A collaboratively constructed process model for understanding and supporting the work of the community volunteer in a community school
- Authors: Damons, Bruce Peter
- Date: 2017
- Subjects: Volunteer workers in education -- South Africa Community schools -- South Africa , Volunteers -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/15049 , vital:28116
- Description: This thesis sought to explore how community volunteers could be recruited, supported and sustained to assist a community school operating in difficult socioeconomic conditions in achieving basic school functionality. Through a collaborative process, the participants in the study attempted to address a significant gap in the literature, namely how this could be achieved in a way that would be beneficial both to the community volunteers and to the school itself. Based on existing literature, the vast majority of South African schools are struggling to reach the basic functionality levels required in terms of legislation. My interest in this topic was piqued while serving as principal of one such school; hence the focus in this thesis on whether schools would benefit in terms of achieving functionality if they partnered with the communities in which they are located. However, communities are seldom actively involved in the schools and school activities on an ongoing daily basis. In this thesis, I argue for an opportunity for schools and the community to collaborate in a way that would be mutually beneficial. In this, I was guided by the School-Based Complementary Learning Framework (SBCLF) in gaining a greater understanding of how multiple stakeholders could support a school to obtain basic functionality. A key stakeholder is the community in which a school is located, and the multidimensional framework provided a framework to understand why the community would want to get involved in the school. Following a Participatory Action Learning and Action Research (PALAR) design, I recruited 15 community volunteers from the existing pool at my then school; some of whom had been volunteering for over twelve years. We formed an action learning set where we collaboratively sought to understand the processes and conditions needed to recruit, support and sustain community volunteers and their involvement in the school. From this action learning set emerged a key advisors’ set, comprising five members of the action learning set, who were entrusted with the responsibility of planning, preparing and analysing the action learning set meetings. Transcripts and visual artefacts from the action learning set meetings and a focus group meeting of the school management team were analysed to generate data, complemented by secondary sources, such as documents. This participatory approach to data generation allowed the voice of every participant to be heard; agency was increased through active participation; and the sense of affiliation to the group was deepened. The iterative design of the research process further ensured that the participants also engaged in a critical discourse analysis of the emerging data, of which the trustworthiness was enhanced through the use of dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect; equality and inclusion; democratic participation; active learning; making a difference; collective action; and personal integrity. The findings revealed that community volunteers did add immense value to the school by supporting teaching and learning processes. However, the community volunteers also harboured expectations of material support and opportunities to develop skills. In addition, the study revealed that the hierarchical culture and structures present in most South African schools need to become more democratic and collaborative, with those working to make the school more functional, including community volunteers, being valued, acknowledged and supported. The participants also constructed their understanding of what a community school should be and do and how it should serve the interests of the children from the community. A process model was constructed from these findings regarding on ways to recruit, sustain and support community volunteers involved in community schools, specially designed so that schools could adapt it to suit individual contexts. This study is unique; I am not aware of any similar study ever having been conducted in a community school in South Africa. Furthermore, the collaborative approach used in the study helped ensure that the methodology used could be of value to principals and other school stakeholders in addressing the various complex challenges that confront schools in these contexts. Also, the findings will add to the theoretical body of knowledge around volunteerism, especially in difficult socioeconomic conditions.
- Full Text:
- Date Issued: 2017
- Authors: Damons, Bruce Peter
- Date: 2017
- Subjects: Volunteer workers in education -- South Africa Community schools -- South Africa , Volunteers -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/15049 , vital:28116
- Description: This thesis sought to explore how community volunteers could be recruited, supported and sustained to assist a community school operating in difficult socioeconomic conditions in achieving basic school functionality. Through a collaborative process, the participants in the study attempted to address a significant gap in the literature, namely how this could be achieved in a way that would be beneficial both to the community volunteers and to the school itself. Based on existing literature, the vast majority of South African schools are struggling to reach the basic functionality levels required in terms of legislation. My interest in this topic was piqued while serving as principal of one such school; hence the focus in this thesis on whether schools would benefit in terms of achieving functionality if they partnered with the communities in which they are located. However, communities are seldom actively involved in the schools and school activities on an ongoing daily basis. In this thesis, I argue for an opportunity for schools and the community to collaborate in a way that would be mutually beneficial. In this, I was guided by the School-Based Complementary Learning Framework (SBCLF) in gaining a greater understanding of how multiple stakeholders could support a school to obtain basic functionality. A key stakeholder is the community in which a school is located, and the multidimensional framework provided a framework to understand why the community would want to get involved in the school. Following a Participatory Action Learning and Action Research (PALAR) design, I recruited 15 community volunteers from the existing pool at my then school; some of whom had been volunteering for over twelve years. We formed an action learning set where we collaboratively sought to understand the processes and conditions needed to recruit, support and sustain community volunteers and their involvement in the school. From this action learning set emerged a key advisors’ set, comprising five members of the action learning set, who were entrusted with the responsibility of planning, preparing and analysing the action learning set meetings. Transcripts and visual artefacts from the action learning set meetings and a focus group meeting of the school management team were analysed to generate data, complemented by secondary sources, such as documents. This participatory approach to data generation allowed the voice of every participant to be heard; agency was increased through active participation; and the sense of affiliation to the group was deepened. The iterative design of the research process further ensured that the participants also engaged in a critical discourse analysis of the emerging data, of which the trustworthiness was enhanced through the use of dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect; equality and inclusion; democratic participation; active learning; making a difference; collective action; and personal integrity. The findings revealed that community volunteers did add immense value to the school by supporting teaching and learning processes. However, the community volunteers also harboured expectations of material support and opportunities to develop skills. In addition, the study revealed that the hierarchical culture and structures present in most South African schools need to become more democratic and collaborative, with those working to make the school more functional, including community volunteers, being valued, acknowledged and supported. The participants also constructed their understanding of what a community school should be and do and how it should serve the interests of the children from the community. A process model was constructed from these findings regarding on ways to recruit, sustain and support community volunteers involved in community schools, specially designed so that schools could adapt it to suit individual contexts. This study is unique; I am not aware of any similar study ever having been conducted in a community school in South Africa. Furthermore, the collaborative approach used in the study helped ensure that the methodology used could be of value to principals and other school stakeholders in addressing the various complex challenges that confront schools in these contexts. Also, the findings will add to the theoretical body of knowledge around volunteerism, especially in difficult socioeconomic conditions.
- Full Text:
- Date Issued: 2017
Agriculture vocational education programme and the promotion of job creation skills in the Free State Technical Vocational Education and Training College
- Authors: Thwala, William Mandla
- Date: 2017
- Subjects: Vocational education -- South Africa -- Free State Job creation -- South Africa -- Free State
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/11172 , vital:37199
- Description: The aim of the study was to investigate agriculture educational programme and the promotion of job creation skills in the OFS FET College. The interpretivism paradigm and design approach were adopted in this qualitative research. The sample consisted of three final year students, three facilitators and one coordinator. The non-probability and purposive sampling techniques was used for the qualitative research. The qualitative data was descriptive, and thematically analysed. The study found that there is a big demand for agricultural professional in South Africa but very few are choosing this career. The quality of education in agricultural sector is not where it should be. The demand for skilled people in the sector is growing, while the number of students enrolling in agriculture-related training continues to decrease. Africa’s agricultural education is failing to produce a new wave of farmers. The study found that FET colleges did not train and provide enough skills to students to enhance development in agriculture sectors and therefore make students non-productive at labour market. The study also found that the FET colleges had left a trail of low skills, partially educated and jobless youth behind. The study also found that the curriculum tended to be outmoded, irrelevant to adequately address the challenges facing modern agriculture .The curriculum still focused on farm production rather than encompassing all segments of agricultural value chains, entrepreneurship, and agriculture business processing market. Agriculture forms the basic food security of every country .It contributes a large proportion of gross domestic product in many developing countries and is the source of income and subsistence for many of the poorest and most vulnerable individuals and households.
- Full Text:
- Date Issued: 2017
- Authors: Thwala, William Mandla
- Date: 2017
- Subjects: Vocational education -- South Africa -- Free State Job creation -- South Africa -- Free State
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/11172 , vital:37199
- Description: The aim of the study was to investigate agriculture educational programme and the promotion of job creation skills in the OFS FET College. The interpretivism paradigm and design approach were adopted in this qualitative research. The sample consisted of three final year students, three facilitators and one coordinator. The non-probability and purposive sampling techniques was used for the qualitative research. The qualitative data was descriptive, and thematically analysed. The study found that there is a big demand for agricultural professional in South Africa but very few are choosing this career. The quality of education in agricultural sector is not where it should be. The demand for skilled people in the sector is growing, while the number of students enrolling in agriculture-related training continues to decrease. Africa’s agricultural education is failing to produce a new wave of farmers. The study found that FET colleges did not train and provide enough skills to students to enhance development in agriculture sectors and therefore make students non-productive at labour market. The study also found that the FET colleges had left a trail of low skills, partially educated and jobless youth behind. The study also found that the curriculum tended to be outmoded, irrelevant to adequately address the challenges facing modern agriculture .The curriculum still focused on farm production rather than encompassing all segments of agricultural value chains, entrepreneurship, and agriculture business processing market. Agriculture forms the basic food security of every country .It contributes a large proportion of gross domestic product in many developing countries and is the source of income and subsistence for many of the poorest and most vulnerable individuals and households.
- Full Text:
- Date Issued: 2017
An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda
- Authors: Ssembatya, Henry Hollan
- Date: 2017
- Subjects: Ganda language -- Study and teaching -- Uganda African languages -- Study and teaching , Language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14422 , vital:27590
- Description: This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm, and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomena. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews and observations which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. This study is located in the field of language education and informed by the theoretical framework of the cognitive constructivist theory of learning. In terms of the integrated approach in a Luganda language classroom, the findings show firstly, that teachers held positive perceptions towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. Secondly, teachers implemented the integrated approach in a Luganda language classroom as a practical-based activity where learners are engaged in tasks which promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thirdly, findings on the enhancement of language practices in an integrated Luganda language classroom show that if teachers adopted and implemented the principles of the integrated approach, learners would be motivated to acquire not only the four language practices, but also other related practices such as cognitive, social and interpersonal practices which collectively simplify the language use. Lastly, while teachers are aware of what learners could achieve in an integrated Luganda language classroom, findings indicate that they are demotivated by the many challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself. The major implications and recommendations of this study’s findings include: firstly, teachers’ perceptions on the use of the integrated approach in a Luganda language classroom imply that since language learning is a function of social and meaningful classroom interactions learning activities should recognize a teacher as a reflective practitioner, consultant or facilitator of learning rather than an instructor. Secondly, the implementation of the integrated approach in a language classroom would require teachers to be grounded in both practical and theoretical instructional strategies which form a basis for monitoring and engaging learners’ oral and interactive practices. Thirdly, the enhancement of language practices is an outcome of classroom motivation and active interactions which involve creative and critical thinking. Thus, creating and sustaining situations for the enhancement of language practices in a language classroom would require effective branding of learners’ interactive activities with ample opportunities for practice as well as instructional support. Fourthly, considering the perceived challenges in the implementation of the integrated approach, the overall recommendation would be that those challenges need to be resolved if the integrated approach is to be successfully implemented in the context of the Luganda language. An awareness of such challenges provides teachers, educators and policy-makers with insightful ideas in terms of how to manage or change instructional strategies in the classroom.
- Full Text:
- Date Issued: 2017
- Authors: Ssembatya, Henry Hollan
- Date: 2017
- Subjects: Ganda language -- Study and teaching -- Uganda African languages -- Study and teaching , Language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14422 , vital:27590
- Description: This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm, and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomena. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews and observations which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. This study is located in the field of language education and informed by the theoretical framework of the cognitive constructivist theory of learning. In terms of the integrated approach in a Luganda language classroom, the findings show firstly, that teachers held positive perceptions towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. Secondly, teachers implemented the integrated approach in a Luganda language classroom as a practical-based activity where learners are engaged in tasks which promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thirdly, findings on the enhancement of language practices in an integrated Luganda language classroom show that if teachers adopted and implemented the principles of the integrated approach, learners would be motivated to acquire not only the four language practices, but also other related practices such as cognitive, social and interpersonal practices which collectively simplify the language use. Lastly, while teachers are aware of what learners could achieve in an integrated Luganda language classroom, findings indicate that they are demotivated by the many challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself. The major implications and recommendations of this study’s findings include: firstly, teachers’ perceptions on the use of the integrated approach in a Luganda language classroom imply that since language learning is a function of social and meaningful classroom interactions learning activities should recognize a teacher as a reflective practitioner, consultant or facilitator of learning rather than an instructor. Secondly, the implementation of the integrated approach in a language classroom would require teachers to be grounded in both practical and theoretical instructional strategies which form a basis for monitoring and engaging learners’ oral and interactive practices. Thirdly, the enhancement of language practices is an outcome of classroom motivation and active interactions which involve creative and critical thinking. Thus, creating and sustaining situations for the enhancement of language practices in a language classroom would require effective branding of learners’ interactive activities with ample opportunities for practice as well as instructional support. Fourthly, considering the perceived challenges in the implementation of the integrated approach, the overall recommendation would be that those challenges need to be resolved if the integrated approach is to be successfully implemented in the context of the Luganda language. An awareness of such challenges provides teachers, educators and policy-makers with insightful ideas in terms of how to manage or change instructional strategies in the classroom.
- Full Text:
- Date Issued: 2017
An assessment of the strategies for implementing inclusive education in teacher education in Zimbabwe
- Authors: Makiwa, Ellen
- Date: 2017
- Subjects: Inclusive education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5025 , vital:29013
- Description: Inclusive education has become a global trend in the 21st century and is seen as a way of addressing barriers to learning for children with diverse backgrounds, needs, abilities and learning styles. The key to the success of the implementation of inclusive education lies in teacher education as this is where teachers are trained. Teacher education is thus expected to equip pre-service teacher trainees with relevant and effective strategies to enable them to implement inclusive education effectively in the schools in response to learner diversity. This study therefore focused on assessing the strategies for implementing inclusive education that teacher educators equip their pre-service trainees with in the primary teacher training colleges in Zimbabwe. The research was grounded in the pragmatist paradigm and the mixed method approach was employed. Data were collected from two primary teacher training colleges in Zimbabwe and in primary schools in the Harare Metropolitan Province. The participants were lecturers (teacher educators), pre-service trainees in the final phase of the course and qualified teachers who trained with the two colleges and are teaching in the Mbare-Hatfield District of the Harare Metropolitan Province. The study found out that most of the lecturers, pre-service teacher trainees and qualified teachers knew about inclusive education although some had a narrow view of the extent to which learner diversity entails. Therefore, this could affect the way these educators perceive inclusive teaching strategies in the implementation of inclusive education. The main finding was that the teaching strategies that pre-service trainees were equipped with were not quite effective for inclusive classrooms. The study also unveiled that lecturers in the primary teacher training colleges were aware of different teaching strategies with which pre-service trainees can be equipped and exposed to in order for effective teaching and learning to take place. They, however, did not differentiate between those strategies for regular classes and those for inclusive ones. Although the lecturers were aware of inclusive teaching strategies, they did not do much to equip their trainees with these due to challenges which include lack of coordinated programmes in lecturing in the different subject areas; lack of integration in topics taught in the different subject areas; loaded timetables in the teacher education curriculum; the nature of the teacher education curriculum which is not flexible as it focuses on examinations; inadequate resources and high lecturer-student ratio in the colleges; and high teacher-pupil ratio in the primary schools where the pre-service trainees do their teaching practice. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for adequate teacher preparation and training to enable teachers to be flexible, accommodative and reflective in their practice in terms of employing teaching strategies. The researcher also recommended a review of the primary teacher education curriculum in its entirety to accommodate fully the teaching of inclusive education.
- Full Text:
- Date Issued: 2017
- Authors: Makiwa, Ellen
- Date: 2017
- Subjects: Inclusive education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5025 , vital:29013
- Description: Inclusive education has become a global trend in the 21st century and is seen as a way of addressing barriers to learning for children with diverse backgrounds, needs, abilities and learning styles. The key to the success of the implementation of inclusive education lies in teacher education as this is where teachers are trained. Teacher education is thus expected to equip pre-service teacher trainees with relevant and effective strategies to enable them to implement inclusive education effectively in the schools in response to learner diversity. This study therefore focused on assessing the strategies for implementing inclusive education that teacher educators equip their pre-service trainees with in the primary teacher training colleges in Zimbabwe. The research was grounded in the pragmatist paradigm and the mixed method approach was employed. Data were collected from two primary teacher training colleges in Zimbabwe and in primary schools in the Harare Metropolitan Province. The participants were lecturers (teacher educators), pre-service trainees in the final phase of the course and qualified teachers who trained with the two colleges and are teaching in the Mbare-Hatfield District of the Harare Metropolitan Province. The study found out that most of the lecturers, pre-service teacher trainees and qualified teachers knew about inclusive education although some had a narrow view of the extent to which learner diversity entails. Therefore, this could affect the way these educators perceive inclusive teaching strategies in the implementation of inclusive education. The main finding was that the teaching strategies that pre-service trainees were equipped with were not quite effective for inclusive classrooms. The study also unveiled that lecturers in the primary teacher training colleges were aware of different teaching strategies with which pre-service trainees can be equipped and exposed to in order for effective teaching and learning to take place. They, however, did not differentiate between those strategies for regular classes and those for inclusive ones. Although the lecturers were aware of inclusive teaching strategies, they did not do much to equip their trainees with these due to challenges which include lack of coordinated programmes in lecturing in the different subject areas; lack of integration in topics taught in the different subject areas; loaded timetables in the teacher education curriculum; the nature of the teacher education curriculum which is not flexible as it focuses on examinations; inadequate resources and high lecturer-student ratio in the colleges; and high teacher-pupil ratio in the primary schools where the pre-service trainees do their teaching practice. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for adequate teacher preparation and training to enable teachers to be flexible, accommodative and reflective in their practice in terms of employing teaching strategies. The researcher also recommended a review of the primary teacher education curriculum in its entirety to accommodate fully the teaching of inclusive education.
- Full Text:
- Date Issued: 2017
An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools
- Authors: Zaram, Gyang Nyam
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- Nigeria , Numeracy -- Study and teaching (Elementary) -- Nigeria Gifted children -- Education -- Curricula Gifted children -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13381 , vital:27180
- Description: The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A mathematics curriculum for class five primary school learners in Nigeria was developed for this study. An empirical study was conducted on primary five pupils who were seen to be significantly gifted in mathematics. The study employed the quantitative method of research, that is, the true experimental research. The pre-test, post-test control group design was used. Sixty gifted pupils who participated in a mathematics enrichment programme (MEP) were assigned into two groups of the control group and experimental group with thirty pupils forming each group. The control group was exposed to direct teaching (DT) while the experimental group used self-regulated learning (SRL) strategies. Four teachers served as facilitators in the MEP. The teaching and learning activities were carried out at a higher cognitive level as opposed to the regular curriculum, ensuring that the contents of the MEP were enriched and accelerated. Pupils in both the experimental group and the control group were administered a pre-test, problem-solving exercises, and post-test. These pupils also completed an attitudinal questionnaire to provide feedback about the MEP. The empirical results show that gifted pupils in primary five are capable of self-regulating their own learning through self-monitoring, self-evaluation, and self-reinforcement. The empirical results also show that there is a significant relationship between self-regulated learning, gifted learners, and an enriched advanced level differentiated curriculum as a realistic alternative to the present regular curriculum for gifted pupils in the mainstream of education. The findings further show that the lack of differentiation of instruction, lack of facilities such as libraries, media centres, and support materials contributes to low achievement of gifted pupils. Furthermore, the findings show that pupils were challenged and motivated with the MEP to the extent that they were engaged to think divergently and applied their metacognitive skills in finding solutions to mathematical problems. Therefore, the findings of this study could have significant implications for the future direction of gifted primary school education as well as teacher education. This study has made a significant contribution to the existing body of knowledge for implementing an enriched advanced level curriculum using SRL strategies for mathematically gifted pupils in the mainstream of primary school education.
- Full Text:
- Date Issued: 2017
- Authors: Zaram, Gyang Nyam
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- Nigeria , Numeracy -- Study and teaching (Elementary) -- Nigeria Gifted children -- Education -- Curricula Gifted children -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13381 , vital:27180
- Description: The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A mathematics curriculum for class five primary school learners in Nigeria was developed for this study. An empirical study was conducted on primary five pupils who were seen to be significantly gifted in mathematics. The study employed the quantitative method of research, that is, the true experimental research. The pre-test, post-test control group design was used. Sixty gifted pupils who participated in a mathematics enrichment programme (MEP) were assigned into two groups of the control group and experimental group with thirty pupils forming each group. The control group was exposed to direct teaching (DT) while the experimental group used self-regulated learning (SRL) strategies. Four teachers served as facilitators in the MEP. The teaching and learning activities were carried out at a higher cognitive level as opposed to the regular curriculum, ensuring that the contents of the MEP were enriched and accelerated. Pupils in both the experimental group and the control group were administered a pre-test, problem-solving exercises, and post-test. These pupils also completed an attitudinal questionnaire to provide feedback about the MEP. The empirical results show that gifted pupils in primary five are capable of self-regulating their own learning through self-monitoring, self-evaluation, and self-reinforcement. The empirical results also show that there is a significant relationship between self-regulated learning, gifted learners, and an enriched advanced level differentiated curriculum as a realistic alternative to the present regular curriculum for gifted pupils in the mainstream of education. The findings further show that the lack of differentiation of instruction, lack of facilities such as libraries, media centres, and support materials contributes to low achievement of gifted pupils. Furthermore, the findings show that pupils were challenged and motivated with the MEP to the extent that they were engaged to think divergently and applied their metacognitive skills in finding solutions to mathematical problems. Therefore, the findings of this study could have significant implications for the future direction of gifted primary school education as well as teacher education. This study has made a significant contribution to the existing body of knowledge for implementing an enriched advanced level curriculum using SRL strategies for mathematically gifted pupils in the mainstream of primary school education.
- Full Text:
- Date Issued: 2017
Assessment of student satisfaction on institutional factors influencing student retention in one comprehensive university in the Eastern Cape Province of South Africa
- Authors: Stofile, Regina N
- Date: 2017
- Subjects: Education, Higher -- South Africa College dropouts Dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9450 , vital:34353
- Description: In all higher education institutions across the world, the student retention and success is an issue of concern and a pressing one. Students invest heavily in their higher education, while institutions in turn, lose a considerable sum of money for each student that drops out due to dissatisfaction with institutional services. The purpose of this quantitative methods research study, employing a survey design, was to assess student satisfaction with institutional factors that influence student satisfaction in higher education. The research questions focused on student satisfaction factors namely; academic advising, academic support, teaching approaches, assessment techniques, learning facilities, student funding services, student accommodation and administrative services. The study used structured questionnaire, with Likert scale type of question items, to collect data from the respondents These were hand delivered to 650 students in four campuses of the selected university. SPSS was used for data analysis. Major findings revealed that the selected institutional factors significantly impacted on student satisfaction, and their decisions to stay within the institution. Based on the results of the study, a framework to assist the institution ensure that student are receiving the services that they need from the institution as early as possible, was proposed. The study provided therefore the useful data for institutions to use in their quality enhancement activities. The result of the study can be incorporated into enrolment management planning and the intervention strategies, to improve the success of students at the selected institution in Eastern Cape.
- Full Text:
- Date Issued: 2017
- Authors: Stofile, Regina N
- Date: 2017
- Subjects: Education, Higher -- South Africa College dropouts Dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9450 , vital:34353
- Description: In all higher education institutions across the world, the student retention and success is an issue of concern and a pressing one. Students invest heavily in their higher education, while institutions in turn, lose a considerable sum of money for each student that drops out due to dissatisfaction with institutional services. The purpose of this quantitative methods research study, employing a survey design, was to assess student satisfaction with institutional factors that influence student satisfaction in higher education. The research questions focused on student satisfaction factors namely; academic advising, academic support, teaching approaches, assessment techniques, learning facilities, student funding services, student accommodation and administrative services. The study used structured questionnaire, with Likert scale type of question items, to collect data from the respondents These were hand delivered to 650 students in four campuses of the selected university. SPSS was used for data analysis. Major findings revealed that the selected institutional factors significantly impacted on student satisfaction, and their decisions to stay within the institution. Based on the results of the study, a framework to assist the institution ensure that student are receiving the services that they need from the institution as early as possible, was proposed. The study provided therefore the useful data for institutions to use in their quality enhancement activities. The result of the study can be incorporated into enrolment management planning and the intervention strategies, to improve the success of students at the selected institution in Eastern Cape.
- Full Text:
- Date Issued: 2017
Contextual factors influencing the use of learner-centred approaches in the teaching of home economics : a case of two universities in Zimbabwe
- Authors: Motsi, Emily
- Date: 2017
- Subjects: Home economics -- Study and teaching (Higher) -- Zimbabwe Student-centered learning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8463 , vital:32834
- Description: This study examined contextual factors influencing the use of learner-centred approaches in the teaching of Home Economics in two universities in Zimbabwe. The sample consisted of eight students and four lecturers who were purposively sampled. The study was anchored in the interpretivist paradigm and it adopted a qualitative approach and case-study design. Data collection instruments consisted of structured in-depth interviews, observations and documents. Interviews were conducted with students and lecturers at their respective universities with observations and document analysis inter-spaced in between. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses and analysed and discussed accordingly, with data from observed and documented analysis being used to buttress/refute observations made from the interviews. A number of findings emanated from the study. Students had varied conceptions of learner-centred approaches. Some viewed learner-centred approaches as methods of teaching that were participatory, while others viewed them as learning situations in which learners were actively engaged and developed specific capabilities such as problem-solving. Lecturers conceptualised learner-centred approaches as methods that led to active learner participation with the lecturer playing more of a facilitative role. The study revealed that contextual factors such as time available in each course, flexibility of content, the use of teaching methods characterised by active learner participation, the use of constructive and interactive learning activities, had facilitative as well as inhibiting influences on the use of learner-centred approaches. Social factors such as cooperativeness within the peer group, lecturer availability for consultations, technical staff support as well as structural factors such as the availability of textbooks and e-resources, provision of materials and tools, and access to the internet had a facilitative influence on use of learner-centred approaches. The main inhibitive structural factors were the absence of purpose-built facilities and limited space that caused overcrowding. University administration support for integration of learner-centred approaches was fairly evident in the two universities. To sustain the use of learner-centred approaches, lecturers required support through professional development. The study recommended that universities have well-articulated commitments to use learner-centred approaches through a Teaching and Learning Policy. Home Economics course designers should consider contextual factors in course design and course delivery to ensure effective implementation of learner-centred approaches in the teaching of the subject. Seminars and workshops should be organised by the University Teaching and Learning Centres to enhance the teacher educators’ knowledge on interactive teaching methodologies and strategies for creating student-centred learning environments.
- Full Text:
- Date Issued: 2017
- Authors: Motsi, Emily
- Date: 2017
- Subjects: Home economics -- Study and teaching (Higher) -- Zimbabwe Student-centered learning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8463 , vital:32834
- Description: This study examined contextual factors influencing the use of learner-centred approaches in the teaching of Home Economics in two universities in Zimbabwe. The sample consisted of eight students and four lecturers who were purposively sampled. The study was anchored in the interpretivist paradigm and it adopted a qualitative approach and case-study design. Data collection instruments consisted of structured in-depth interviews, observations and documents. Interviews were conducted with students and lecturers at their respective universities with observations and document analysis inter-spaced in between. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses and analysed and discussed accordingly, with data from observed and documented analysis being used to buttress/refute observations made from the interviews. A number of findings emanated from the study. Students had varied conceptions of learner-centred approaches. Some viewed learner-centred approaches as methods of teaching that were participatory, while others viewed them as learning situations in which learners were actively engaged and developed specific capabilities such as problem-solving. Lecturers conceptualised learner-centred approaches as methods that led to active learner participation with the lecturer playing more of a facilitative role. The study revealed that contextual factors such as time available in each course, flexibility of content, the use of teaching methods characterised by active learner participation, the use of constructive and interactive learning activities, had facilitative as well as inhibiting influences on the use of learner-centred approaches. Social factors such as cooperativeness within the peer group, lecturer availability for consultations, technical staff support as well as structural factors such as the availability of textbooks and e-resources, provision of materials and tools, and access to the internet had a facilitative influence on use of learner-centred approaches. The main inhibitive structural factors were the absence of purpose-built facilities and limited space that caused overcrowding. University administration support for integration of learner-centred approaches was fairly evident in the two universities. To sustain the use of learner-centred approaches, lecturers required support through professional development. The study recommended that universities have well-articulated commitments to use learner-centred approaches through a Teaching and Learning Policy. Home Economics course designers should consider contextual factors in course design and course delivery to ensure effective implementation of learner-centred approaches in the teaching of the subject. Seminars and workshops should be organised by the University Teaching and Learning Centres to enhance the teacher educators’ knowledge on interactive teaching methodologies and strategies for creating student-centred learning environments.
- Full Text:
- Date Issued: 2017
English first additional language writing competency among grade 12 learners : the case of two Eastern Cape rural public schools
- Authors: Besman, Shirley
- Date: 2017
- Subjects: Competency-based education English language -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/6403 , vital:29656
- Description: Contextualized in the South African Language in Education Policy (LiEP) and the Curriculum and Assessment Policy Statement (CAPS), the study aimed at investigating the writing competency of EFAL Grade 12 learners in the two rural public schools. It was the researchers‘ hunch that the learners‘ socio-cultural conditions at which they learn EFAL are not taken into consideration by teachers and that hampers or impedes the development of language and writing. Further, the research sought to unearth the strategies and techniques used by teachers to teach writing in EFAL, and whether these facilitate the development of writing competency, that enhances better performance in other Grade 12 subjects taught through English as a Language of Learning and Teaching (LoLT). The study is informed by the socio-cultural theory, language acquisition theories, and the language learning theories. The study also drew from the writing strategies, writing in the curriculum, and second language learning discourses Framed in the interpretive paradigm and the qualitative approach, the research adopted a case study design. The sample of the study comprised of seven teachers of which two were EFAL teachers and five of these teach content subjects. Twenty four Grade 12 learners constituted the four Focus Groups. The data collection tools comprised of interviews, Focus Group Discussions (FGDs), observation and document analysis. Learners wrote essays and free writing exercises which formed transcripts for document analysis. The purposively selected teachers and the Grade 12 learners were granted interview questions in advance. The collected data was analysed and put under themes as determined by the study‘s research questions. Such themes included; challenges faced by learners when writing in EFAL, strategies used by teachers in teaching writing , perceptions of teachers and learners on learners‘ writing competency and the connection or linkage between learners‘ writing competency in EFAL and content subjects. Learners‘essays and free writing revealed that the learners have limited vocabulary in their FAL. Furthermore, the study made known that learners experience anxiety when they have to answer questions in English and that results in them being incompetent in writing in the target language. Other hindrances to EFAL writing that were revealed by the study included the detrimental effect of social media on the writing competency and lack of motivation to read for writing in English. In addition, the study established that there were teaching approaches that were employed by teachers when teaching writing which included the process writing and integration. Content subject teachers made known to the study that they were not teaching writing to the learners but assess them in essay writing and summaries as required by the school-based assessments in their respective subjects. It was also disclosed in the study that writing encompasses other language skills especially reading. The study also revealed that writing is a skill that is obligatory to be taught because it becomes beneficial to other subjects and that it enhances learners‘ writing for a variety of reasons. Overall, the study made known that there are complex circumstances that Grade 12 learners in rural public schools encounter when engaging in writing in the EFAL. The study concluded that although English could be perceived as a dominant language, it is embedded with multiplicity of challenges in the rural secondary schools where it is used as a LoLT. Such hindrances mostly find expression when learners have to engage in writing activities and encompass; lack of motivation, anxiety, limited vocabulary and the influence of social networks. The study recommended that the EFAL policy makers should not use a blanket approach on how EFAL should be taught but consider the demographic situations of the various sections of South Africa. The study also recommended that code switching which is practiced in bilingual classrooms appears inevitable and therefore should be formalized.
- Full Text:
- Date Issued: 2017
- Authors: Besman, Shirley
- Date: 2017
- Subjects: Competency-based education English language -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/6403 , vital:29656
- Description: Contextualized in the South African Language in Education Policy (LiEP) and the Curriculum and Assessment Policy Statement (CAPS), the study aimed at investigating the writing competency of EFAL Grade 12 learners in the two rural public schools. It was the researchers‘ hunch that the learners‘ socio-cultural conditions at which they learn EFAL are not taken into consideration by teachers and that hampers or impedes the development of language and writing. Further, the research sought to unearth the strategies and techniques used by teachers to teach writing in EFAL, and whether these facilitate the development of writing competency, that enhances better performance in other Grade 12 subjects taught through English as a Language of Learning and Teaching (LoLT). The study is informed by the socio-cultural theory, language acquisition theories, and the language learning theories. The study also drew from the writing strategies, writing in the curriculum, and second language learning discourses Framed in the interpretive paradigm and the qualitative approach, the research adopted a case study design. The sample of the study comprised of seven teachers of which two were EFAL teachers and five of these teach content subjects. Twenty four Grade 12 learners constituted the four Focus Groups. The data collection tools comprised of interviews, Focus Group Discussions (FGDs), observation and document analysis. Learners wrote essays and free writing exercises which formed transcripts for document analysis. The purposively selected teachers and the Grade 12 learners were granted interview questions in advance. The collected data was analysed and put under themes as determined by the study‘s research questions. Such themes included; challenges faced by learners when writing in EFAL, strategies used by teachers in teaching writing , perceptions of teachers and learners on learners‘ writing competency and the connection or linkage between learners‘ writing competency in EFAL and content subjects. Learners‘essays and free writing revealed that the learners have limited vocabulary in their FAL. Furthermore, the study made known that learners experience anxiety when they have to answer questions in English and that results in them being incompetent in writing in the target language. Other hindrances to EFAL writing that were revealed by the study included the detrimental effect of social media on the writing competency and lack of motivation to read for writing in English. In addition, the study established that there were teaching approaches that were employed by teachers when teaching writing which included the process writing and integration. Content subject teachers made known to the study that they were not teaching writing to the learners but assess them in essay writing and summaries as required by the school-based assessments in their respective subjects. It was also disclosed in the study that writing encompasses other language skills especially reading. The study also revealed that writing is a skill that is obligatory to be taught because it becomes beneficial to other subjects and that it enhances learners‘ writing for a variety of reasons. Overall, the study made known that there are complex circumstances that Grade 12 learners in rural public schools encounter when engaging in writing in the EFAL. The study concluded that although English could be perceived as a dominant language, it is embedded with multiplicity of challenges in the rural secondary schools where it is used as a LoLT. Such hindrances mostly find expression when learners have to engage in writing activities and encompass; lack of motivation, anxiety, limited vocabulary and the influence of social networks. The study recommended that the EFAL policy makers should not use a blanket approach on how EFAL should be taught but consider the demographic situations of the various sections of South Africa. The study also recommended that code switching which is practiced in bilingual classrooms appears inevitable and therefore should be formalized.
- Full Text:
- Date Issued: 2017
Examining practices in the preparation of science teachers in two teachers' colleges in Zimbabwe
- Authors: Mutseekwa, Christopher
- Date: 2017
- Subjects: College teachers -- Training of Science teachers Science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9434 , vital:34351
- Description: Despite the vast research in science teacher preparation world-wide, little is known about secondary school science teacher preparation practices in Zimbabwe. The overall image that emerges from literature is that of challenges such as lack of programme coherence, policy inconsistence, poor funding for reform-based science teaching programmes, limited knowledge on issues critical to science teaching and learning, and mediocre performance of science teacher education graduates. Such challenges demand an examination of science teacher educator practices in order to identify relevant science teaching knowledge and skills the educators possess, an establishment of how their practices match standards and expectations in science teacher preparation, and an assessment of dimensions of the science teaching theory-practice gap. This study examined teacher education practices in the preparation of science teachers in two teachers’ colleges in Zimbabwe. The study is anchored in Miller, Ohana and Hanely’s (2013) framework for science teacher preparation called the Model of Research-Based Education for Teachers (MORE for Teachers). An exploratory sequential mixed methods design, within the post-positivist paradigm, was used to guide the collection of quantitative and qualitative data. Eighteen (18) Science teacher educators and 106 Science student teachers were selected from two Teachers’ Colleges through purposive sampling. A questionnaire was used to collect quantitative data while interviews, group discussions and documents were used to generate qualitative data. Qualitative data were used to buttress and expand quantitative findings. The major findings from the study were that, despite their limited research activity, teacher educators were well grounded in content knowledge in their various areas of specialisation. Although some standards and guidelines from syllabi, schools and the University of Zimbabwe, Department of Teacher Education (UZ-DTE) requirements on science teaching were followed, the teacher educators were not very clear about the extent to which reform-based science teaching guidelines influenced their work. Other findings revealed that the science teacher educators did a lot to prepare student teachers for Attachment Teaching Practice but did less when the trainees were eventually in the actual practice. It was also observed that science teacher education occurred with in a context where funding for teaching and learning was a challenge. The study’s major recommendation is the need for identifying preparation approaches that adequately equip science teacher educators with the relevant knowledge, skills and core practices that assist the development of coherent programmes.
- Full Text:
- Date Issued: 2017
- Authors: Mutseekwa, Christopher
- Date: 2017
- Subjects: College teachers -- Training of Science teachers Science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9434 , vital:34351
- Description: Despite the vast research in science teacher preparation world-wide, little is known about secondary school science teacher preparation practices in Zimbabwe. The overall image that emerges from literature is that of challenges such as lack of programme coherence, policy inconsistence, poor funding for reform-based science teaching programmes, limited knowledge on issues critical to science teaching and learning, and mediocre performance of science teacher education graduates. Such challenges demand an examination of science teacher educator practices in order to identify relevant science teaching knowledge and skills the educators possess, an establishment of how their practices match standards and expectations in science teacher preparation, and an assessment of dimensions of the science teaching theory-practice gap. This study examined teacher education practices in the preparation of science teachers in two teachers’ colleges in Zimbabwe. The study is anchored in Miller, Ohana and Hanely’s (2013) framework for science teacher preparation called the Model of Research-Based Education for Teachers (MORE for Teachers). An exploratory sequential mixed methods design, within the post-positivist paradigm, was used to guide the collection of quantitative and qualitative data. Eighteen (18) Science teacher educators and 106 Science student teachers were selected from two Teachers’ Colleges through purposive sampling. A questionnaire was used to collect quantitative data while interviews, group discussions and documents were used to generate qualitative data. Qualitative data were used to buttress and expand quantitative findings. The major findings from the study were that, despite their limited research activity, teacher educators were well grounded in content knowledge in their various areas of specialisation. Although some standards and guidelines from syllabi, schools and the University of Zimbabwe, Department of Teacher Education (UZ-DTE) requirements on science teaching were followed, the teacher educators were not very clear about the extent to which reform-based science teaching guidelines influenced their work. Other findings revealed that the science teacher educators did a lot to prepare student teachers for Attachment Teaching Practice but did less when the trainees were eventually in the actual practice. It was also observed that science teacher education occurred with in a context where funding for teaching and learning was a challenge. The study’s major recommendation is the need for identifying preparation approaches that adequately equip science teacher educators with the relevant knowledge, skills and core practices that assist the development of coherent programmes.
- Full Text:
- Date Issued: 2017
Examining teachers' role in the promotion of child-friendly environments in Zimbabwean secondary schools : implications for teacher professional development
- Authors: Zendah, Ketiwe
- Date: 2017
- Subjects: Education, Secondary -- Zimbabwe Teachers -- Professional relationships School management and organization -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4937 , vital:28810
- Description: Hostile school environments are a cause of concern and a perennial international educational problem. The UNICEF’s Child-Friendly Schools (CFS) approach is an international intervention meant to safeguard learners against hostile school environments. The CFS approach mandates schools to offer learners environments and conditions that uphold children’s rights and enhance their development to full potential. The purpose of this mixed methods research study, employing a concurrent triangulation design, was to explore the role of teachers in the promotion of CFS environments. Holsti’s (1970) role theory formed the theoretical framework of this study. The research questions focused on teachers’ understanding of the CFS concept, support offered, strategies employed, challenges encountered, and the implications for teacher professional development. The data collection methods were questionnaires, in-depth interviews, and document analysis with school heads, teachers and learners in the seven government urban secondary schools in Mutare district of Manicaland province in Zimbabwe. Quantitative and qualitative data were independently analysed and merged at the interpretation stage through triangulation of results. Major findings reveal that teachers have poor understanding of the CFS concept, are offered moderate support, occasionally employ viable strategies, and are hindered by various factors in the process of promoting CFS environments. The study’s implications for teacher professional development are rooted in identifying sustainable approaches that adequately equip teachers with relevant information, skills and attitudes that ensure the promotion of CFS environments.
- Full Text:
- Date Issued: 2017
- Authors: Zendah, Ketiwe
- Date: 2017
- Subjects: Education, Secondary -- Zimbabwe Teachers -- Professional relationships School management and organization -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4937 , vital:28810
- Description: Hostile school environments are a cause of concern and a perennial international educational problem. The UNICEF’s Child-Friendly Schools (CFS) approach is an international intervention meant to safeguard learners against hostile school environments. The CFS approach mandates schools to offer learners environments and conditions that uphold children’s rights and enhance their development to full potential. The purpose of this mixed methods research study, employing a concurrent triangulation design, was to explore the role of teachers in the promotion of CFS environments. Holsti’s (1970) role theory formed the theoretical framework of this study. The research questions focused on teachers’ understanding of the CFS concept, support offered, strategies employed, challenges encountered, and the implications for teacher professional development. The data collection methods were questionnaires, in-depth interviews, and document analysis with school heads, teachers and learners in the seven government urban secondary schools in Mutare district of Manicaland province in Zimbabwe. Quantitative and qualitative data were independently analysed and merged at the interpretation stage through triangulation of results. Major findings reveal that teachers have poor understanding of the CFS concept, are offered moderate support, occasionally employ viable strategies, and are hindered by various factors in the process of promoting CFS environments. The study’s implications for teacher professional development are rooted in identifying sustainable approaches that adequately equip teachers with relevant information, skills and attitudes that ensure the promotion of CFS environments.
- Full Text:
- Date Issued: 2017
Implementation of gender policies to promote gender parity in leadership in academia : a case study of two universities in Bindura Urban Mashonaland Central Province Zimbabwe
- Authors: Mandoga, Edward
- Date: 2017
- Subjects: Women in higher education -- Zimbabwe Education, Higher -- Zimbabwe Sex discrimination in higher education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5260 , vital:29178
- Description: The study is premised on the assumptions that the under-representation of women in leadership in academia is aggravated by weak implementation of gender policies. In light of this, the aim of the current study was to assess the nature and extent of the implementation of gender policy frameworks as a way of engendering gender parity in leadership in academia. The study was informed by the socialist-feminist theory and John Rawls’ and David Millers’ theory of social justice. The theories were chosen on the basis of their socialist-scientific approach to gender issues and also because of their resonance with the situation in Zimbabwe’s tertiary institutions. The theories were analysed within the context of Agenda 2063. The relevance of the agenda’s vision for this study is its recognition of gender equality, particularly in leadership in academia, as a critical cog for Africa’s development agenda. The researcher opted to use the qualitative approach which is embedded within the interpretivist research paradigm. The interpretivist approach makes use of qualitative methods of data collection, presentation and analysis. Data were generated from a sample of twenty four lecturers, two vice-chancellors, two pro-vice-chancellors and two registrars from two universities, a private church-run institution and a state university, mainly through interviews. Data were also generated through focus group discussions and document analysis. Data from documents were used to buttress data from the interviews and focus group discussions. The findings of this study showed that the male-management norm dominated in almost every strategic section of the structures of the two institutions. This was attributable to weak implementation of gender policies. The failure of the gender policies to bring a visible change to the institutional landscape in terms of gender equality was a result of an interplay of personal, cultural and organisational factors. Some of the factors that thwarted women’s career progression to leadership positions included, lack of inspiration from role models, lack of support from colleagues, lack of training in leadership, and the Zimbabwe Council of Higher Education’s (ZIMCHE) indiscriminate policy on recruitment of staff members. All the factors however, were encapsulated within the patriarchal stereotypical conception of a women as fit for domesticity. Within the same conception, men were considered to be imbued with the clout and traits consistent with leadership demands. Studies carried out elsewhere in Zimbabwe and outside the boarders of Zimbabwe have yielded similar results. This explains the continuing and relentless nature of gender inequality in academic institutions. In order to increase the participation of women in leadership positions, the study recommends the following: establishment of a monitoring and evaluation exercise designed to audit the effectiveness of the gender policies; establishment of a review of the university programmes with the aim of establishing or intensifying training programmes in academic leadership and management; establishment of a scholarship and research fund to encourage women to undertake higher degrees studies, and the intense application of affirmative action policies and gender mainstreaming in the universities.
- Full Text:
- Date Issued: 2017
- Authors: Mandoga, Edward
- Date: 2017
- Subjects: Women in higher education -- Zimbabwe Education, Higher -- Zimbabwe Sex discrimination in higher education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5260 , vital:29178
- Description: The study is premised on the assumptions that the under-representation of women in leadership in academia is aggravated by weak implementation of gender policies. In light of this, the aim of the current study was to assess the nature and extent of the implementation of gender policy frameworks as a way of engendering gender parity in leadership in academia. The study was informed by the socialist-feminist theory and John Rawls’ and David Millers’ theory of social justice. The theories were chosen on the basis of their socialist-scientific approach to gender issues and also because of their resonance with the situation in Zimbabwe’s tertiary institutions. The theories were analysed within the context of Agenda 2063. The relevance of the agenda’s vision for this study is its recognition of gender equality, particularly in leadership in academia, as a critical cog for Africa’s development agenda. The researcher opted to use the qualitative approach which is embedded within the interpretivist research paradigm. The interpretivist approach makes use of qualitative methods of data collection, presentation and analysis. Data were generated from a sample of twenty four lecturers, two vice-chancellors, two pro-vice-chancellors and two registrars from two universities, a private church-run institution and a state university, mainly through interviews. Data were also generated through focus group discussions and document analysis. Data from documents were used to buttress data from the interviews and focus group discussions. The findings of this study showed that the male-management norm dominated in almost every strategic section of the structures of the two institutions. This was attributable to weak implementation of gender policies. The failure of the gender policies to bring a visible change to the institutional landscape in terms of gender equality was a result of an interplay of personal, cultural and organisational factors. Some of the factors that thwarted women’s career progression to leadership positions included, lack of inspiration from role models, lack of support from colleagues, lack of training in leadership, and the Zimbabwe Council of Higher Education’s (ZIMCHE) indiscriminate policy on recruitment of staff members. All the factors however, were encapsulated within the patriarchal stereotypical conception of a women as fit for domesticity. Within the same conception, men were considered to be imbued with the clout and traits consistent with leadership demands. Studies carried out elsewhere in Zimbabwe and outside the boarders of Zimbabwe have yielded similar results. This explains the continuing and relentless nature of gender inequality in academic institutions. In order to increase the participation of women in leadership positions, the study recommends the following: establishment of a monitoring and evaluation exercise designed to audit the effectiveness of the gender policies; establishment of a review of the university programmes with the aim of establishing or intensifying training programmes in academic leadership and management; establishment of a scholarship and research fund to encourage women to undertake higher degrees studies, and the intense application of affirmative action policies and gender mainstreaming in the universities.
- Full Text:
- Date Issued: 2017
Implementation of the policy on religious equity in public schools in the East London Education District : towards a framework for religious diversity
- Makasi, Cordelia Noma-Abysinia
- Authors: Makasi, Cordelia Noma-Abysinia
- Date: 2017
- Subjects: Religious education -- South Africa -- Eastern Cape Religion and state -- South Africa -- Eastern Cape Christianity and politics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5014 , vital:28935
- Description: The study sought to establish the implementation of the policy on religious equity in public schools in the East London Education district in the Eastern Cape Province of South Africa. Underpinned by Van Meter and Van Horn (2015) with implementation and conceptual theory and also a theory on opportunity to learn and school performance by Van Der Grift and Houtveen(2006), the study was located in the pragmatist research paradigm and followed a mixed methods approach and concurrent triangulation design. The research sampling technique was random for high school learners in selected schools and purposeful for principals, heads of departments, teachers and provincial education officials. Three methods were employed to collect data from selected public schools and from the provincial office namely; semi-structured interviews, individual interviews and observation. Quantitative data were analysed statistically and presented in the form of descriptive statistics. Qualitative data were analysed using the thematic content analysis technique. Major findings of the study are that teachers and principals understood the concept religious equity and had a fair understanding of the policy on religious equity. Schools were predominantly Christian-oriented in terms of religious practices and there were no recorded cases of religious conflict. Learners of minority religions were not compelled to attend Christian religious functions in schools and were allowed to attend their own religious functions outside school. This was established from the fact that participants cited freedom of religion as being exercised in schools. However, it was further established that there was no strategic monitoring and support for teachers in the implementation of religious equity. There were also no deliberate measures and strategies for the implementation of religious equity suggesting challenges and inconsistencies in the implementation of the policy. While there were notable challenges in the implementation of the policy, due to resistance of stakeholders to change, schools had great opportunities which could be utilized to enhance the implementation of the policy on religious equity. The study concludes by noting that, while key policy implementers had an understanding of religious equity, the situation on the ground revealed challenges and inconsistencies in the implementation of the policy which resulted in a Christian-dominated school environment at the expense of minority religions The study recommends, among other things, that that religious equity be adhered to as enshrined in the Constitution of South Africa of 1996 and the South African Schools Act of 1996. The teaching and learning environment should include Religion Education as per prescription by National Policy on Religion Education of 2003, that monitoring and support of teachers be done, and that community involvement with policy development be considered crucial as well as moral education teaching in schools. A framework for enhancing implementation of the policy on religious equity is also proposed.
- Full Text:
- Date Issued: 2017
- Authors: Makasi, Cordelia Noma-Abysinia
- Date: 2017
- Subjects: Religious education -- South Africa -- Eastern Cape Religion and state -- South Africa -- Eastern Cape Christianity and politics
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5014 , vital:28935
- Description: The study sought to establish the implementation of the policy on religious equity in public schools in the East London Education district in the Eastern Cape Province of South Africa. Underpinned by Van Meter and Van Horn (2015) with implementation and conceptual theory and also a theory on opportunity to learn and school performance by Van Der Grift and Houtveen(2006), the study was located in the pragmatist research paradigm and followed a mixed methods approach and concurrent triangulation design. The research sampling technique was random for high school learners in selected schools and purposeful for principals, heads of departments, teachers and provincial education officials. Three methods were employed to collect data from selected public schools and from the provincial office namely; semi-structured interviews, individual interviews and observation. Quantitative data were analysed statistically and presented in the form of descriptive statistics. Qualitative data were analysed using the thematic content analysis technique. Major findings of the study are that teachers and principals understood the concept religious equity and had a fair understanding of the policy on religious equity. Schools were predominantly Christian-oriented in terms of religious practices and there were no recorded cases of religious conflict. Learners of minority religions were not compelled to attend Christian religious functions in schools and were allowed to attend their own religious functions outside school. This was established from the fact that participants cited freedom of religion as being exercised in schools. However, it was further established that there was no strategic monitoring and support for teachers in the implementation of religious equity. There were also no deliberate measures and strategies for the implementation of religious equity suggesting challenges and inconsistencies in the implementation of the policy. While there were notable challenges in the implementation of the policy, due to resistance of stakeholders to change, schools had great opportunities which could be utilized to enhance the implementation of the policy on religious equity. The study concludes by noting that, while key policy implementers had an understanding of religious equity, the situation on the ground revealed challenges and inconsistencies in the implementation of the policy which resulted in a Christian-dominated school environment at the expense of minority religions The study recommends, among other things, that that religious equity be adhered to as enshrined in the Constitution of South Africa of 1996 and the South African Schools Act of 1996. The teaching and learning environment should include Religion Education as per prescription by National Policy on Religion Education of 2003, that monitoring and support of teachers be done, and that community involvement with policy development be considered crucial as well as moral education teaching in schools. A framework for enhancing implementation of the policy on religious equity is also proposed.
- Full Text:
- Date Issued: 2017
Pre-service teachers’ concerns on teaching practicum: a mixed methods case study from Zimbabwe
- Chitumwa, Chemunondirwa Christopher
- Authors: Chitumwa, Chemunondirwa Christopher
- Date: 2017
- Subjects: Practicums -- Zimbabwe Teachers -- Training of -- Zimbabwe , Teaching -- Zimbabwe -- Methodology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14840 , vital:27879
- Description: The purpose of this study was to identify and examine pre-service teachers’ concerns relating to their teaching practicum in Zimbabwe and to suggest strategies that could be used to support them in a digitalised era. This study was necessitated by the desire to understand the concerns that pre-service teachers experience during teaching practicum in a fast changing world and in a depressing, unstable socio-politico-economic environment. The study employed a meta-conceptual approach comprising constructivist and social cognitive epistemology as its theoretical framework. A concurrent mixed methods research design was utilised to address the research questions. Both quantitative and qualitative methods were used to design the study, collect, and analyse data. Thirty participants comprising of 24 pre-service teachers and six college supervisors were purposively selected for the qualitative study from United College of Education in Zimbabwe. Qualitative data was collected by means of interviews and analysed through a thematic analysis. For the quantitative phase, 300 pre-service teachers were chosen through stratified random sampling from the same institution and were asked to complete a questionnaire. One hundred and ninety-three questionnaires were returned and usable, giving a return rate of 64%. Data from the survey were analysed using descriptive and inferential statistics. Findings from the study revealed that pre-service teachers experience diverse concerns during teaching practicum that included classroom management, teacher knowledge, socio-economic factors, workload, interpersonal relationships and assessment anxiety. Findings from the quantitative phase revealed some differences in the levels of concerns among the year groups. A general downward trend in the levels of concerns was detected except for teacher beliefs concerns that remained constant. Findings from the qualitative phase of the study revealed that the concerns that pre-service teachers experienced during teaching practicum had negative impact on their classroom practice. Most of the student teachers had devised some coping strategies to deal with their concerns and they were satisfied with the quality of support from mentors and peers, but not that from their supervisors. In an increasingly globalised world, the researcher felt that teaching practicum related concerns could be minimised by exploiting the benefits of digitalised knowledge and communities of learning.
- Full Text:
- Date Issued: 2017
- Authors: Chitumwa, Chemunondirwa Christopher
- Date: 2017
- Subjects: Practicums -- Zimbabwe Teachers -- Training of -- Zimbabwe , Teaching -- Zimbabwe -- Methodology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14840 , vital:27879
- Description: The purpose of this study was to identify and examine pre-service teachers’ concerns relating to their teaching practicum in Zimbabwe and to suggest strategies that could be used to support them in a digitalised era. This study was necessitated by the desire to understand the concerns that pre-service teachers experience during teaching practicum in a fast changing world and in a depressing, unstable socio-politico-economic environment. The study employed a meta-conceptual approach comprising constructivist and social cognitive epistemology as its theoretical framework. A concurrent mixed methods research design was utilised to address the research questions. Both quantitative and qualitative methods were used to design the study, collect, and analyse data. Thirty participants comprising of 24 pre-service teachers and six college supervisors were purposively selected for the qualitative study from United College of Education in Zimbabwe. Qualitative data was collected by means of interviews and analysed through a thematic analysis. For the quantitative phase, 300 pre-service teachers were chosen through stratified random sampling from the same institution and were asked to complete a questionnaire. One hundred and ninety-three questionnaires were returned and usable, giving a return rate of 64%. Data from the survey were analysed using descriptive and inferential statistics. Findings from the study revealed that pre-service teachers experience diverse concerns during teaching practicum that included classroom management, teacher knowledge, socio-economic factors, workload, interpersonal relationships and assessment anxiety. Findings from the quantitative phase revealed some differences in the levels of concerns among the year groups. A general downward trend in the levels of concerns was detected except for teacher beliefs concerns that remained constant. Findings from the qualitative phase of the study revealed that the concerns that pre-service teachers experienced during teaching practicum had negative impact on their classroom practice. Most of the student teachers had devised some coping strategies to deal with their concerns and they were satisfied with the quality of support from mentors and peers, but not that from their supervisors. In an increasingly globalised world, the researcher felt that teaching practicum related concerns could be minimised by exploiting the benefits of digitalised knowledge and communities of learning.
- Full Text:
- Date Issued: 2017
Reform-based approaches in the learning and teaching for conceptual understanding of calculus for diploma studies at south african university
- Authors: Coetzee, Johanna
- Date: 2017
- Subjects: Calculus Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4959 , vital:28878
- Description: This research tested whether Reform-Based Approaches (RBAs) in the learning and teaching of calculus could lead to improved conceptual understanding. The study adopted positivistic paradigm, quantitative approach and pre- and post-test in a quasi-experimental design. The theoretical framework was Constructivism. The interventions were grounded on learner-centred RBAs including Interactive Engagement (IE), Peer Discussion (PD) and Good Questions (GQ). The experimental group comprised 119 volunteering students from a population of 461 registered for Mathematics as a service subject for the National Diploma (ND) in science or engineering at a South African university. Those not in the experimental group were taught through teacher-centred traditional approaches which have been the norm. However, only 71 out of those in the traditionally taught cohort volunteered to write both Pre- and Post-tests. As such, the total number of subjects in the study was 190, i.e., 119 from the Reform-Based cohort and 71 from the Traditional cohort. The instrument, the Calculus Concept Inventory for Technicians (CCIT), consisted of 19 questions on functions, differentiation and integration. Based on a pilot test, the instrument was improved. The Reform-Based cohort did not receive any participation reward and test scores did not contribute to promotion scores. The students wrote Pre-tests in the second week after commencement of lectures and Post-tests during the last week of lectures. The data were analysed using various statistical tools, tests and measures such as Chi-squares, Student t-tests, Pearson’s Product Moment correlation, Cronbach alpha, KR-20, the Difficulty Index, and Item Discrimination Point Biserial Index (PBI). The raw gain and normalised gains were also employed in data analyses. The main finding of this study was that RBA made a significant impact on the conceptual understanding of calculus of the experimental group. The gain achieved by the experimental group was in a low range and corresponded to the low use of IE (25% of contact time). A combination of RBA with Traditional teaching is recommended. Also, RBA will be most successfully introduced if supplemented and complemented through supportive environments.
- Full Text:
- Date Issued: 2017
- Authors: Coetzee, Johanna
- Date: 2017
- Subjects: Calculus Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4959 , vital:28878
- Description: This research tested whether Reform-Based Approaches (RBAs) in the learning and teaching of calculus could lead to improved conceptual understanding. The study adopted positivistic paradigm, quantitative approach and pre- and post-test in a quasi-experimental design. The theoretical framework was Constructivism. The interventions were grounded on learner-centred RBAs including Interactive Engagement (IE), Peer Discussion (PD) and Good Questions (GQ). The experimental group comprised 119 volunteering students from a population of 461 registered for Mathematics as a service subject for the National Diploma (ND) in science or engineering at a South African university. Those not in the experimental group were taught through teacher-centred traditional approaches which have been the norm. However, only 71 out of those in the traditionally taught cohort volunteered to write both Pre- and Post-tests. As such, the total number of subjects in the study was 190, i.e., 119 from the Reform-Based cohort and 71 from the Traditional cohort. The instrument, the Calculus Concept Inventory for Technicians (CCIT), consisted of 19 questions on functions, differentiation and integration. Based on a pilot test, the instrument was improved. The Reform-Based cohort did not receive any participation reward and test scores did not contribute to promotion scores. The students wrote Pre-tests in the second week after commencement of lectures and Post-tests during the last week of lectures. The data were analysed using various statistical tools, tests and measures such as Chi-squares, Student t-tests, Pearson’s Product Moment correlation, Cronbach alpha, KR-20, the Difficulty Index, and Item Discrimination Point Biserial Index (PBI). The raw gain and normalised gains were also employed in data analyses. The main finding of this study was that RBA made a significant impact on the conceptual understanding of calculus of the experimental group. The gain achieved by the experimental group was in a low range and corresponded to the low use of IE (25% of contact time). A combination of RBA with Traditional teaching is recommended. Also, RBA will be most successfully introduced if supplemented and complemented through supportive environments.
- Full Text:
- Date Issued: 2017
Strategies used to cater for students with diverse academic backgrounds in the provision of textile, clothing and design programmes: a case study of two universities of technology in Zimbabwe
- Authors: Chimbindi, Felisia
- Date: 2017
- Subjects: Multicultural education -- Zimbabwe -- Cross-cultural studies Inclusive education -- Zimbabwe -- Cross-cultural studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4948 , vital:28871
- Description: Universities admit students from diverse backgrounds and have an obligation to accommodate all the students in various educational programmes to ensure that they acquire relevant skills and knowledge. The provision of Textile, Clothing and Design programmes to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the textile and clothing stakeholders. The concerns include poor performance of students, high student failure rate, high student drop out, late completion of programmes by students, and other problems emanating from curriculum implementation approaches used by the lecturers. This study therefore, sought to find out how students with diverse academic backgrounds are catered for in the provision of TCD programmes in the two sampled universities of technology in Zimbabwe, with a view to assist the students and to enhance the quality of TCD provision. The study adopted a post-positivism paradigm and used a mixed method research approach that integrated concurrent qualitative and quantitative procedures in data collection, analysis and interpretation. A questionnaire, interviews and document analysis were used to collect data from respondents. Purposive sampling procedure was used to select 36 TCD lecturers, 2 universities’ quality assurance directors, 2 TCD faculty deans of studies, and 2 department chairpersons. Collected data were analyzed using statistical and non-statistical procedures. The study revealed that catering for students with diverse academic backgrounds was practiced in the two universities despite the absence of a curriculum implementation policy to guide the provision of TCD programmes to students with diverse academic backgrounds at university level. It emerged that catering for students with diverse academic backgrounds in implementing TCD curricular at the two sampled universities was faced with various challenges that include lack of lecturer training with regard to catering for students from diverse academic backgrounds and inadequate lecturer training in depth TCD subject content knowledge and ICT teaching technology packages. The study also revealed that there is not enough university and stakeholder participation with regards to supporting and monitoring curriculum implementation process to cater for students with diverse academic backgrounds. Although there were challenges encountered in catering for students with diverse academic backgrounds, the study reveals that there are pockets of good practice in some curriculum implementation strategies implemented by the two institutions such as use of student centered teaching and instructional approaches, university support and lecturer commitment to assist the students. The study findings conclude that although catering for TCD students with diverse academic backgrounds was being practiced in the two universities of technology, there are very critical issues observed over the programmes implementation process that include absence of curriculum implementation policy, lack of training of lecturers and inadequate participative TCD stakeholder involvement. Based on the study findings and reviewed literature, the researcher suggests an alternative curriculum implementation framework for catering for students with diverse academic backgrounds that may help improve effectiveness of university programmes implementation.
- Full Text:
- Date Issued: 2017
- Authors: Chimbindi, Felisia
- Date: 2017
- Subjects: Multicultural education -- Zimbabwe -- Cross-cultural studies Inclusive education -- Zimbabwe -- Cross-cultural studies
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4948 , vital:28871
- Description: Universities admit students from diverse backgrounds and have an obligation to accommodate all the students in various educational programmes to ensure that they acquire relevant skills and knowledge. The provision of Textile, Clothing and Design programmes to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the textile and clothing stakeholders. The concerns include poor performance of students, high student failure rate, high student drop out, late completion of programmes by students, and other problems emanating from curriculum implementation approaches used by the lecturers. This study therefore, sought to find out how students with diverse academic backgrounds are catered for in the provision of TCD programmes in the two sampled universities of technology in Zimbabwe, with a view to assist the students and to enhance the quality of TCD provision. The study adopted a post-positivism paradigm and used a mixed method research approach that integrated concurrent qualitative and quantitative procedures in data collection, analysis and interpretation. A questionnaire, interviews and document analysis were used to collect data from respondents. Purposive sampling procedure was used to select 36 TCD lecturers, 2 universities’ quality assurance directors, 2 TCD faculty deans of studies, and 2 department chairpersons. Collected data were analyzed using statistical and non-statistical procedures. The study revealed that catering for students with diverse academic backgrounds was practiced in the two universities despite the absence of a curriculum implementation policy to guide the provision of TCD programmes to students with diverse academic backgrounds at university level. It emerged that catering for students with diverse academic backgrounds in implementing TCD curricular at the two sampled universities was faced with various challenges that include lack of lecturer training with regard to catering for students from diverse academic backgrounds and inadequate lecturer training in depth TCD subject content knowledge and ICT teaching technology packages. The study also revealed that there is not enough university and stakeholder participation with regards to supporting and monitoring curriculum implementation process to cater for students with diverse academic backgrounds. Although there were challenges encountered in catering for students with diverse academic backgrounds, the study reveals that there are pockets of good practice in some curriculum implementation strategies implemented by the two institutions such as use of student centered teaching and instructional approaches, university support and lecturer commitment to assist the students. The study findings conclude that although catering for TCD students with diverse academic backgrounds was being practiced in the two universities of technology, there are very critical issues observed over the programmes implementation process that include absence of curriculum implementation policy, lack of training of lecturers and inadequate participative TCD stakeholder involvement. Based on the study findings and reviewed literature, the researcher suggests an alternative curriculum implementation framework for catering for students with diverse academic backgrounds that may help improve effectiveness of university programmes implementation.
- Full Text:
- Date Issued: 2017
The effect of '6 bricks' guided play on grade two learners' visual perception and reasoning abilities
- Authors: Brey, Amina
- Date: 2017
- Subjects: Constructivism (Education) -- South Africa -- Port Elizabeth Critical pedagogy -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/12112 , vital:27032
- Description: This study investigates the possible effects that construction play (in the forms of guided play and guided play with exploratory talk) using the ‘6 Bricks’ approach has on the development of learners’ visual perception and reasoning abilities. The intervention, which aimed at developing visual perception, required the participating teachers to use the ‘6 Bricks’ approach three times a week over a period of six months. The sub-set of teachers in the intervention group who were also expected to facilitate discussion to promote reasoning abilities were tasked with additional ‘6 Bricks with exploratory talk’ activities once a week spread over ten weeks during the intervention period. The study followed an explanatory sequential mixed-method design with pre-post-testing using comparison and experimental groups to generate both quantitative and qualitative data. The sample included Grade 2 teachers and their learners in five purposively selected schools in Port Elizabeth, South Africa. Quantitative data were generated via pre-post-analysis of two tests, namely, the Visual Perceptual Aspects Test (VPAT) and Raven’s Coloured Progressive Matrices (RCPM) test. Statistically significant improvements were found in the experimental group’s pooled VPAT subtest scores as opposed to only three for the comparison group’s VPAT subtest scores. Statistically significant improvements in mean scores were achieved by some schools in the exploratory talk experimental group for the RCPM test. Qualitative data, obtained from teacher record sheets, researcher’s observations and semi-structured, open-ended teacher interviews were triangulated against the quantitative data. The findings, when considered in light of the literature, suggest that the ‘6 Bricks’ approach can contribute to the development of learners’ visual perception. In the instances when using the ‘6 Bricks’ approach with exploratory talk was implemented successfully, improvements in learners’ reasoning abilities were observed.
- Full Text:
- Date Issued: 2017
- Authors: Brey, Amina
- Date: 2017
- Subjects: Constructivism (Education) -- South Africa -- Port Elizabeth Critical pedagogy -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/12112 , vital:27032
- Description: This study investigates the possible effects that construction play (in the forms of guided play and guided play with exploratory talk) using the ‘6 Bricks’ approach has on the development of learners’ visual perception and reasoning abilities. The intervention, which aimed at developing visual perception, required the participating teachers to use the ‘6 Bricks’ approach three times a week over a period of six months. The sub-set of teachers in the intervention group who were also expected to facilitate discussion to promote reasoning abilities were tasked with additional ‘6 Bricks with exploratory talk’ activities once a week spread over ten weeks during the intervention period. The study followed an explanatory sequential mixed-method design with pre-post-testing using comparison and experimental groups to generate both quantitative and qualitative data. The sample included Grade 2 teachers and their learners in five purposively selected schools in Port Elizabeth, South Africa. Quantitative data were generated via pre-post-analysis of two tests, namely, the Visual Perceptual Aspects Test (VPAT) and Raven’s Coloured Progressive Matrices (RCPM) test. Statistically significant improvements were found in the experimental group’s pooled VPAT subtest scores as opposed to only three for the comparison group’s VPAT subtest scores. Statistically significant improvements in mean scores were achieved by some schools in the exploratory talk experimental group for the RCPM test. Qualitative data, obtained from teacher record sheets, researcher’s observations and semi-structured, open-ended teacher interviews were triangulated against the quantitative data. The findings, when considered in light of the literature, suggest that the ‘6 Bricks’ approach can contribute to the development of learners’ visual perception. In the instances when using the ‘6 Bricks’ approach with exploratory talk was implemented successfully, improvements in learners’ reasoning abilities were observed.
- Full Text:
- Date Issued: 2017
The implementation of curriculum and assessment policy statement by economics grade twelve teachers and its influence on teaching methods in East London Education District, South Africa
- Authors: Rantsane, Twoboy Babini
- Date: 2017
- Subjects: Curriculum-based assessment -- South Africa -- Eastern Cape Curriculum planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4970 , vital:28879
- Description: The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.
- Full Text:
- Date Issued: 2017
- Authors: Rantsane, Twoboy Babini
- Date: 2017
- Subjects: Curriculum-based assessment -- South Africa -- Eastern Cape Curriculum planning -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/4970 , vital:28879
- Description: The introduction of the Economics CAPS policy ushered the introduction of the new principle of “active and critical learning” which implies fostering active learner participation in teaching and learning process. The revision of curriculum in 1997 and subsequent years has implications on how teachers teach. Since the introduction of Economics CAPS in Grade twelve in 2014, no study has been conducted to determine how teachers implement the curriculum. The aim of the study was to investigate the implementation of Curriculum and Assessment Policy Statement (CAPS) by Economics Grade twelve teachers and its influence on teaching methods in East London Education District. The theoretical framework of the study was Experiential Learning Theory (ELT), constructivism, and pragmatism. A mixed method which entails the combination of quantitative and qualitative research methods was used in this study. A sequential design was followed in the study where the first stage comprised of the administration of questionnaire as a component of quantitative method. The second stage focused on qualitative method which entailed the administration of the following data collection techniques: lesson observation, semi-structured interviews and document analysis. Purposeful random sampling where East London Education District was selected since it has the required categories of schools required for the research was used. All the 53 Grade 12 Economics schools served as the population for the study. Some of the participants did not return the questionnaire while others have phased out Economics. A total of 36 schools participated and two schools have 2 Grade 12 classes. A total of 38 teachers returned the questionnaires. A stratified random sampling of 8 teachers was done for the qualitative research. The schools or teachers were categorised as follows: one teacher from Ex - Model C schools, one from urban, one from rural and five teachers from township schools. The sample represented 22.2 % of schools offering Grade 12 economics in the East London Education District. Descriptive statistics and thematic analysis were used for quantitative and qualitative studies respectively. The study found out that economics teachers assert that they employ mixed methods when teaching, but classroom practice reveals that their teaching approach is predominately teacher - centred. While the CAPS policy propagates the adoption of “active and critical learning” practice indicates this principle is applied to a limited extent. Economics teachers should be developed in using active learning methods to ensure that the new principle find expression in the classroom. In respect of the training of teachers to implement CAPS curriculum, research reveals that short-term training workshops were conducted but Economics teachers have challenges in methodology and content. The recommendations to address the challenges entail: continuous professional development of Economics teachers on methodology; conduct content workshops and resourcing of schools.
- Full Text:
- Date Issued: 2017
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