felt that the feedback assisted them to understand the task at hand. They also saw this as a way of building up their confidence in all the tasks they come across. Secondly, in the process level, learners in school A did not report receiving feedback at this level but only oral feedback which does not show their mistakes step by step in the task, yet in school B they reported that they got feedback from their teacher individually to help them understand the task. Thirdly, for the self regulation level, in school A there was no data to confirm this. Regarding school B, learners were being assisted by the feedback they received from their teacher and this caused them to monitor their progress. The fourth and last level is the self or personal evaluation where in school A learners were not able to evaluate themselves because they did not receive written feedback, whereas in school B learners could do that freely referring to the written comments from their teacher. The research therefore concluded that in one of the schools the four levels that the study was looking at were not all addressed and thus no meaningful feedback was given. For school B the teacher gave them the feedback which has contributed a lot in their learning. The study recommends that feedback should not be used for right or wrong answers but it must also state clearly why the learner has obtained such mark or grade and what to do to correct the wrongs. Teachers should consider that learner errors also assist them to have a broader picture on what more they need to do in their subjects. It is also recommended that teachers should consider various strategies in giving feedback and the learners’ work has to be monitored timeously for the purpose of the learning process. Lastly, a good approach when feedback is provided is also important because it builds high self-esteem and develops the teacher-learner approach accordingly.
- Full Text:
- Date Issued: 2014
- Authors: Ngudle, N G
- Date: 2014
- Subjects: Mathematics -- Study and teaching -- South Africa , Effective teaching , Teacher effectiveness
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16213 , http://hdl.handle.net/10353/d1016499 , Mathematics -- Study and teaching -- South Africa , Effective teaching , Teacher effectiveness
- Description: Feedback has an important role to play in the performance of learners. This study looks to identify the challenges that the learners are faced with when the teachers provide them with feedback and the ways they would like like it to be used in order to see feedback assisting them in their learning and improve their performance. Feedback contributes a lot to assessment and has a close link with performance. The study used the qualitative approach to identify the challenges the learners experience when they receive the feedback from their teachers. The participants were sampled from grade 12 learners in the form of a focus group (seven to ten per school) and individual respondents. The method used semi-structured interviews and portfolio observations to collect the data from two high schools in East London (EL) district to look at the nature of the feedback provided to learners. The data was later analysed and interpreted. It has been identified that for both schools feedback conveyed certain messages to learners such motivation to do better, a need to do better and, lastly, affirmation that the learners are on the right track or they are neglected and left to figure out how to do the tasks. The study discovered that, according to Hattie and Timperley (2007)’ there are four levels of feedback. It was found that for the task level learners from school A mainly received oral feedback which was often seen as denigrating them; however, in school B learners received both the oral and written feedback. They felt that the feedback assisted them to understand the task at hand. They also saw this as a way of building up their confidence in all the tasks they come across. Secondly, in the process level, learners in school A did not report receiving feedback at this level but only oral feedback which does not show their mistakes step by step in the task, yet in school B they reported that they got feedback from their teacher individually to help them understand the task. Thirdly, for the self regulation level, in school A there was no data to confirm this. Regarding school B, learners were being assisted by the feedback they received from their teacher and this caused them to monitor their progress. The fourth and last level is the self or personal evaluation where in school A learners were not able to evaluate themselves because they did not receive written feedback, whereas in school B learners could do that freely referring to the written comments from their teacher. The research therefore concluded that in one of the schools the four levels that the study was looking at were not all addressed and thus no meaningful feedback was given. For school B the teacher gave them the feedback which has contributed a lot in their learning. The study recommends that feedback should not be used for right or wrong answers but it must also state clearly why the learner has obtained such mark or grade and what to do to correct the wrongs. Teachers should consider that learner errors also assist them to have a broader picture on what more they need to do in their subjects. It is also recommended that teachers should consider various strategies in giving feedback and the learners’ work has to be monitored timeously for the purpose of the learning process. Lastly, a good approach when feedback is provided is also important because it builds high self-esteem and develops the teacher-learner approach accordingly.
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- Date Issued: 2014
Lessons learnt from teachers during the first two years of the implemetation of a new foundation phase science curriculum
- Authors: Plaatjies, Randall
- Date: 2014
- Subjects: Early childhood teachers -- South Africa , Science -- Study and teaching -- South Africa , Education, Elementary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/3052 , vital:20391
- Description: Foundation Phase (FP) teachers’ reluctance to teach science might stem from their weak science backgrounds that has resulted in their limited science content knowledge and their congruent science misconceptions and low self-efficacy with respect to science (Boyer, 2010; Luera, Moyer, & Everett, 2005). This study was guided by the following research question: What lessons, if any, can be learnt from a representative sample of FP teachers from six rural schools in the Libode Mega District with respect to the implementation of the Natural Sciences aspect of a new curriculum? The sample comprised 18 black, female, isiXhosa speaking teachers that represented six schools in the Libode Mega District (Libode, Ntlaza and Lusikisiki). A mixed-methods approach was used to collect qualitative and descriptive quantitative data using two structured questionnaires and semi-structured interviews in the form of focus groups.
- Full Text:
- Date Issued: 2014
- Authors: Plaatjies, Randall
- Date: 2014
- Subjects: Early childhood teachers -- South Africa , Science -- Study and teaching -- South Africa , Education, Elementary -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/3052 , vital:20391
- Description: Foundation Phase (FP) teachers’ reluctance to teach science might stem from their weak science backgrounds that has resulted in their limited science content knowledge and their congruent science misconceptions and low self-efficacy with respect to science (Boyer, 2010; Luera, Moyer, & Everett, 2005). This study was guided by the following research question: What lessons, if any, can be learnt from a representative sample of FP teachers from six rural schools in the Libode Mega District with respect to the implementation of the Natural Sciences aspect of a new curriculum? The sample comprised 18 black, female, isiXhosa speaking teachers that represented six schools in the Libode Mega District (Libode, Ntlaza and Lusikisiki). A mixed-methods approach was used to collect qualitative and descriptive quantitative data using two structured questionnaires and semi-structured interviews in the form of focus groups.
- Full Text:
- Date Issued: 2014
National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University
- Authors: Greef, Samantha
- Date: 2014
- Subjects: Universities and colleges -- South Africa -- Port Elizabeth -- Admission , Curriculum change -- South Africa -- Port Elizabeth , Education, Higher -- Curricula -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/3305 , vital:20422
- Description: During the last two decades, political change in South Africa has resulted in significant changes to higher education (HE) admission policies. Increased admission into South African universities has meant an increase in student diversity and different levels of preparedness of the students negotiating their way through their academic studies. Academic success of students remains a focus and one way of addressing this has been the introduction of various extended programmes at South African universities. Extended programmes have various academic development initiatives embedded in the coursework. These are designed to assist the academic progress of students. However, student success remains elusive as so many factors may impact. The purpose of this study therefore, was to investigate the perceptions of the National Diploma (Engineering: Electrical) Extended Programme students with regard to the benefits of the academic development initiatives offered by the NMMU, in order to gain a deeper understanding of their experiences as Extended Programme students. An exploratory sequential research design was employed, consisting of two phases of data collection, following each other successively (Creswell, 2012). The first phase of the data collection involved both quantitative and qualitative data. This was followed by a consecutive collection of qualitative data with the aim to enhance the themes that emerged from the first phase of this study. This mixed-methods research design facilitated the gathering of rich data to answer the research questions. The results indicated that these students perceived the academic development initiatives they received as positive and beneficial to their development. In addition, they felt adequately prepared for the mainstream curriculum; acquired and applied many skills relative to their field; and considered themselves to be at an advantage when comparing themselves to their mainstream counterparts.
- Full Text:
- Date Issued: 2014
- Authors: Greef, Samantha
- Date: 2014
- Subjects: Universities and colleges -- South Africa -- Port Elizabeth -- Admission , Curriculum change -- South Africa -- Port Elizabeth , Education, Higher -- Curricula -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/3305 , vital:20422
- Description: During the last two decades, political change in South Africa has resulted in significant changes to higher education (HE) admission policies. Increased admission into South African universities has meant an increase in student diversity and different levels of preparedness of the students negotiating their way through their academic studies. Academic success of students remains a focus and one way of addressing this has been the introduction of various extended programmes at South African universities. Extended programmes have various academic development initiatives embedded in the coursework. These are designed to assist the academic progress of students. However, student success remains elusive as so many factors may impact. The purpose of this study therefore, was to investigate the perceptions of the National Diploma (Engineering: Electrical) Extended Programme students with regard to the benefits of the academic development initiatives offered by the NMMU, in order to gain a deeper understanding of their experiences as Extended Programme students. An exploratory sequential research design was employed, consisting of two phases of data collection, following each other successively (Creswell, 2012). The first phase of the data collection involved both quantitative and qualitative data. This was followed by a consecutive collection of qualitative data with the aim to enhance the themes that emerged from the first phase of this study. This mixed-methods research design facilitated the gathering of rich data to answer the research questions. The results indicated that these students perceived the academic development initiatives they received as positive and beneficial to their development. In addition, they felt adequately prepared for the mainstream curriculum; acquired and applied many skills relative to their field; and considered themselves to be at an advantage when comparing themselves to their mainstream counterparts.
- Full Text:
- Date Issued: 2014
Numerical error analysis in foundation phase (Grade 3) mathematics
- Ndamase- Nzuzo, Pumla Patricia
- Authors: Ndamase- Nzuzo, Pumla Patricia
- Date: 2014
- Subjects: Error analysis (Mathematics) Numerical analysis Mathematics
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5893 , vital:29415
- Description: The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
- Full Text:
- Date Issued: 2014
- Authors: Ndamase- Nzuzo, Pumla Patricia
- Date: 2014
- Subjects: Error analysis (Mathematics) Numerical analysis Mathematics
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5893 , vital:29415
- Description: The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
- Full Text:
- Date Issued: 2014
Perceptions of learners and teachers on the alternatives to the alternatives to corporal punishment: a case study of two high schools in King William’s Town Education District in the Eastern Cape
- Authors: Kepe Mzukisi Howard
- Date: 2014
- Subjects: Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16226 , http://hdl.handle.net/10353/d1019741 , Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Description: The purpose of the study was to examine the perceptions of learners and teachers on the alternatives to ‘Alternatives to Corporal Punishment’ (ATPC) in particular and discipline generally in the King William’s Town Education District in two high schools. The study ascended as a result of the decline of learner’s discipline in high schools. This study is located in the interpretive paradigm and adopted a qualitative research approach using questionnaires, interviews focus groups and field notes in the collection of data. The Data revealed that schools were using different strategies to maintain learner’s discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role of parents. It further revealed that the Department of Education is not supportive in the maintenance of discipline in the schools under study in King William’s Town District. The conclusion that was arrived at was that all the stakeholders should agree upon and be acquainted with the Code of Conduct and rules that are guiding the schools. The study came up with the proposal that learners should know the consequences of transgressing the Code of Conduct. To address disciplinary problems, the study came up with the key recommendation that all stakeholders must have ownership and to work as a team in the implementation of those policies.
- Full Text:
- Date Issued: 2014
- Authors: Kepe Mzukisi Howard
- Date: 2014
- Subjects: Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16226 , http://hdl.handle.net/10353/d1019741 , Corporal punishment of children -- South Africa , Children's rights -- South Africa , School discipline -- South Africa , Teacher-student relationships -- South Africa
- Description: The purpose of the study was to examine the perceptions of learners and teachers on the alternatives to ‘Alternatives to Corporal Punishment’ (ATPC) in particular and discipline generally in the King William’s Town Education District in two high schools. The study ascended as a result of the decline of learner’s discipline in high schools. This study is located in the interpretive paradigm and adopted a qualitative research approach using questionnaires, interviews focus groups and field notes in the collection of data. The Data revealed that schools were using different strategies to maintain learner’s discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role of parents. It further revealed that the Department of Education is not supportive in the maintenance of discipline in the schools under study in King William’s Town District. The conclusion that was arrived at was that all the stakeholders should agree upon and be acquainted with the Code of Conduct and rules that are guiding the schools. The study came up with the proposal that learners should know the consequences of transgressing the Code of Conduct. To address disciplinary problems, the study came up with the key recommendation that all stakeholders must have ownership and to work as a team in the implementation of those policies.
- Full Text:
- Date Issued: 2014
Practices of early childhood development (ECD) practitioners for children from three to five years: a case of three early childhood development centres in the Buffalo City Municipality
- Authors: Keir, Charlene (Ying-Ling)
- Date: 2014
- Subjects: Education, Preschool -- South Africa -- Eastern Cape , Preschool teachers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16208 , http://hdl.handle.net/10353/d1016269 , Education, Preschool -- South Africa -- Eastern Cape , Preschool teachers -- South Africa -- Eastern Cape
- Description: This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral language development, storytelling and children sharing news seemed to be the most used practices. However, the practitioners in this study seemed to severely lack understanding of their selected practices. Practices for developing children’s physical intelligence included free play, which was unsupervised. Practitioners seemed not to have an understanding of constructive play which is very important for the development of learners’ physical intelligence. One of the factors reported to be the cause of the poor quality of their practices was the critical shortage of funding for practitioners’ professional training. Moreover, shortage of funds also contributed to poor and inappropriate infrastructure and a lack of resources and teaching aids. This study, therefore, recommends that the quality of ECD programmes could be one of the prime contributors to the quality and effectiveness of ECD provisioning.
- Full Text:
- Date Issued: 2014
- Authors: Keir, Charlene (Ying-Ling)
- Date: 2014
- Subjects: Education, Preschool -- South Africa -- Eastern Cape , Preschool teachers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16208 , http://hdl.handle.net/10353/d1016269 , Education, Preschool -- South Africa -- Eastern Cape , Preschool teachers -- South Africa -- Eastern Cape
- Description: This study investigates practices of early childhood development (ECD) practitioners for children from three to five years in three ECD centres situated within the municipal boundaries of Buffalo City, East London. It does so by posing the following questions: What are the practices of ECD practitioners for children from three to five years in developing learners’ oral language and physical intelligence. This study, using a qualitative approach and Qualitative methods for data collection were used, that is semi-structured interviews and classroom observations. The findings reveal that for oral language development, storytelling and children sharing news seemed to be the most used practices. However, the practitioners in this study seemed to severely lack understanding of their selected practices. Practices for developing children’s physical intelligence included free play, which was unsupervised. Practitioners seemed not to have an understanding of constructive play which is very important for the development of learners’ physical intelligence. One of the factors reported to be the cause of the poor quality of their practices was the critical shortage of funding for practitioners’ professional training. Moreover, shortage of funds also contributed to poor and inappropriate infrastructure and a lack of resources and teaching aids. This study, therefore, recommends that the quality of ECD programmes could be one of the prime contributors to the quality and effectiveness of ECD provisioning.
- Full Text:
- Date Issued: 2014