A comparative study of the language, mathematics and science literacy knowledge and skills of grade 9 learners in secondary schools in Port Elizabeth
- Authors: Arnolds, Keith Victor
- Date: 2012
- Subjects: Educational tests and measurements -- South Africa -- Port Elizabeth , Comparative education , Language and languages -- Study and teaching -- South Africa -- Port Elizabeth , Mathematics -- Study and teaching -- South Africa -- Port Elizabeth , Science -- Study and teaching -- South Africa -- Port Elizabeth , Education, Secondary -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9566 , http://hdl.handle.net/10948/d1016062
- Description: In South Africa, on-going concerns surrounding the development of learners’ literacy, mathematics and science skills are evident and drive various research studies in this field. International studies and assessments, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) show major differences in the proficiency levels of learners in South Africa in comparison with their international counter parts. To date, however, the more comprehensive international standardised assessment called the Programme for International Student Assessment (PISA), has not been administered in South Africa. The main aim of this research study was to investigate and scientifically explore the real situation in terms of language, mathematics and science literacy knowledge and skills of Grade 9 learners in South Africa and to draw a comparison between Grade 9 learners from secondary schools in the Port Elizabeth district in South Africa and their international counterparts, using the PISA standardised international assessment. In addition, the aim of the study was to determine the actual language, mathematics and science literacy skills and knowledge acquired by participants in this study. Quantitative data collection was done by administering a modified version of the Program for International Student Assessment (PISA) to learners from eight schools in Port Elizabeth, supplemented with questionnaires completed by participating learners and school principals. Findings revealed that the South African learners sampled, ranked in the bottom percentile of participating countries in reading, mathematics and science. The study also exposed the glaring inequalities still prevalent in South African education today, 17 years into democracy. The implications point to a serious investigation into the societal and political factors responsible for the discrepancies in the South African educational system at present.
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- Date Issued: 2012
An action learning model to assist circuit teams to support school management teams towards whole-school development
- Authors: Van der Voort, Geoffrey Hermanus
- Date: 2012
- Subjects: Action research in education -- South Africa -- Cape Town , School management teams -- South Africa -- Cape Town , Low-performing schools -- South Africa -- Cape Town , School improvement programs -- South Africa -- Cape Town , Active learning -- South Africa -- Cape Town
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9567 , http://hdl.handle.net/10948/d1016065
- Description: This research study took as its point of departure the general state of underperformance of the majority of schools in South Africa. A review of the literature uncovered evidence that suggested that the state of school management in the majority of schools was in disarray. The problem was compounded by the poor quality and haphazard nature of support that District and Circuit Officials of the Education Department rendered to schools. I therefore saw the need to conduct a scientific investigation into how Circuit Teams could be assisted to support School Management Teams towards whole-school development. Against this background, I formulated the following primary research question to guide the study: “How can Circuit Teams effectively support School Management Teams of underperforming schools towards whole-school development?” The following secondary research questions arose out of this to provide further direction to the study: How can Circuit Teams assist School Management Teams to develop and implement their respective School Improvement Plans? How can Circuit Teams be assisted to develop, implement and monitor their Circuit Improvement Plans? What recommendations can be made to improve service delivery to the schools?. The primary aim of the research was therefore to design an action learning model that would enable Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development. A qualitative research approach was adopted for this study, as it best suited the purpose of the research, and the philosophical assumptions of the researcher. In addition, I drew on a constructivist-interpretative and a critical theory paradigm to guide the design. I chose action research as the specific methodology for the study as, in line with critical theory it aims to empower people to facilitate social change and improvement at a local level. Purposive sampling was used to select four underperforming high schools in the same township within the Cape Town Metro, belonging to the same education Circuit and District Office to participate in the research. In addition, the members of the Circuit Team that serviced these schools were also brought on board as participants. In total, 40 people participated in the research: 4 members from the Circuit Team, 4 Principals, 8 Deputy Principals and 24 Heads of Department. Data were generated in the period January to June 2012 using structured, semi-structured and unstructured interviews, participant observation, and document analysis. Data were analysed by following the eight steps for analysing qualitative data identified by Tesch. An Action Research cycle consisting of the following five steps was followed with participants during the fieldwork, viz.: Identification of the problem; Designing the action plan; Implementing the action plan; Evaluating the action, and Reflection and lessons learnt. Two Action Research cycles emerged from the fieldwork. The first cycle dealt with assisting the schools and Circuit Team to construct their improvement plans. The main findings from this cycle were (1) that the Circuit Team did not function as a team, due to the autocratic management style of the Circuit Team Manager, and the plan of action to address the underperforming schools was not developed in a participative manner. In addition, the Circuit Team had no Circuit Improvement Plan in place with which to support the schools. (2) The schools did not receive the required support to prepare their School Improvement Plans, and although they were able to articulate their areas of support needed, none of them undertook the process of School Self-Evaluation and therefore did not have School Improvement Plans in place. The second action r esearch cycle dealt with the support that schools needed from the other pillars of the District Office to implement their intervention plans. Three themes emerged from this action research cycle: (1) The School Management Teams required capacitybuilding to manage their schools effectively, (2) teachers needed support to implement the curriculum, and (3) learners required assistance to achieve better results. As the outcome of the research, a spiral model consisting of three distinctive phases, each having several loops that describe the particular action that Circuit Teams and School Management Teams have to undertake was developed as the ultimate outcome of the research. The structure of the model was explained, and explicit guidelines for operationalizing it in practice were provided. Based on the findings and the construction of the model, a number of recommendations were put forward to guide future research and practice in the area of Circuit Team support to nderperforming schools. In conclusion, this research study contributed to the body of knowledge by exploring, investigating and describing the working relationship between Circuit Teams and School Management Teams, which until now has not been adequately covered in the existing literature and research. The study culminated in a theoretical model which can be used to improve this relationship permitting Circuit Teams to better support School Management Teams towards whole-school development. The action research design also allowed a more participative and democratic relationship to develop between the Circuit Team and the School Management Teams of the four schools, which is also an innovative idea considering the traditional hierarchic and autocratic approach which has been the norm in the past. Hopefully the findings of this study will encourage the emergence of democratic partnerships between Departmental officials and school management, leading to the empowerment and transformation of school management.
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- Date Issued: 2012
Challenges of instructional leadership in historically disadvantaged schools in South Africa
- Authors: Tshazibana, Vukile Shadrack
- Date: 2012
- Subjects: School management and organization -- South Africa , Educational leadership -- South Africa , Children with social disabilities -- Education -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9565 , http://hdl.handle.net/10948/d1016059
- Description: The research presented in this thesis investigates challenges faced by principals in historically disadvantaged schools in terms of their role as instructional leaders facilitating the implementation of curriculum policies. The study consists of two parts. The first study sampled 25 school principals, 80 teachers and 11 department of education officials from the Uitenhage and Port Elizabeth education districts in the Eastern Cape. Data obtained in the first study were generated by administering a pen-and-paper questionnaire and individual interviews to selected participants. The second study employed an online questionnaire that was open to principals, teachers and departmental officials in all provinces of South Africa in order to generate data over as wide a geographic range as possible. Mixed methods were used to analyse the qualitative and quantitative data from the two studies. Thematic analysis techniques were employed to categorise qualitative data and the quantitative data were subjected to analytical techniques to provide descriptive and inferential statistics. The data revealed that school principals view themselves as change agents who should be in the forefront of change and curriculum implementation, and that they believe that they know what is expected of them in this regard. However, they recognise that they are not adequately prepared for the task of instructional leadership. The data also suggest that teachers have expectations that principals should be trained in instructional leadership and work closely with departmental officials in order to provide guidance and leadership at school level to address their professional needs. Problems related to capacity and skills of subject advisors and other district officials were revealed by the study. These issues are generally and informally recognised, but have not been formally raised within the Department of Education. The findings of the study also highlight the fact that, after nearly two decades in the new political dispensation, there are still vast differences within the South African schooling system between school types. These differences are most evident between ex-Model C schools and historically disadvantaged ex-DET schools, and it is recognised that principals in ex-DET schools need support tailored to their particular circumstances and context. The findings in this study support the notion that much needs to be done in South Africa in terms of empowering school principals; especially those from historically disadvantaged schools. The data provide insights into some of the constraints of local context, which enables better understandings of the challenges of instructional leadership in historically disadvantaged schools. These understandings should be of value when considering strategies to support principals in their role of instructional leaders.
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- Date Issued: 2012
Designing a strategy to bring about a greater professional confidence for educators by improving their involvement in their own continous professional development
- Authors: Oosthuizen, Lizette Clarise
- Date: 2012
- Subjects: Teacher educators -- Professional relationships , Teachers -- Training of
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9559 , http://hdl.handle.net/10948/d1012145 , Teacher educators -- Professional relationships , Teachers -- Training of
- Description: To ensure the professionalism of the teaching force, it is vital that the growing gap between the knowledge educators acquired during their years of training and emerging knowledge about teaching and education during their teaching careers be closed. The continuous professional development (CPD) of educators is a much-debated issue, the general consensus being that it is imperative that educators themselves become directly involved in their own CPD. School leadership should therefore establish what educators find meaningful and invest in CPD programmes that respond to their needs. Educator development is considered as productive when the educators are involved in planning, decision-making, implementation and evaluation around the CPD programmes offered to them. As an office-based educator responsible for educator development and training, educators‟ perceived lack of interest in their own CPD prompted me to investigate how their professional confidence could be boosted through improved involvement in their own CPD. The research question that underpinned this study was: What are the perceptions of educators in the Uitenhage area of their involvements in their own CPD and how to find a strategy to enhance their professional confidence through such involvement? This study adopted the interpretive research paradigm, as the aim was to understand how educators understood their involvement in their own CPD. The qualitative research methods employed, allowed me to share the experiences of my participants. The research sample consisted of Integrated Quality Management Systems (IQMS) coordinators, as members of the school development team (SDT) responsible for educator development, from twelve primary schools in the Uitenhage District. In Phase 1 of the study, data were collected through questionnaires as well as individual and group interviews. Phase 2 consisted of a workshop for the participants, focusing on the key issues identified from the completed questionnaires and interviews. From the data analysis, five themes emerged, namely the contribution by the school, school management team (SMT), Department of Education (DoE) in the educators‟ CPD; the role of the individual educator in his/her own CPD; the factors influencing the effective implementation of educators‟ CPD; the skills and competencies that educators need to acquire through CPD; and the role of the IQMS process in the CPD of educators. Based on the research findings, a strategy was designed to guide educators to increase their professional confidence through improved involvement in their own CPD. Specific recommendations were formulated, such as that adequate time should be allocated for the CPD of educators; school leadership should make a concerted effort to motivate educators to become involved in CPD programmes; and educators should be encouraged to learn collaboratively through their involvement in communities of learning. The conclusions from this research are that educators should be life-long learners, actively involved in their own CPD and that schools, SMTs and the DoE should assist them by providing the necessary support, resources and guidance through enabling conditions conducive to a culture of learning.
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- Date Issued: 2012
Exploring the use of folktales to enhance the resilince of children orphaned and rendered vulnerable
- Authors: Mayaba, Nokhanyo Nomakhwezi
- Date: 2012
- Subjects: Narrative therapy , Resilience (Personality trait) in children -- South Africa , Loss (Psychology) in children , Children of AIDS patients -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9513 , http://hdl.handle.net/10948/2776 , Narrative therapy , Resilience (Personality trait) in children -- South Africa , Loss (Psychology) in children , Children of AIDS patients -- South Africa
- Description: The recent increase in the number of children orphaned and rendered vulnerable by HIV and AIDS in South Africa has placed an added burden on schools as sites of care and support. Education policies mandate schools to develop strategies to support such children, but this is no easy task in contexts where teachers are already struggling to fulfill instructional requirements. Literature reveals that teachers in under-resourced schools, where the problem is more severely experienced regard this increased pastoral role as an added responsibility that they do not feel competent to execute. Since there is unlikely to be any significant improvement in the circumstances of these children in the near future, there is a need to discover creative ways to address this problem. I was led to ask how teachers could support children to better cope in the face of adversity in a way that could be easily integrated into the academic curriculum, so as to minimise the perceived burden of providing care and support. Based on my knowledge of the value of bibliotherapy in promoting resilient coping in individuals, I was interested to see if folktales could be used in a similar way with groups of children. Working from an asset-based perspective, and proceeding from a transformative and participatory epistemology, I adopted an action research design to explore the potential of traditional folktales to enhance positive coping responses in children orphaned and rendered vulnerable by HIV and AIDS. My choice of traditional folktales was influenced by the importance that resilience theory attaches to cultural variables in the resilience process. The participants were isiXhosa speaking children who were orphaned and rendered vulnerable by HIV and AIDS (OVC) between the ages of nine and fourteen years (n=30) in Cycle One who lived in a children‟s home or with foster parents. In Cycle Two, the study was conducted in a school setting with thirty (n=30) participants. I conducted two cycles of reflective action research enquiry to ascertain how folktales could be used to enable teachers to meet both pastoral and academic requirements. In the first cycle, I used a pre-post time series design to explore if merely telling the stories would enhance the resilience of the children. Although this use of the stories was teacher-centred, I knew that it would be an easy and time-saving way for teachers to provide support, if it proved to be effective in enhancing resilience. Drawings and accompanying explanations were used to generate data pre-and post-intervention. The thematic analysis of the data revealed that, post-intervention, there appeared to be an increase in two resilience-enhancing indicators: the children appeared to have a more positive sense of self and improved positive relations with peers/friends. Critical reflection on the process also revealed ethical and methodological concerns and problems when working with vulnerable children. The findings from this cycle informed my second cycle, in which I adopted a more participatory approach to engage the children in making meaning of the stories and explore how they related to their own lives. I used participatory arts based methods such as drawings, collages, drama and more usual qualitative strategies, such as focus group discussion and observation, to generate data. The findings from this cycle suggest that using such strategies will equip teachers with tools to enhance the resilience of OVC in a way that also promotes the attainment of instructional outcomes. This study has contributed important theoretical, methodological and pedagogical insights. Theoretically, this study has contributed to the social ecological perspective of resilience by confirming that cultural resources, such as indigenous African stories (folktales) can enhance the resilience of vulnerable children. Lessons learnt from this study had a methodological contribution to the ethics of working with children and the use of culturally appropriate resources in the field, which were folktales. This study has also contributed to the meaning making implications of using folktales, which can aid the pedagogical strategies that teachers use. Although this study was meant to be small- scale research and was not intended to be generalisable, the findings do suggest that teachers could have a resource that is time efficient, effective and could assist them to reach both their pastoral and academic goals.
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- Date Issued: 2012
Factors affecting the implementation of the National Curriculum Statement in the Mthatha education district
- Authors: Gobingca, Berington Zanoxolo
- Date: 2012
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , Curriculum change -- South Africa , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9442
- Description: The current investigation was conducted in the Mthatha Education District. It sought to investigate factors affecting the implementation of the National Curriculum Statement (NCS) in the Mthatha schools of the Eastern Cape Province in South Africa. Literature reviewed showed that teachers, as the key role players to the implementation of the curriculum in schools, are still experiencing difficulties in implementing the NCS. It is thus important to establish and investigate the factors affecting the implementation of the NCS. The research was both exploratory and explanatory in nature and adopted a mixed method approach. Questionnaires were distributed among 210 teachers who were randomly selected from 363 schools in the Mthatha Education District. Out of 210 teachers who were provided with questionnaires to fill out, it was 148 (70.5 percent) of them who completed and returned the questionnaires. Semi-structured interviews were conducted face-to-face with 10 purposefully selected teachers to collect the data from those who participated by filling out the questionnaires. The researcher analysed the data both quantitatively and qualitatively. The data was presented, analysed and discussed according to themes derived from the main research question and sub-questions. The quantitative data (closed-ended statements) was analysed statistically by means of the Statistical Package for Social Sciences (SPSS). In the case of the qualitative data (open-ended statements in questionnaires and interviews), similar responses were analysed in themes as per the research question and sub-questions for easy interpretation. Note-taking and tape-recording were done during the interview sessions. Qualitative data were transcribed, coded and analysed. The findings which emerged from the study indicated that intermediate-phase teachers experienced difficulties in implementing the NCS. These were attributed to, amongst others, a lack of resources such as learning material and infrastructure, redeployment of teachers, a high learner teacher ratio, inadequate in-service training and support from the DoE. These factors need to be addressed to enhance the implementation of the NCS and to avoid the repetition of those shortcomings in any future envisaged changes to the curriculum such as the implementation of CAPS.
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- Date Issued: 2012
Integrated leadership : a leadership approach for school management teams
- Authors: Hendricks, Clarence Nowellin
- Date: 2012
- Subjects: Educational leadership -- South Africa , School management and organization
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9575 , http://hdl.handle.net/10948/d1018610
- Description: School managers currently face major challenges of finding innovative ways to improve the quality of teaching and learning and ultimately student outcomes. This might be because contemporary leadership models promote either requisite curricular expertise or requisite leadership qualities or requisite norms and values which impact notably on teaching and learning. This study examined to which extent School Management Teams (SMT’s) contribute to the quality of teaching and learning when utilizing an integrated leadership approach in primary schools.The extent to which integrated leadership contributes to the quality of teaching and learning is investigated through an exploratory mixed method approach. Case studies in six different schools were conducted through both qualitative and quantitative research methods to obtain data regarding the thirty-six participants’ integrated leadership qualities. Data was gathered through focused group interviews, observations and a questionnaire. The Annual National Assessment results for two consecutive years (2010 and 2011) of grade three and six learners for literacy and numeracy were collected to determine the relationship between integrated leadership and quality teaching and learning and the extent to which integrated leadership impacted on student outcomes.The findings revealed that SMT’s confused integrated leadership with the utilization of qualities from a range of leadership styles each seeking to fit the purpose of an activity, and then claim they are employing an integrated leadership approach. Integrated leadership on the contrary is one leadership model with different qualities and when utilised as a complete package, in a unified manner, has the potential to have a significant impact on the quality of teaching and learning and ultimately student achievement. The findings also indicated that the majority of SMT members are either not utilising integrated leadership or occasionally utilise some of the integrated leadership qualities. This might be one of the main reasons for unsatisfactory academic performance in schools. Integrated leadership thus, when implemented in its totality at all times, possesses all the qualities to have a significant impact on the quality of teaching and learning nationally and internationally.
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- Date Issued: 2012
Scientific literacy and education for sustainable development: developing scientific literacy in its fundamental and derived senses
- Authors: Leornard, Samantha Lee
- Date: 2012
- Subjects: Science -- Study and teaching , Science -- Experiments
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9450 , http://hdl.handle.net/10948/d1010069 , Science -- Study and teaching , Science -- Experiments
- Description: The importance of developing learners’ scientific literacy in both the fundamental and derived senses has been highlighted by Norris & Phillips (2003). Development of the derived sense of science, which is dependent on the development of a sound fundamental sense of science, aims at promoting scientifically literate societies who are able to make informed decisions concerning the natural environment and the promotion of sustainable livelihoods. In turn, response to increasing recognition of environmental degradation, the United Nations’ Decade of Education for Sustainable Development advocated that the principles, values and practices of sustainable development should be integrated into all aspects of education and learning. However, despite these aspirations, the difficulties of insufficient teacher knowledge and a lack of in-service training, both abroad and within South Africa, remain a challenge. In response to this challenge this study investigated the potential of an Integrated Scientific Literacy Strategy (which aimed at increasing in-service teacher knowledge and skills) to contribute to ESD by developing more scientifically literate teachers and learners in primary education. The study was conducted in 2010 in the Port Elizabeth Metropolitan area in the Eastern Cape, South Africa. The study sample comprised seven schools, with a total of nine teachers and 243 learners participating. As the research is situated within the pragmatic paradigm, a mixed methods approach was followed using Creswell and Plano Clark’s (2007) embedded design’s correlational model whereby quantitative data are rooted within a qualitative design to help verify and explain the outcomes. Qualitative measures were generated through teacher interviews and an analysis of their written portfolios. These data were triangulated against quantitative test data gained from an ANCOVA statistical analysis of the learners’ pre- and post-tests, and both the qualitative and quantitative data gleaned from classroom observations and an analysis of the learners’ science notebooks. The data suggest that, when properly implemented, the Integrated Scientific Literacy Strategy can be used to help teachers develop their learners’ scientific literacy by exposing them to open-ended inquiry investigations. Statistically significant differences (p ≤ 0.01; d=0.88) were noted when comparing improvements in learners’ abilities and understandings of scientific investigations (graphs, variables, inquiry and investigable questions) between those learners whose teachers successfully implemented the strategy in their classrooms, and those learners whose teachers were considered to be ‘non-implementers’ of the strategy. Data from this study also suggest that the successful use of the ISLS enables teachers to integrate issues relating to sustainable development into their natural science lessons. In addition, the learner-orientated approach of the strategy also enabled the learners to engage in autonomous learning environments, aspects of which have been identified as being important for meaningfully learning about and internalising important issues related to ESD.
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- Date Issued: 2012
Stakeholder participation in strategic planning processes at three colleges of education in Zimbabwe: towards the development of a participatory process in strategic planning
- Authors: Bhebhe, Gladwin
- Date: 2012
- Subjects: Universities and colleges -- Zimbabwe -- Administration , Universities and colleges -- Zimbabwe , Universities and colleges -- Zimbabwe -- Planning , Education, Higher -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16186 , http://hdl.handle.net/10353/d1006246 , Universities and colleges -- Zimbabwe -- Administration , Universities and colleges -- Zimbabwe , Universities and colleges -- Zimbabwe -- Planning , Education, Higher -- Zimbabwe
- Description: This study investigated stakeholder participation in strategic planning processes in three teacher training colleges in Zimbabwe. The study was conducted within the qualitative research methodology. Three colleges of education were purposively sampled. All principals in the sampled sites took part in the study. Two Heads of Departments (HODs), two Lecturers in Charge (LICs) two Students Representative Council (SRC) members as well as College Advisory Council Board Members (CACBM) participated in this study. A total of 18 informants participated through interviews. Documents such as strategic planning minutes were scrutinized. Strategic planning meetings were also observed at two sites. The findings were that the practice of strategic planning still appears to be rigid and bureaucratic for organizations that operate in rapidly changing environments such as those in Zimbabwe. Secondly, participation in strategic planning is not all inclusive; only a select few individuals do take part in the planning exercise. Colleges of education and the Ministry focus on the product activities, that is, crafting the strategic plan. They seem to ignore the process activities such as reviewing plans periodically and taking note of key performance indicators which promote continuous improvement. The study also found that participants received no formal training in strategic planning and that the planning process was skewed towards control and compliance; and exhibited managerial accountability tendencies which lie within central bureaucratic approaches. The main recommendations were that the Ministry of Higher and Tertiary Education and the Department of Teacher Education, at the University of Zimbabwe, in consultation with relevant stakeholders should, develop norms and standards for teacher education to align Zimbabwe‟s stakeholder participation in strategic planning to the global trends. Colleges should supplement their understanding of operational contexts by exploring possible future trends and circumstances. The criteria for reviewing strategic plans should be developed by peers, and practitioners in the field, in consultation with national norms and standards for teacher education.
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- Date Issued: 2012
Teachers' perceptions of the state of readiness for the introduction of grade zero/early childhood education in Zimbabwe : a case study
- Authors: Mangwaya, Ezron Pemberai
- Date: 2012
- Subjects: Early childhood education -- Zimbabwe , Curriculum planning -- Zimbabwe , Readiness for school -- Zimbabwe , Education, Preschool -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9574 , http://hdl.handle.net/10948/d1018179
- Description: Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.
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- Date Issued: 2012
Teaching pharmacology: issues of language and learning in a multilingual classroom setting
- Authors: Boschmans, Shirley-Anne Inez
- Date: 2012
- Subjects: English language -- Study and teaching -- South Africa , Pharmacology -- Terminology , Multicultural education , Second language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9562 , http://hdl.handle.net/10948/d1013398
- Description: The medium for teaching and learning in South African universities is not the mother tongue of the majority of students and this has been reported to be a barrier to achievement (Department of Education, 2002). Poor English language skills, as well as poor discipline specific vocabulary knowledge, can lead to poor study techniques with the students resorting to rote learning as they are unable to interpret the recommended texts (Gow, Kember, & Chow, 1991; Shembe, 2002). In 2005 at the NMMU a significant difference was reported between the marks achieved for the Pharmacology 2 (ZCL2) module by English first language (EFL) students and the English second language students (EAL) (Boschmans & McCartney, 2005). These finding provided motivation for this study which interrogates issues of language and learning in a multilingual Pharmacology classroom. A mixed methods approach, which employed a concurrent triangulation design with quantitative dominance, was used. Two parallel studies were undertaken. One consisted of a quasi-experimental, pre-test and post-test control group design using an intervention which consisted of the application of the didactical practice of exploratory talk with an experimental sample group during ZCL2 Supplementary Instruction sessions (SI). A second study involved a parallel data collection from the ZCL303 and ZCL401 Pharmacy students at the NMMU to investigate possible effects of academic progression. Purposive, homogenous sampling was used in selection of the samples. The mean ZCL2 mark for the experimental group (58.70±14.14 percent) of students who experienced the intervention (application of exploratory talk) was significantly higher (p = .0004) than the mark achieved by the ZCL2 comparison group (46.47±14.48). This Abstract difference was of high practical significance (Cohen‟s d = 0.85). This quantitative finding was supported by the qualitative data where the students expressed support for the discussion sessions (application of exploratory talk) held during SI sessions. There was a significant increase, with academic progression, of English reading comprehension amongst the EFL students (p = .025) but not in the EAL students and BPharm1 weighted average (p < .001) as well as SI attendance (p = .02) correlated significantly with achievement in ZCL2. The findings of this study provide insights into the teaching of Pharmacology in a multilingual classroom. The qualitative results in addition to strengthening the quantitative findings through triangulation have provided a rich, deep and detailed description of the lived experiences of Pharmacology students. The data will provide insights into students‟ experiences for Pharmacy academics and are a resource for understanding student perspectives.
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- Date Issued: 2012
The contribution of hip hop to the construction of personal indentities of South African female late adolescents
- Authors: Gitonga, Priscilla Nyawira
- Date: 2012
- Subjects: Hip-hop -- South Africa -- Influence , Women -- Identity , Teenage girls , Group identity
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/4288 , vital:20581
- Description: Identity construction is an integral task during late adolescence. In this study, I argue that hip hop music contributes to the process of identity construction among female late adolescents. The contexts that the female late adolescent is exposed to affect her process of identity construction. These contexts include family, friends, peers, religion, and popular culture, among other things. Hip hop music forms part of present-day popular culture. Adolescents have access to this genre of music via the mass media and social networks. The aim of this study is to explore the nature of hip hop‘s contribution to the identity construction of female late adolescents in South Africa. To this end, I engaged seven female late adolescents in several research activities, which enabled them to make sense of their perceived identities in the context of hip hop music. I then interpreted the participants‘ stories, in order to understand the process by which hip hop had contributed to their sense of personal identity. The participants in this study were first-year students in the Faculty of Education, Nelson Mandela Metropolitan University, who were all in the developmental phase of late adolescence. Narrative inquiry and participatory research (PR) approaches were the preferred strategies of data generation. The data-generation techniques included the use of drawings and lyric inquiry. These techniques served to stimulate the generation of narrative data. They also provided frameworks within which the participants could engage with their sense of identity in the context of hip hop music. The research revealed that hip hop music does indeed contribute to the process of personal identity construction of the female late adolescents who participated in the study. It does so by compelling the adolescent to think about herself in relation to her continual self, which draws from her past, present, and future, her interactional self, both at the personal and social levels, and her situational self. The appeal of hip hop to her cognitive capabilities is enhanced through the strong link that hip hop has with her emotions. The significance of this study can be summarised in three points. Firstly, this study provides empirical evidence of hip hop as a meaningful resource for the female adolescent as she constructs her identity. As such, the findings of this study negate the public notion of hip hop as being a bad influence on young people, and provides proof of its significant role in the lives of South African female adolescents. Secondly, this study is important for education in South Africa. The significance of hip hop music in education settings lies in its fundamental communicative capabilities, which can be effectively utilised in the classroom situation. Thirdly, this study strengthens educational research in South Africa, especially research aimed at the liberation and emancipation of female adolescents in South Africa. In this regard, this study provides alternative methodologies of inquiry to conventional research strategies, such as questionnaires and surveys.
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- Date Issued: 2012
The effect of a guided enquiry based learning approach on mechanical engineering students' understanding of thermodynamics
- Authors: Louw, Christoffel
- Date: 2012
- Subjects: Thermodynamics -- Mechanical engineering -- Students
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18474 , http://hdl.handle.net/11260/d1011523
- Description: Personal experiences of almost 17 years as an academic in engineering education in South Africa indicate that with the current teaching methods which are in use, course outcomes as required by the South African Qualification Authority (SAQA) are not achieved in learning Thermodynamics 2 (MTHE 2). The purpose of this research was to investigate alternative methods of teaching and learning MTHE 2 which would assist to improve the students’ academic performance. The population for this research was students registered for National Diploma Mechanical Engineering and the accessible population was 40 students registered for MTHE 2 from Walter Sisulu University, Chiselhurst campus. Out of these 40 students, 20 voluntarily agreed to be the sample. The theoretical framework for this study was social constructivism. Social constructivism states that learning is an active process and the process of knowledge construction occurs in a socio-cultural context where the student and environment actively interact. The student involves himself/herself and does neither remain nor be allowed to remain just as a passive observer. This was an action research where students were exposed to Guided Enquiry Based Learning (GEBL) in groups. From a social constructivists approach to learning, GEBL was used to engage students in social groups during the teaching-learning process with specific focus on selected academic discipline. All ethical considerations applicable to a study of the present nature were adhered to and in addition, signed informed consent forms were obtained from participants prior to the study. Students were given an introduction to the concepts and principles as per the pre-set syllabus for MTHE 2 and this was followed by problem solving sessions in which they were divided into four groups of five students each. The students were given a guided enquiry- and work-based example with an additional list of questions on each module of the syllabus. They had to select the most relevant questions from the list to analyse and develop a solution for each problem. The lecturers’ role was that of a facilitator who assisted each group with problems which the group encountered. This approach engaged students more actively in the learning process and placed more responsibility on them for their own progress in learning. This process also created an atmosphere for interaction with peers and assisted them to develop interpersonal and group communication skills. Key performance indicators were developed to measure the extent to which these outcomes were achieved. The researcher made use of an instrument structured in terms of Likert-type scale in order to objectively assess the extent of achievement. Data collected from the pilot study done in 2009 indicated that GEBL improved the students’ understanding of course content and problem analysis. Quantitative data were collected by means of standard assessment i.e. semester tests, an oral test, final examination and a KPI instrument. The KPIs were formulated to measure the extent to which the outcomes for MTHE 2 had been achieved. Qualitative data were collected through 30-minute interviews, using an open-ended interview schedule, with each member of the sample. The interviews were done by a person who qualified both as an ‘insider and outsider’ in order to minimize the risk of bias and to maintain rigour in the research. In order to qualify as an ‘insider and outsider’, one ought to be as an insider: (a) from the same ethnic group, (b) qualified in Mechanical Engineering with Thermodynamics as a major course, (c) had no power disposition e.g. a former student or a laboratory assistant (excluding staff members within the mechanical engineering department) and as an outsider, one who was not part of the GEBL process. The quantitative scores from the assessments were analysed with Predictive Analysis Software (PASW) to determine the extent to which interventions had assisted student performance. The qualitative data from the interviews were analysed with N-Vivo to reveal the impact of GEBL on student learning and understanding of MTHE 2. The results indicated that with GEBL, the students’ overall scores improved from the first assessment score of 46% written on half of the first module to the final assessment score of 55% written on all seven modules. Students could handle larger volumes of work and still obtain a higher percentage. GEBL assisted students’ in recalling factual MTHE 2 concepts, understanding of MTHE 2 concepts, principles and applications. GEBL also enhanced students’ ability to communicate procedures and processes related to MTHE 2. KPIs formulated to measure the extent to which the outcomes were met in terms of student achievement indicated a 57% achievement thereof. The KPIs developed gave a percentage achievement of the specified outcomes for MTHE 2 with GEBL. Theses KPIs can be used in future to measure the effectiveness of different teaching and learning methods in terms of achieving the outcomes. It is therefore recommended that GEBL be introduced into other engineering courses also to assist students in understanding course content and in achieving the course outcomes.
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- Date Issued: 2012
The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers
- Authors: Hendricks, Winston Willie
- Date: 2012
- Subjects: Curriculum change -- South Africa , Education -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:9508 , http://hdl.handle.net/10948/d1008589 , Curriculum change -- South Africa , Education -- South Africa
- Description: The introduction of curriculum changes in mathematics has brought about challenges for both mathematics teachers and learners in South African schools. Apart from introducing new curriculum content to learners, teachers cope with factors which impact upon their collective efficacy (the sum total of the self-perceptions of all the teachers in a particular school regarding the conduciveness of effective teaching, learning and assessment processes) and on the teacher self-efficacy of mathematics teachers (the personal self-perceptions of mathematics teachers to execute their mandates effectively in the teaching, learning and assessment of mathematics ) which consequently lead to mathematics learners developing better concepts in mathematics. This study focuses on the impact of collective efficacy on the implementation of the New Curriculum Statement (NCS) for mathematics teachers, teaching in schools situated in previously disadvantaged communities. It is within the context of the constraints that these schools face, not only the socio-economic barriers, but also the willingness of all the teachers to develop a culture of teaching and learning, and the consequent impact it has on the effective teaching, learning and assessment of mathematics in the classrooms of these schools, that the effect of efficacious/non-efficacious teachers in these schools is investigated. A mixed method approach by using quantitative data (generated from questionnaires) and qualitative data (generated from interviews) probe the primary research question, which aims to investigate the effect of collective efficacy on the introduction of a new curriculum by mathematics teachers. The sub-questions probe the specific efficacy relations relating to the primary research question in terms of the perceptions and perspectives of all the teachers about their respective sample schools, how these perceptions and perspectives influence mathematics teachers in the manner they perceive their control over the teaching, learning and assessment processes in the mathematics classroom, and the consequent impact it has on mathematics learners developing better concepts and ultimately achieving better academic results in mathematics.
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- Date Issued: 2012
The evaluation of an instructional framework using the Van Hiele levels for learning and teaching geometry: a study in five rural senior secondary schools
- Authors: Alex, Jogymol Kalariparampil
- Date: 2012
- Subjects: Teaching and learning -- Geometry -- Education (Secondary)
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18470 , http://hdl.handle.net/11260/d1011278
- Description: The Constitution (1996) of the Republic of South Africa forms the basis for social transformation in our new society. The Constitution (Act 108 of 1996) and the amendments that followed provided a basis for curriculum transformation and development in South Africa. The Department of Education introduced the present curriculum known as the National Curriculum Statement, which is modern and internationally benchmarked, in grade 10 in 2006. It required the learners to do seven subjects in grades 10 to 12 of which mathematics or mathematical literacy was prescribed as compulsory subjects. To attain social transformation, the South African Government attached a great deal of importance to the learning and teaching of mathematics and sciences in the South African schools. This study was undertaken in an effort to improve the understanding of geometry and, consequently, the performance and achievement of senior secondary school learners in geometry. The study was inspired by the van Hiele theory. The study made use of the different levels of the van Hiele theory for the development of an instructional framework for geometry in senior secondary schools. The research was conducted in a previously disadvantaged area in South Africa. Given the setting of this study and the wider application of it, the use of ‘hands-on’ and practical approach to use manipulatives and worksheets to improve the geometric understanding was tried and tested in this study. The assumption was that such experiences would make the learning of geometry more relevant and enjoyable for learners from limited financial and underprivileged circumstances. A quasi-experimental design was chosen. A total of 359 learners from five purposively selected schools in Mthatha district in the Eastern Cape Province participated in this study. Qualitative data through interviews were gathered. The data were analysed using IBM SPSS Version 19 and Microsoft Excel. Findings indicated that there was a notable improvement in the performance of learners who were taught by the application of the van Hiele theory. The results revealed that most of the learners were not ready for the application of deductive principles of geometry in terms of formal proof in senior secondary school geometry. Based on the results, some recommendations are made to enhance the teaching and learning of geometry in senior secondary schools.
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- Date Issued: 2012
The Management of learners who experience barriers to learning in mainstream Primary Schools in the Eastern Cape
- Authors: Wevers, Nicolaas Ebenhaezer Jacobus
- Date: 2012
- Subjects: Inclusive education -- South Africa -- Eastern Cape , Learning disabilities -- South Africa -- Eastern Cape , Mainstreaming in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9453 , http://hdl.handle.net/10948/d1015186
- Description: Much emphasis has been placed on democracy, equality and human rights since the dawn of the democratic South Africa in 1994. Efforts to align the South African education system with the democratic principles of the Constitution, not only in terms of eradicating past racial divides, but also in terms of accessibility to learners who experience barriers to learning are eminent. The South African Government issued various policies to ensure quality, equitable and accessible education for all, irrespective of ability. Theoretically, no learner should therefore being discriminated against on any basis. In practice, however, thousands of learners, especially those who experience barriers to learning are denied the opportunity to receive meaningful development opportunities in many mainstream primary schools, resulting in their early drop out from school without having acquired the basic skills and knowledge to become self sustainable members of their communities. With the adoption of Bronfenbrenner’s ecological model as theoretical framework for this study, the primary aim of this qualitative investigation was to investigate and describe how effective learners who experience barriers to learning are managed in mainstream primary schools and to develop a framework for the creation of more sustainable management systems to ensure that the needs of all learners are met. The findings of the empirical investigation revealed that most learners who experience barriers to learning are currently not managed effectively in mainstream primary schools due to factors situated across the whole education system, to the detriment of learners who experience barriers to learning. Based on the findings of the empirical investigation, this study proposes a framework which will ensure the effective management of learners who experience barriers to learning in mainstream primary schools. The framework include recommendations to be implemented across all layers of the ecological system.
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- Date Issued: 2012
The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape
- Authors: Sibanda, Bonani
- Date: 2012
- Subjects: Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape , Mathematics teachers -- South Africa -- Eastern Cape , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16198 , http://hdl.handle.net/10353/d1013106 , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape , Mathematics teachers -- South Africa -- Eastern Cape , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools in the King Williamstown Education District. It stems from the premise that curriculum design is plausible explanation for Mathematics achievement. In pursuit of this line of thought, the study looked at curriculum design types such as linear, sequential, and spiral arrangement of contents, as well as curriculum design aspects such as sequencing, progression, integration, pacing and organisation of contents. The study also looked at the perceptions educators and subject advisors have with respect to the bearing that these aspects have on underachievement in Mathematics. The interpretive paradigm was used to frame and focus the study. The sample included five schools selected on purpose, with underperformance in Mathematics as an inclusion criterion. These schools constituted the cases of this research. Data was obtained from the interviews which were conducted with the Mathematics educators of the selected schools, and the Mathematics subject advisor of the district to find out about their perceptions with regard to the impact of Mathematics curriculum design on students’ underachievement in Grade 12. In addition, the contents of the National Curriculum Statement for Mathematics documents were analysed. The findings revealed that the scope (contents coverage) is too wide, and that the skills which are supposed to be developed in learners per term are not fully developed. Time allocation is unreasonably limited as a result learners are unable to cover the scope for the term. Revisiting of topics done every year in a spiral fashion is good but the balance between superficiality and depth is not achieved, and that it is done without checking and understanding learners’ previous knowledge on the topic. The sequencing of certain topics has to be looked into and revised. The study also revealed that Mathematics curriculum design, link and progression from primary to high school is good but not all details covered which leave students with content gaps that impede the learning of certain topics. The researcher came out with the following recommendations: From this case study, it appears that teachers still need more empowerment in NCS. Educators still need training on the NCS so they can be confident with the Mathematics NCS content. In most schools the scope is not covered and skills that are supposed to be developed in learners every term are not developed because of slow learners and the time factor. Therefore, the Department of education needs to give the scope taking into consideration the slow learners and make sure that the time they give every term also takes into consideration the time used for tests. It also appears that the learners are slow because of the language barrier. Educators spend a lot of time saying the same things to the learners so that they can understand. Since the learners do almost all the subjects in English and write their examination in English if they are from an English medium school, it would be a good idea for the DOE to introduce English to the learners as early as grade R, as in the model C schools. If that is done, it might remove the language barrier and hence reduce underachievement in Mathematics. It appears that the educators revisit topics every year but do not balance superficiality and depth. Educators should be encouraged to take every topic seriously every year and not just repeat what they covered in the previous grade. They should use it as a base for the new content. If that is done, it might help the achievement in Mathematics.
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- Date Issued: 2012