Caregivers’ and parents’ views about preschool education as a school readiness programme in the Queenstown Education District
- Authors: Mtyuda, Pamela Nomonde Pettina
- Date: 2019
- Subjects: Education, Preschool Readiness for school
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16166 , vital:40674
- Description: The aim of this study was to uncover preschool caregivers’ and parents’ views about preschool education as a preschool readiness programme in the Queenstown education district. The research study addressed the following specific objectives, to determine: the caregivers’ and parents’ understanding of school readiness nature of preschool education; the extent to which the caregivers’ practices can make children ready for formal schooling; the parents’ assessment of the preschool centres as places that make children ready for formal schooling; caregivers’ and parents’ views on the challenges facing preschool centres against making children ready for formal schooling; and lastly, the possible solutions to the challenges facing preschool centres. In the present study, both qualitative and quantitative data were collected. Quantitative data were gathered through questionnaires from 40 preschool caregivers at preschools and 40 parents of the children in those preschools that were chosen by the caregivers on the basis of parents who are highly committed in the education of their children. The qualitative data were gathered through focus group discussions with 2 focus groups located in the Queenstown Education district. Twelve participants were interviewed, and these comprised 6 caregivers that formed the focus group discussion 1 and 6 parents that formed the focus group discussion 2, using the interview schedules as guides. Purposive sampling to select the participants was used. Triangulation design was used to gather both quantitative and qualitative data at the same time and to integrate the two forms of data in order to have a better understanding of the research objectives. The research findings indicated that the most frequently reported issues by the participants were the problems with some caregivers who had limited knowledge to make children ready for formal schooling. Some of the parents and caregivers do not understand the importance of the domains of development in making children fully ready for formal schooling. There is still lack of parental involvement in those centres; no effective communication between parents and staff; caregivers are not aware of the policies that govern the preschools; poverty and unemployment are factors that inhibit the right of young children to education; no proper resources in preschools and the unregistered preschools also still need to be helped by coordinated efforts from communities and the government bodies. It was concluded that the quality of early childhood development(ECD) programmes in Queenstown preschools was still compromised. The study recommended extensive investment in infrastructure and learning and teaching support materials is necessary; there should be sufficient staffing with ECD expertise; programmes should be designed in order to educate and encourage parents to actively involve themselves with preschool activities.
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Challenges on learning and teaching of fraction operations in Grade 6 - a case study in a South African primary school
- Authors: Chetty, Ashnee
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics -- Study and teaching (Early childhood)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15869 , vital:40534
- Description: Literature review indicates that world over, fraction operations in primary school are challenging not only for learners but also for teachers and South Africa is not an exception. There have been studies on challenges of fraction operations, but could not locate any study at a Grade 6 level in East London education district. The purpose of this study was to assess the specific strengths and challenges in the learning and teaching of fraction operations in Grade 6 in one of the schools in this district. The research paradigm for this study was post-positivism which adopted a mixed methods approach, utilising both quantitative and qualitative methods. The population consisted of three teachers and 98 Grade 6 learners in one primary school in East London. The learners were under 18 years and in order to comply with South African ethical regulations involving humans, a letter was sent out to all 98 Grade 6 learners’ parents requesting their consent. Only 59 learners brought back the consent letters signed by a parent or legal guardian and hence, the sample consisted of 59 Grade 6 learners. There were two instruments: a survey questionnaire with 15 items for learners and two interview schedules, one for teachers and another for learners. The time to complete the questionnaire was 45 minutes and the time to complete the interviews was less than 20 minutes for learners and 40 minutes for teachers. As part of a pilot study, the questionnaire was given to six learners in 2017 cohort. Also, the questionnaire was given two colleagues teaching Grade 6 from two different schools. Furthermore, two learners from the 2017 cohort and two colleagues from two different schools were interviewed, respectively, to check the validity of the learners’ and teachers’ interview schedules. Based on the feedback, the instruments were modified for use in 2018. The learners were given the questionnaire to answer first before 10 were selected for interviews. Three teachers, one each from Grades 5, 6 and 7 were interviewed. The quantitative data were analysed to lead to a descriptive data presentation. The qualitative data were analysed thematically. It was revealed that there were similarities and differences in the manner in which teachers teach and the challenges they identified. There were similarities and differences among the responses from the learners. They found certain fraction operations challenging and their strengths were similar as well. The common outline of the learners’ strengths were being able to do like-fractions while, their challenges were on doing unlike-fractions. The teachers too concurred with the learners’ views. The learners got confused because they did not understand fractions as part of a whole. The teachers indicated knowledge of more than one teaching method. The teachers also pointed out how times tables is an essential part of being able to do operations of fractions. This study could be beneficial for teachers, learners, parents and curriculum developers. The curriculum developers need to revisit the time frame, the transition between the grades, and how often the concept of fractions appears throughout every term.
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Educators’ management of the learning environment for enhanced teaching and learning in selected primary schools in the East London Education District
- Authors: Olabode, Sadiat Adewumi , Adu, E O
- Date: 2019
- Subjects: Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16231 , vital:40701
- Description: Classroom environment has been conceptually and practically conceived as a place where learning takes place. However, despite the importance of classrooms in enhancing learning, most classrooms, especially in the sub-Saharan African countries are poorly arranged and situated in noisy and crowded environments. In addition to this, most teachers lack basic skills to manage classrooms. In the light of the above-mentioned issues, the main purpose of this study was to investigate educators’ management of the learning environments for enhanced teaching and learning in selected primary schools in the East London Education District, Eastern Cape Province, South Africa. In achieving this aim, the researcher adopted mixed method research approach. The population for this study was selected from intermediate phase educators in the East London Education District. The sample size was 76 intermediate phase educators, which was conveniently selected. Questionnaire (quantitative), interview and observation (qualitative) research instruments were used to collect the data. A structured questionnaire was administered to 76 respondents; while five Head of Departments (HOD) from study population were interviewed and observed. The SPSS was used to conduct both descriptive and inferential analysis. Quantitative data analysis was used to measure perceived stress level situations among intermediate phase educators, while content analysis was used to analyse narratives of the participants. The study found that giving motivational talks, asking about learners parents/guardians, asking about their experiences at home, knowing their needs, and having discussion with their parents/guardians, telling them interesting stories, learning how to call their names properly, giving them responsibilities in the classroom and motivating them to participate in learning activities are important techniques and approaches for dealing with the emotional problems of the learners in the classroom. This implies that teachers should be more compassionate about their learners, because learners with serious emotional problems cannot learn and be productive in the classroom. The study concludes that involving the learners in the decision-making on the procedures, approaches and strategies to classroom management are fundamental for ensuring efficient and productive classroom. Moreover, the educators should adopt varied approaches in the management of the classroom. This is because an approach that works for one teacher/learner may not work for other teacher/learner. Based on this conclusion, the study recommends that the teachers should set classroom rules and ensure that the learners follow these rules strictly in order to avoid rowdiness in the classroom. Failure to set rules and ensure that the learners follow classroom rules might be counter-productive to learning process.
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Examining educators’ strategies for promoting science learning and science literacy among grade 9 learners in a South African Rural Education District
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
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Examining the teaching of natural sciences concepts to English second language speakers in selected primary schools in the East London Education District
- Authors: Kumanda, Nomaroma
- Date: 2019
- Subjects: Science -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15925 , vital:40564
- Description: The study sought to examine the teaching of Natural Sciences (NS) concepts to English second language speakers in selected primary schools. Grade 7 was chosen for the investigation as it precedes the last class at primary school. The researcher investigated the teaching and learning of Natural sciences concepts. A mixed method design was used. The research questions focused on the teaching of NS, learner-centred strategies used, challenges encountered, strategies employed by teachers when teaching NS, and the implications for science education.The purpose was to examine the teaching of Natural Sciences concepts to English second language speakers in selected primary schools in the East London Education District. Data were collected from grade 7 teachers and learners in selected township schools in East London, by means of semi-structured interviews, questionnaires and focus groups. Semi-structured questionnaires were administered to teachers and learners, individual interviews were conducted with NS head of department, focus group and interviews were held with grade 7 NS learners. Quantitative and qualitative data were independently analysed and merged at the interpretation stage for triangulation of results. The questions were grouped according to their themes. The researcher’s findings revealed that teachers linked the teaching of NS concepts by showing the teaching skills. Teachers used code-switching for learners to understand the scientific concepts for positive attitude to improve the learner performance. Teachers experienced problems using English as a Language of Learning and Teaching (LoLT) while teaching NS concepts, teachers’ understanding of NS influenced their ability to implement of transformational curriculum, but learners did not benefit much when learning science in English Language and those policies were designed by the Department of Education without teacher involvement. The study concluded by noting that It emerged that teachers and learners experienced difficulties in teaching and learning of the NS concepts.
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Factors affecting grade 6 learners’ performance in Mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15935 , vital:40565
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and forty-five (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
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Factors affecting the learners’ reading culture in English First Additional Language at Grade 5. A case of three primary schools in the Cookhouse and Somerset East area.
- Authors: Snyers, Jonathan Marsel
- Date: 2019
- Subjects: Books and reading English language -- Rhetoric
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16342 , vital:40711
- Description: This study investigated the factors affecting the learners’ reading culture in English First Additional Language at grade 5 level in the Cookhouse and Somerset area. The sample consisted of 3 teachers, 3 principals, 18 learners and 3 SGB chairpersons from three different schools. The study focused on three primary schools in the Blue Crane District, which were selected through a purposive sampling technique. Qualitative research was chosen as the research method with a case study as the research design. Data collection instruments consisted of unstandardized in-depth interviews, focus group discussions and documents. Interviews were conducted with the teachers, principals and the chairpersons of the respective schools. The focus group discussions were conducted with learners. In this study, the researcher has analysed data systematically whereby he built through recording procedures during interviews and focus group discussions. The findings highlighted factors, which cause learners’ reading problems. The factors include various physical factors, emotional factors, and little attention to reading skills, lack of motivation, insufficient reading time and material. Educators were of the view that repeated curriculum changes within a short period of time without proper training of educators has an effect on learners’ reading performance. The study revealed that reading is adversely affected by the poor learning conditions in which learners find themselves in because there was a strong relationship between socio-economic factors and reading ability. On that account, the implication is that reading will not improve. The study recommends that the Department of Education pay more attention to pre-service and in-service training of educators so that educators are more knowledgeable in all reading components.
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Implementation of school-based assessment in high schools, Mpumalanga Province, South Africa : implications for teaching and learning
- Authors: Chipfiko, Jack
- Date: 2019
- Subjects: High schools -- Examinations Educational tests and measurements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15892 , vital:40549
- Description: The purpose of any education system is to deliver a quality educational product. Various forms of assessment are used to ensure the suitability of the product and inform decisions. In South Africa, School-Based Assessment(SBA) is one of the tools used to assess the content competences, skills, values and attitudes; to provide learners, parents and teachers with results that are a meaningful indication of what the learners know, understand and can do at the time of assessment (DBE, 2012). Surprisingly, on a yearly basis, Umalusi reports reveal that SBA marks are rejected resulting in the learners being resulted on mostly the year end examination. The purpose of this study was to examine the implementation of SBA with a view to unearth the factors contributing to the perennial rejection of SBA marks, resulting in learners from some schools being unfairly assessed. To explore the research problem, a mixed methods study, employing a concurrent triangulation design, was employed. Total Quality Management theory was the theoretical framework anchoring this study. Sub research questions to interrogate the research problem focused on examining the roles of the teachers, learners and parents in the implementation of SBA; assessing the structures in place to support the implementation of SBA; examining how teachers, learners and parents play complementary roles in the implementation of SBA; and identifying strategies to enhance the implementation of SBA in South African (SA) high schools. Data were collected using Questionnaires, interviews and focus group discussions with purposively selected samples of teachers, learners and SGB chairpersons from high schools in White River Circuit in Mpumalanga Province in South Africa. The use of mixed methods produced quantitative and qualitative data which were independently analysed and merged during interpretation. Findings revealed that: participants and respondents confirmed the various roles of SBA in teaching and learning; structures were in place to support the implementation of SBA in high schools; complementarity of roles were sporadic in the implementation of SBA in high schools; and various strategies were employed to enhance the implementation of SBA in high schools. Implications for teaching and learning focused on realigning the implementation processes in the production of a quality educational product, and maximising its benefits to teachers, learners and parents.
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Integration of indigenous knowledge in the intermediate phase school curriculum in a selected education district in the Eastern Cape, South Africa
- Authors: Mkosi, Nkosinathi Ndumiso Lizo
- Date: 2019
- Subjects: Education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16136 , vital:40671
- Description: The aims and principles of the post-apartheid South African school curricula, ranging from the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12, to include the Curriculum and Assessment Policy Statements (Grades 1-12), have been aligned with the aims and principles of the South African Constitution. The aims and principles, among others, speak to the establishment of human rights, inclusivity, environmental and social justice, and valuing of indigenous knowledge systems. These are the bedrock of all the subjects and do not necessarily confine themselves to the science subjects only; even though the call of inclusion of indigenous knowledge in the sciences is oversubscribed. There has been concerns raised variously that the integration of indigenous knowledge systems in the curriculum, generally, and in the teaching of the respective subjects, particularly, does not necessarily happen as it should be. Thus, the purpose of this mixed methods approach study that adopted a concurrent triangulation mixed methods design and premised on the postpositivist paradigm investigated the integration of indigenous knowledge in the Intermediate Phase school curriculum in a selected Education District in the Eastern Cape Province, South Africa. The guiding lenses adopted for this study were two-fold. The main primary theoretical framework drew from three integration theories: (a) Huang and Newell’s (2003) Knowledge Integration Processes and Dynamics notions; (b) Beane’s (1995) Curriculum Integration and the Disciplines of Knowledge and (c) Harden’s (2000) Integration ladder: A Tool for Curriculum Planning and Evaluation. The ‘secondary’ lens of analysis, which the researcher named, the ‘supplemental framework’, was constituted by notions and constructs derived from the indigenous knowledge systems discourses and postcolonial notions and constructs. The study revealed, among other findings, that (i) whilst a majority of teachers claimed to integrate IK in their classrooms, a significant number did not, and those who claimed to be integrating were unsure about how to integrate (ii) the majority of teachers, HoDs and Subject Advisors were either poorly trained or did not receive any training in the integration of IK (iii) the support and monitoring of IK integration was poor to non-existent. Thus, the study proposes a model, the Integrative Indigenous Knowledge Integration Support and Monitoring Model (IIKISMM), which may act as a framework for the coordination of the support and monitoring of IK integration in the school curriculum. There are significant recommendations offered by the study to teachers and policy makers with regards the integration of indigenous knowledge systems in the school curriculum. Also offered by the study are possibilities for further research in the integration of indigenous knowledge system in the curriculum.
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Political education as a determinant of university students’ political participation in the Eastern Cape, South Africa
- Authors: Badaru, Kazeem Ajasa
- Date: 2019
- Subjects: Citizenship -- Study and teaching -- South Africa Democracy and education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15793 , vital:40524
- Description: Globally, there is a downward trend in youths’ political interest and participation in the learning of political education in their school curricula as a measure to combat the apparent dangers posed by the declining young citizens’ participation in the political processes.This study therefore investigated political education as a determinant of university students’ political participation in the Province of the Eastern Cape, South Africa. The study employed a mixed methods design. Using the probability sampling technique, a sample of 375 participants was randomly selected from one university in the Eastern Cape Province while semi-structured interviews were conducted among five (5) purposively selected members of the same university’s Student Representative Council (SRC) executive committee. Simple descriptive statistics such as frequency counts and percentages were used to summarize all categories of variables; while Pearson correlation statistics, Chi-square and Ordinary least square regression were used to examine the relationship between dependent and independent variables at a 95percent confidence interval. Alpha values less than 0.05 were considered to be statistically significant. Thematic content analysis was performed on the qualitative data. The quantitative analysis revealed that students’ level of political awareness was high; 98.1percent of them were aware of their rights to vote and be voted for. Students’ political judgment was positively correlated with participation in campus (r =0.182) and national politics (r = 0.030) respectively. Most of the students agreed to take part in the 2018 SRC (78.8percent) and 2019 national elections (77.9percent) respectively. Political interest was significantly correlated with participation in campus (r = 0.375) and national politics (r =0. 404). The findings from the multivariate analysis showed that political interest (<0.001), parents’ political involvement (<0.001) and year of study (<0.001) were the significant determinants of students’ participation in politics. The qualitative findings also showed that there was a positive relationship between political education and students’ participation in politics. Since political interest and family are element and agent of political education respectively, it is concluded that political education is to a large extent a determinant of university students’ political participation. It is recommended that the universities, the Department of Higher Education and Training (DHET) and other stakeholders should do a thorough review of the university education curricula and programmes to ensure that political education is adequately accommodated and taken care of in a way that would increase students’ interest, awareness and participation in politics. When this is amply done, students’ cognitive skills and capacities would be enhanced to increase their participation in the political processes in South Africa.
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Pre-service education students’ application of visualisation strategies to solve mathematical word-problems
- Authors: Shaw, Peter
- Date: 2019
- Subjects: Word problems (Mathematics)
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16604 , vital:40735
- Description: This classroom-based action research dissertation examined visualisation strategies used by pre-service Intermediate Phase PGCE education students to solve mathematical word-problems. The setting was an Eastern Cape university. Previous literature indicated a positive correlation between the use of visual scaffolds and success in solving word problems. However, a gap was found insofar as little research had been published on the application of visualisation to word-problems by student teachers in South Africa. This thesis advances our understanding of the role visualisation may play in assisting student teachers to solve word-problems. The theoretic framework was informed by Bruner’s theory of learning. The research was grounded in the hermeneutic tradition. An interpretivist research paradigm was expedited by using an inductive, naturalistic perspective and relativist ontology. Thirty-eight student-teachers participated in the study. Parallel and convergent qualitative and quantitative data gathering instruments were used, thereby facilitating triangulation and examination for microgenesis. It was found that vestiges of past teaching practices initially limited the participants’ knowledge to a deeply-flawed, banking model of routines and an instrumental perception of mathematics. Disruptive calls for social justice impeded progress. Albeit visualisation strategies liberated understanding, many foundational concepts and skills had to be reconstructed. The confluence of time and rehearsal culminated in some measure of expertise. Sustained effort enabled new knowledge to be compressed and consigned to long-term memory. Salient visual representations assisted participants to conceptualise relational mathematical meta-concepts and reduced the cognitive demands imposed by word-problems but that achievement was a hard-won prize.
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Selected stakeholders’ views on the use of tablet computers in learning and teaching – a South African case study at a university
- Authors: Fernandez, Simon Christopher
- Date: 2019
- Subjects: Computer-assisted instruction Tablet computers Educational technology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15903 , vital:40553
- Description: The popularity of mobile technologies has greatly influenced the people of all ages, especially adolescents. Tablet computers as part of mobile technologies, were launched in colleges and universities in many countries to supplement and complement learning and teaching. However, research reports based on the effectiveness of the use of tablet computers in higher education institutions in South Africa’s Eastern Cape Province are scarce. In order to address the deficiency, this study examined the views of stakeholders such as students, lecturers and managers on the use of tablet computers for learning and teaching in one of the Eastern Cape universities. The research adopted the Post-Positivist paradigm and mixed method approach. The theoretical frameworks were Constructivism and Technological Pedagogical Content Knowledge. The sample consisted of (a) 155 students from a population of 254 extended-stream National Diploma students in Information and Communication Technology and National Diploma Electrical Engineering cohorts; (b) 14 lecturers from a relevant population of 25; and, (c) 16 managers from a population of 20. Three separate questionnaires as well as interview protocols for each of the stakeholder cohorts provided the core data. All members in the sample were surveyed. The researcher opted to be an outsider and received assistance from a few qualified trained academics to administer the questionnaire to students in different cohorts in order to minimise data bias. Only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24) and they were analysed using descriptive and inferential analysis: Analysis of Variance and Independent Samples t-test. Qualitative data were transcribed and analysed using thematic analysis to generate major themes and sub themes for the sub-research questions. Main strengths of using tablets from the findings of the study were (a) tablets motivated students in learning and lecturers in teaching (b) students understood the different styles of learning (c) enhanced students’ engagement and collaboration in learning. Main weakness of using tablets were students’ use of tablets for personal work and social networking during class hours was causing distractions to lecturers and other students. Generally, the evidence shows that strengths were greater than the weaknesses. It should also be noted that all stakeholders were positive and not statistically significantly different from each other in their views towards the use of tablets for learning and teaching in university classroom. However, students had views different from lecturers on the advantages and disadvantages of using tablets. The variance could be due to new students or new lecturers’ ignorance in the effective use of tablets and this might change as their familiarity in the use of the device improves. The research report makes a few recommendations which include training to all students and lecturers on the effective use of tablet computers for learning and teaching and installation of relevant applications before the commencement of each academic year. Moreover, the Information and communication technology technical staff must prevent students from visiting unwanted and restricted sites by keeping a network based tracker and blocker software application.
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Students’ perceived experiences of a flipped classroom at a traditional South African university in comparison to the traditional classroom
- Authors: Cilliers, Liezel
- Date: 2019
- Subjects: Teaching -- trends Flipped classrooms
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15881 , vital:40545
- Description: The purpose of this study was to explore students’ perceived experiences of flipped classrooms at a traditional South African university in comparison to the traditional classroom. Universities across the world are confronted with a variety of problems. One of these challenges include the massification of higher education as more students now have access to universities resulting in larger class sizes and lower through put rates. Universities have traditionally made use of the face-to-face model of lectures and tutorials as a passive mode of course instruction and delivery. However, due to the massification of higher education, it has become very difficult for lecturers to communicate and collaborate with students. One of the ways that lecturers have attempted to overcome the problem of massification is to make use of technology to increase the delivery of course content. When lectures are made available online while the traditional class time is used to build conceptual understanding and cognitive skills among students, the approach is known as ‘flipping’ the classroom. Several studies have shown that this type of active classroom approach can perform better than traditional lectures when learning outcomes are compared. There is also a very limited body of knowledge available regarding students’ perceived experiences of flipped classrooms at traditional South African universities. The theoretical frameworks guiding this study are the Activity Theory and Constructivism, whilst a pragmatic paradigm was employed. The flipped classroom was used in one course of the Management and Commerce Faculty at a traditional university in South Africa. The study was divided into three cycles: The first cycle involved 4 weeks of traditional lectures, the second cycle of 4 weeks introduced blended learning into the course, while the third cycle of 4 weeks changed the content delivery method to a flipped classroom. At the end of each cycle a formal evaluation through focus groups interviews (with 10 students per cycle) and a questionnaire (that was administered to the class) was conducted to inform the next cycle. Throughout the research process, the researcher also kept detailed field notes to as an account of the planning, execution and reflection for each class. The researcher also observed the behavior of the students during the various research cycles to provide a ‘snapshot’ of the classes. The results of the study suggest that students prefer the use of the flipped classroom is it enables them to communicate with their peers and the lecturer, and providing them with opportunities to better understand learning content through discussions and reasoning, rather than the means of receiving information. Barriers that were identified included difficulty with learning strategies and technical assistance when students needed assistance. However, students were positive about both the use of the flipped classroom as opposed to the use of the traditional classroom.
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Study habits and learning styles as correlates of grade 11 students’ academic performance in mathematical literacy in the Amathole Education District
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
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Teachers and learners’ perspectives towards English as a language of learning and teaching : a case of two selected secondary schools in the Amathole West Education District
- Authors: Osunkunle, Atinuke Oluwatoyin
- Date: 2019
- Subjects: English language -- Study and teaching Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16243 , vital:40702
- Description: The study aimed at examining teachers and learners’ perspectives towards English as a language of learning and teaching (LoLT), using two selected secondary schools in the Amathole West Education District as a case study and to see if English is indeed a language of choice among learners and teachers. The researcher employed an interpretative qualitative research paradigm and purposive non-probability sampling method was used to draw samples of participants for in-depth interviews and focus group discussions. The school principal and two teachers were purposively selected in each of the two schools, making a total of two school principals and four teachers that were interviewed. In addition, a member of the School Governing Body (SGB) was selected in each of the two schools and interviewed. The study also had one focus group discussion with learners in each of the two selected schools, making two focus groups in total. All the one-on-one in-depth interviews as well as the focus group discussions with the learners were recorded and then transcribed. The collected data was later analysed thematically to infer the meaning and present the findings. The findings revealed that most of the students in public schools are torn between two divides as they struggle with the use of English as a language of learning and teaching but seem to have no choice, as they all believed that the use of English is quite beneficial to them in many ways. Another critical finding is that some teachers find it difficult to teach in English because they do not have a good command of the language. This makes them to code-switch regularly using IsiXhosa along with English while they are supposed to teach in English. Thus, this affects the learners proper understanding of and grounding in the English language. The study also found out that the schools lack adequate support to ensure the effective use of English for learning and teaching. The study recommended that various support systems from the government are needed in order to ensure the acceptance and successful use of English as LoLT in South African public schools. In this regard, the participants assured that these would result in positive outcomes, as they would provide quality education through government support. The study concluded that English is the preferred LoLT by both teachers and learners, thus, it needs to be prioritised.
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Teachers’ views on grade 7 reading comprehension skills amongst English first additional language learners: a case study
- Authors: Ruiters, Benedictor
- Date: 2019
- Subjects: Reading comprehension English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16307 , vital:40707
- Description: The purpose of this study was to investigate the views of Teachers about reading comprehension skills in grade 7 English Additional Language classrooms in Buffalo City Metropolitan, Eastern Cape. Objectives are to instil the love for reading and enabling learners to successfully learn to read and attain their full potential. The researcher was interested in exploring broader trends in reading comprehension skills, with the intention of contributing possible strategies to address the literacy level in English First Additional Language. The study was framed as qualitative in inquiry; a face-to-face semi-structured interview was used to collect data. The participants comprised of 24 learners and 4 educators. The theoretical framework utilised was Lev Vygotsky’s (1979) constructivist theory to analyse data using a qualitative analysis approach. Different tools to verify data, which comprised of semi- structured interview of open-ended questions and document analysis to obtain data from English First Additional Language teachers in four primary schools in the Buffalo City Metropolitan District, were used. Findings indicate English First Additional Language learners are not proficient in the language of teaching and learning because in other public schools mother tongue is additive language, while in other schools it does not exist. The recommendation was that the Department of education needs to introduce a reading module for English First Additional teachers who need training in this area of learning. Another recommendation highlighted by teachers is the revisiting of child development theories that will help teachers have a better understanding about the learners and which strategies to utilise during reading.
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