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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- Date Issued: 2019
Teachers’use of curriculum materials in Grade 3 Mathematics: A Case Study
- Authors: Whale, Susan Gaye
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) -- South Africa , Education -- curriculum innovation
- Language: English
- Type: Thesis , Doctoral , PHD
- Identifier: http://hdl.handle.net/10948/45591 , vital:38916
- Description: The study examines four curriculum documents with regards to curriculum facets, further interrogated through indicators for certain facets in order to ascertain whether the documents could be considered to be educative. Comparison is made with selected resources internationally. Observed episodes in four mathematics classes are interrogated with regards to teacher facets and concomitant indicators, to assess whether the tenets proposed in the written curriculum are translated into practice in the classrooms. The four Grade 3 teachers are interviewed about their views on the curriculum, their views on teaching and their views on their own agency in teaching mathematics. The teachers’ complete selected examples from a Mathematics Knowledge for Training (MKT) questionnaire and are engaged in conversations about iii their beliefs about mathematics and their confidence in both doing and teaching mathematics. The study identifies that the current CAPS curriculum documents focus on mathematical content almost exclusively and give minimal guidance concerning pedagogical content knowledge. The agency of teachers is not addressed. The study suggests a three-dimensional model of curriculum design that encompasses new educative curriculum materials; guidance on innovative teacher practices and direction towards new beliefs in teachers which could build agency and confidence. The concern that this study uncovers is that although the school and teachers were specifically chosen to minimise linguistic and social detractors, the intended curriculum does not appear to have been universally translated into
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- Date Issued: 2019
The integration of graduate attributes into the curriculum at undergraduate level: a case of Central University of Technology, Free State
- Authors: Sibuqashe, Mziwakhe Ramos
- Date: 2019
- Subjects: Universities and colleges -- Curricula -- South Africa -- Free State , Education, Higher -- Curricula -- South Africa -- Free State Education, Higher -- South Africa -- Aims and objectives College teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/43490 , vital:36897
- Description: Universities across the world have always endeavoured to develop quality graduates who are competitive throughout the world. In attempt to develop these students, universities have introduced generic skills or graduate attributes that should be taught along with disciplinary skills. Central University of Technology, Free State (CUT) is one of the universities that has developed the generic skills for their students. This study is aimed at determining the extent to which these graduate attributes are integrated into the undergraduate curriculum. For the higher education system to provide quality graduates, curriculum development teaching and assessment practices should be of high quality as well. Teaching and assessment practices should be such that students are encouraged to produce their own knowledge. This can be achieved if teaching and assessment activities are constructively aligned to each other. By aligning assessment and teaching activities constructively students are encouraged to engage in deep learning and thus the quality of students improves. Qualitative research was conducted using CUT as the case. Interviews were conducted with Heads of Department, lecturers and students across eight departments in four faculties. Previous examination papers, the student assessment manuals and study guides were analysed to determine the extent to which graduate attributes were integrated into curriculum The findings of this study indicated that academics treat graduate attributes as outcomes that are disengaged from the course specific outcomes. It was also discovered that academics perceived the integration of graduate attributes as just another added responsibility on top of their overloaded job. This thesis concludes by making recommendations regarding methods of addressing the concerns of academics and students to enhance seamless integration of graduate attributes into the curriculum.
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- Date Issued: 2019
Women teachers leading change against intimate partner violence at a state university in Zimbabwe
- Authors: Matope, Nogget
- Date: 2019
- Subjects: Women teachers -- Zimbabwe , Sex discrimination in education -- Zimbabwe Women college students -- Crimes against -- Zimbabwe Campus violence -- Zimbabwe Rape in universities and colleges -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/41021 , vital:36283
- Description: This study responded to the following research question: How can participatory and visual methodology enable women teachers to lead change against intimate partner violence at a state university in Zimbabwe? The study was qualitative and informed by the critical paradigm and employed visual participatory research methodology (PVM). The participants in this study were six women teachers from a state university who were selected by means of snowballing. The visual methods of data generation that were employed were memory accounts, drawings, participatory videos and focus group discussions. Memory accounts expressed the participants’ experiences and understanding of IPV as they made meaning of their lived realities. Data generated from the drawings depicted the participants’ positioning and the way in which they were positioned in intimate relationships. The participatory video was used to express the participants’ understanding of IPV and the critical steps that can be taken to address the issue. The findings indicated that the participants understand IPV as a complex issue and they can engage in and explore issues that affect them. The participants’ voices can initiate change by breaking down barriers as they address the issue. The participants also indicated that students’ voices should be heard in the drafting of policies to include issues that affect them directly. The findings suggest that engagement with women, listening to one another, being listened to and working collaboratively to offer solutions to problems as agents of change, empowers the women. The findings have implications for the university community in that they show that the women teachers are actors who are aware of IPV and can participate and inform intervention programs. The participants can lead change through their work as educators as they continue to share with the community. This could enhance knowledge co-production. I conclude by arguing that using PVM provided a safe space for the women to talk about their lived realities of IPV with a wider audience and propose solutions to a phenomenon that has always been taboo; thus leading change towards an IPV free society.
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- Date Issued: 2019
A qualitative assessment of the achievement of gender equality under education for all (EFA) goals : study of Lagos State, Nigeria
- Authors: Adeleke, Adawi Adeola
- Date: 2018
- Subjects: Sex discrimination in education -- Nigeria Sexism in education -- Nigeria Educational equalization -- Nigeria
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9500 , vital:34357
- Description: The importance of education cannot be overemphasized. Education has been identified as the most critical instrument for empowering individuals with the necessary knowledge and skills, which can give them access to productive employment. Also, the future of a country is based on the quality of education acquired by its citizens which helps in transforming it from pre-literate to contemporary nationhood. Many international treaties and initiatives in the world have made special provisions for education as a duty of every government which must be given to every citizen as of right, irrespective of gender or social class. Amongst these international initiatives is the Education for All (EFA) Goals, a time-bound global movement towards the provision of education for every one led by the United Nations Educational, Scientific and Cultural Organization (UNESCO). There are six goals in all. This study investigated one of the EFA goals, the goal 5. The aim of the study was a qualitative assessment of the achievement of gender equality goal under the Education for All (EFA) goals, a study of Lagos State, Nigeria. The theoretical framework of the study is informed by the Social Justice Theory and the Social Justice Praxis Theory. Scholarly works and literatures on girl-child education, gender and education, and gender balancing in education were reviewed. The study followed qualitative research approach which utilizes an interpretive research paradigm that provides a collective voice from the participants. The research area was purposively selected as Lagos State being a former capital of Nigeria and still the commercial nerve centre of the nation. Although it is the smallest state in Nigeria in term of size, it remains the most populous in the country with a projected population of 20,546,999 (13.5percent Nigeria’s total population). A sample of 16 participants were purposively selected because they were the officers directly in charge of the implementation government policies on education in the State. The data was collected through in-depth recorded interview sessions and secondary data were sourced through official documents downloaded online and from Lagos State Ministry of Education. Based on the thematic analysis of the data collected, the study found out that the State government had established policies and measures to provide qualitative education for all the citizens on a non-discriminatory basis. Thus, the goal of gender parity in terms of enrollment of boys and girls has been relatively achieved in the state. However, there were still some challenges of equality in the learning process and outcome. The study therefore recommends that schools should be made attractive and conducive as possible to assist the educational attainment of any student. This could be achieved by promoting positive values and attitudes towards education, all the stakeholders in the education sector must be involved in the business of running the school. There should also be a form of resourcing and expansion of the school facilities through the Public - Private Partnership in education.
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- Date Issued: 2018
Active learning strategies used by teachers during English reading comprehension lessons in six selected primary schools in Nigeria
- Authors: Adepoju, Adetokunboh Abayomi
- Date: 2018
- Subjects: Education, Primary -- Nigeria Learning strategies -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8485 , vital:32838
- Description: Reading is an integral part of education from which one gets access to information. Unfortunately, reading ability among primary school pupils, the foundation level of education, is at its lowest ebb. These pupils when they get to secondary schools eventually fail external examinations-a situation which according to National Examination Council, is caused by inappropriate teaching methods. Consequent upon this, this study assessed active learning strategies used by teacher during English reading comprehension lessons in six selected primary schools in Nigeria. The main research question was: How do teachers employ active learning strategies in teaching English reading comprehension? The study adopted qualitative approach and case study design. With the use of purposive sampling technique to select six head teachers, six primary VI teachers, two members of the School Basic Committee, the Director Local Government Education Authority and six focus groups. The study used interviews, documents and focus group interview as research instruments to collect data. Data were analysed based on interpretivism paradigm which interpreted participants’ views according to the word view of the participants. The study found out that teachers have good knowledge of active learning strategies and use them in teaching English reading comprehension lessons but are faced with some daunting challenges such as non-availability of instructional materials, lack of library, lack of qualified teachers and lack of time. The study concluded that students fail woefully in English reading comprehension because teachers do not use appropriate teaching techniques. The study recommend that teachers must use active learning strategies effectively and more often during English reading comprehension, more time should be allocated for English reading comprehension, effective use of instructional materials should be considered and the government should employ specialist teachers to teach English reading comprehension.
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- Date Issued: 2018
An assessment study of the role of life orientation teachers in promoting career guidance and counselling of secondary school learners in the Vhembe district of Limpopo province, South Africa
- Authors: Dama, Nkhangweleni Gloria
- Date: 2018
- Subjects: Counseling in secondary education -- South Africa -- Limpopo Life skills -- Study and teaching (Secondary) -- South Africa -- Limpopo
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9577 , vital:34794
- Description: The study sought to assess the role of Life Orientation teachers in promoting Career Guidance and Counselling for learners in secondary schools, and to establish strategies that can be implemented to improve their practice. The study followed a qualitative approach with case-study research design. The population consisted of Life Orientation teachers and learners from secondary schools. Purposive sampling was used to select 18 Life Orientation teachers who are teaching the subject in six secondary schools. A total number of 12 learners from Grade 10- 12 were selected to participate in the study. The study employed three data collection instruments; namely, one-on-one interviews, focus group discussions and questaviews. Data were categorised into themes, analysed and discussed accordingly. A number of findings emanated from the study. Life Orientation teachers understand their role but despite their understanding of such roles, they lack the necessary skills to fully equip learners with relevant knowledge so that they are able to choose careers that match with their subjects of specialization. The study revealed that Life Orientation teachers experience challenges, lack of training, lack of support by different stakeholders, the negative attitude towards the subject by both learners and Life Orientation teachers, the shortage of Life Orientation teachers, the subject is not valued like other subjects, poor parental involvement by parents and constant rotation of Life Orientation teachers. As a result, learners were not fully equipped in terms of knowledge and skills to choose the right subjects for specific careers and instead, some relied on their intuition while others relied on their peers. The study recommended that the Department of the Basic Education should appoint competent staff to address the unique academic/educational, psycho-social and career/vocational problems faced by learners in school, and for them to train the Life Orientation teachers as well. The subject should be taught by permanently by qualified teachers without being shifted to other subjects and to ensure that such teachers gain experience in the subject. This would add status and value to the subject.
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- Date Issued: 2018
Educators' perceptions of inclusive education for learners with physical disabilities
- Authors: Mpu, Nondumiso Yolanda
- Date: 2018
- Subjects: People with disabilities -- Education -- South Africa Inclusive education -- South Africa Disability studies -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9401 , vital:34346
- Description: There is a grave concern that in South Africa, the total population of learners between the ages of 5 and 18 was estimated at approximately 14.6 million – of which near 1,000,000 are disabled. The record in addition to this regard estimates that the wide variety of children with disabilities who are of school‐going age, yet are out of school, could be as high as half a million. The motives why disabled children are not attending school are manifold; however paramount among them is that their needs are not catered for. Inclusive education entails changing values, attitudes of people, specifically of educators and learners, policies and the practices inside schools. Since post apartheid there is only one known policy which reveals that only 20 percent of learners with disabilities were accommodated in special schools. Current statistics show that only about 64,200 learners with disabilities or impairments are accommodated in about 380 special schools. This indicates that, potentially, 280,000 learners with disabilities or impairments are unaccounted for. Analysis of the data reveals the extent of the disparities in provision for learners with disabilities, for example: The incidence of disabilities in the Eastern Cape constitutes 17.39 percent of the disabled population, yet the province has only 10.79 percent of the total number of special schools. Gauteng has 17.14 percent of the disabled population but has 25.26 percent of the schools. The Western Cape has 5.47 percent of the disabled population but has 21.58 percent of the schools. This mismatch between needs and provision is a direct result of previous apartheid policies that allocated facilities on a racial basis. Inclusive education calls for an education system, which does no longer discriminate, however welcomes all individuals, providing support and services so that every child benefits equally in mainstream schools around their regions as only 41 special schools are in the Eastern Cape. Educator perceptions as the key personnel in the inclusion and in the implementation of policies related with classroom related issued play centre stage and need to be considered.
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- Date Issued: 2018
Effect of a participatory voter education programme on secondary school students' political knowledge and attitude in Ekiti State, Nigeria
- Authors: Dada, Adekunle Babatunde
- Date: 2018
- Subjects: Voting -- Education (Secondary) -- Nigeria Political participation -- Nigeria Education, Secondary -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9478 , vital:34355
- Description: Nigeria has been besieged by an array of political, economic and social problems. This became obvious as many Nigerian youths that are said to be future leaders, because of the crucial role played in political and social development of the nation are derailing politically. These young leaders don’t just wake up to become leaders in a day; they need to be empowered and their minds need to be redirected through appropriate civic and electoral education in order for them to be strong enough to play their inevitable roles in sustainable national development and electoral processes. The continuous use of teacher-centered strategies portends retardation in teaching-learning processes; as learning outcomes are largely reduced to mere passing of examination; leaving out the essential knowledge, attitude and practice which are required for enhancing responsible citizenry and active political participation of students. The use of conventional method has also led to poor attitude of students to socio-political issues. This study therefore determined the effect of a Participatory Voter Education Programme on Secondary School Students’ Political Knowledge and Attitude. It also investigated the moderating effects of location and gender on the dependent variables. The pre-test, post-test, control group quasi-experimental design with a 2x2x2 factorial matrix was adopted for the study. One hundred and fifty-four secondary school two students from the three senatorial districts of Ekiti State were randomly selected for the study using multi-stage random sampling and assigned to experimental and control groups. An intact class sample selection was also employed for the study. Seven null hypotheses were generated and tested at 0.05 level of significance. Four instruments were developed. These were Voter Education Concepts (Political) Knowledge Test (VECKT), Voter Education (political) Attitude Test (VEAS) Instructional Guide for the Participatory Teaching Strategy and,Conventional Teaching Method Guide. The study lasted for ten weeks. Data collected were analyzed using Analysis of Covariance (ANCOVA), Estimated Marginal Means (EMM) and graphs. There was a significant effect of treatment on secondary school students’ political knowledge (F (1,385) = 1026.945; P <0.05). The Secondary school students exposed to the participatory Voter Education programme performed better (X= 29.17) than those exposed to the conventional Method ( X = 6.65). Also there was a significant effect of treatment on Secondary School Students Political Attitude (F (1,385) = 98.970; p < 0.05). Those exposed to participatory Voter Education programme performed better ( X = 63.97) than those in the conventional Method ( X = 56.27). Also, those in the Urban area obtained higher mean Political Knowledge score ( X = 19.78) than those in the rural area ( X = 16.78). While there were no significant main effect of gender on secondary school students’ political knowledge and attitude. The participatory Voter Education programme is effective in impacting Secondary School Students’ political knowledge and attitude. It was, therefore, recommended that the Participatory Voter Education programme be adopted by the Social Studies/ Civic Educators for presenting the political concepts to students in their classroom.
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- Date Issued: 2018
Engagement of fathers in early childhood care and education provisioning in one education district in the Eastern Cape Province, South Africa
- Authors: Mufutau, Monsuru Atanda
- Date: 2018
- Subjects: Early childhood education -- South Africa -- Eastern Cape Education -- Parent participation Early childhood education -- Parent participation
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8942 , vital:34175
- Description: This study focused on the engagement of fathers in early childhood care and education provisioning in one education district in the Eastern Cape Province, South Africa. Significantly, a specific programme to get fathers engaged in the early childhood of their children is not well addressed by the National Integrated Early Childhood Development (ECD) Policy of 2015, despite the notion that early childhood education provisioning demands the total involvement of multiple partners and other stakeholders. The research drew its theoretical framework from the ecological system theory. Ecological system theory argues that, in order to understand human development, one must consider the entire ecological system in which growth occurs. This study utilized the quantitative research approach to obtain primary data in line with the positivist paradigm. Data were analysed using descriptive and inferential statistics. The instruments were scrutinized by the research supervisor to ensure validity and were pre-tested in the field study. The reliability was obtained at a Cronbach’s alpha coefficient, of 0.94 and 0.96. The results were presented in the form of pie chart and grouped into different tables of sixteen. Pearson’s ProductMoment Correlation, Analysis of Variance and t-test were used to test the hypotheses at 0.05 level of significance. Two structured questionnaire instruments were used in the study, Principal and Teachers’ Views Questionnaire (PTVQ) and Father’s and Mother’s Views Questionnaire (FMVQ). The Multi-stage sampling technique was used to select the sample for this study. To this end, 16 principals, 12 teachers, 18 mothers and 18 fathers of children in the selected sample served as respondents. The results reveal that stakeholders have positive views about fathers’ engagement in early childhood care and education provisioning. The result indicated that schools do provide support mechanisms to encourage fathers’ engagement in early childhood care and education provisioning. The results showed that a number of strategies are used by the schools. The result also indicated that functional policy and practice will no doubt improve and encourage the engagement of fathers in ECCE provisioning. Furthermore, the study concluded that stakeholders have positive views on the engagement of fathers in ECCE provisioning. The study recommends that all stakeholders and media houses should be involved in the effective dissemination of information, and that the South African government should advocate for ECCE policies that lay out concrete commitment and guidelines for fathers and, above all, symposia, lectures, workshops, and seminars should be organized for fathers.
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- Date Issued: 2018
Enhancing parental involvement in children’s academic work: Implications for teaching and learning
- Authors: Fihla, Gcobisa Victoria
- Date: 2018
- Subjects: Education -- Parent participation Parent-teacher relationships Academic achievement
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/8042 , vital:31485
- Description: Partnership between schools and parents seems to substandard, leading to both parties questioning each other on why children underperform. Most parents view the school as an instrument for the achievement of children and parents with limited or no education may have little or no interest in supporting children’s academic work. The aim of this study was to investigate how parental involvement in children’s academic work can be enhanced. It focused on three rural secondary schools in the Amathole West Education District in the Eastern Cape Province of South Africa. The study particularly investigated how school schools involved parents in children’s academic work and how they, together with principals, teachers and learners view their involvement in children’s academic work. Guided by Epstein’s theory of parental involvement, this qualitative study was premised on the interpretative paradigm. Face to face interviews and focus group discussions were used to collect data from three high schools in the Amathole West Education District. Purposive sampling was used to select participants who comprised a target population of 24 participants. It emerged from the data that although schools were trying to involve parents in children’s academic work, their activities were uncoordinated, occurred at school level rather than classroom level and focused less on learners’ academic work. Parent’ involvement in their children’s academic work was not touching the real curriculum issues; rather it touched on the outside. The data also showed that parents’ academic statuses influenced their participation as those who had little education seemed to be reluctant to participate on academic issues. The study concludes that there was lack of coordinated strategies by schools to involve parents in children’s academic work. The study, therefore, recommends that Coordinated Grade-based Parent-Teacher Forums be established. This will assist in opening a planform for teachers and parents to engage on teaching and learning discussions and curriculum debates.
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- Date Issued: 2018
Examinee invariant condition of test score equating : the case of school certificate examination in computer studies for examinees across rural and urban areas of selected secondary schools in Malawi
- Authors: Phiri, Gerson Mutala
- Date: 2018
- Subjects: Educational tests and measurements -- Malawi Computer studies -- Malawi -- Examinations Malawi School Certificate of Education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8507 , vital:32853
- Description: This study examined the invariant condition of equating test scores of examinees for the Malawi School Certificate of Education (MSCE) Computer Studies test across rural and urban areas of Zomba District in Malawi. Equating of test scores to create comparable and interchangeable scores in assessment is increasingly becoming popular to most examining bodies. However, the Malawi National Examinations Board (MANEB) and many other examining bodies in Africa and Europe do not embrace test score equating in their assessment systems. The consequences of not equating test scores have not been clearly documented. Furthermore, there are no proper equating designs for some agencies to employ because they administer tests annually to different examinee' populations and they disclose all items after each administration. Therefore, the study sought to establish whether the invariant condition of equating test scores of examinees holds for the Malawi School Certificate of Education (MSCE) Computer Studies test across rural and urban areas of Zomba District in Malawi. Data were collected through two Computer Studies tests which were administered to a sample of rural and urban examinees. The data were analysed using means, standard deviations, T-tests and Statistical Package for the Social Sciences (SPSS). The study revealed that score distributions and test difficulties were similar across test forms signifying that test score equating is necessary. The classification of examinees into rural and urban geographical areas across the test forms were different before score equating, but similar after score equating. The equating of scores for the two sub-populations of rural and urban examinees displayed similarities in their Standard Error of Equating (SEE) values but they were not the same. The equated scores for rural examinees displayed more equating errors than the equated scores of urban examinees, indicating a better performance in Computer Studies by urban examinees than the performance of rural examinees. The study further revealed that equating of test scores was necessary because it was almost impossible to construct multiple forms of a test that were completely parallel. Even though test developers use the same test specifications to develop test items and make every effort to develop items in one test form as similar as possible to the items in another test form, the study has shown that there is no guarantee that the difficulty levels of the items would be the same. Among the many recommendations made, one major one is that the Malawi National Examinations Board (MANEB) should embrace the practice of equating test scores to improve fairness of decisions which are made on examination results.
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- Date Issued: 2018
Examining factors influencing the academic performance of grade 12 learners in English language : a study of four schools in the Oshikoto Region of Namibia
- Authors: Limene, Tobias
- Date: 2018
- Subjects: English language -- Study and teaching -- Namibia Teachers -- Training of -- Nambia Language and education -- Namibia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9566 , vital:34792
- Description: This study examined factors that influence the academic performance of Grade 12 learners in English Language (L 2) in the Oshikoto Region. The theoretical framework that underpinned and guided the present study was the Systems Theory of von Bertalanffy (1930), supplemented and complemented by the School Context Model of Bascia (2014). These helped me to understand how the school context shapes core processes of teaching and learning. The study sample consisted of four principals, eight parents, eight teachers and thirty two learners who were purposively sampled from four selected secondary schools. The study was anchored in the pragmatic paradigm and it adopted the mixed methods research approach. Data collection instruments consisted of questionnaires, semi-structured interviews and focus group discussions. Major findings were that, both Grade 12 English Language (L 2) teachers and learners lack English Language proficiency. This was due to lack of exposure to the English Language. The study also noted lack of learning materials in both school and the home. Major recommendations were that schools (principals) should expose both teachers and learners to English Language by coming up with policies that make it mandatory for teachers and learners to use English while at school. Teachers should also actively involve learners in their learning by using methods such as debates and drama. The study also recommended that the Ministry of Education, schools and parents work together to provide adequate reading materials for learners. For future research, the study recommended an in-depth qualitative study to test the findings of the present study.
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- Date Issued: 2018
Exploring lecturer preparedness to apply a critical approach to curriculum implementation: a case study
- Authors: Sathorar, Heloise Helena
- Date: 2018
- Subjects: Teacher participation in curriculum planning
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10948/31786 , vital:31828
- Description: This study sought to investigate lecturer preparedness to apply a critical approach to curriculum implementation and to establish their willingness or unwillingness to engage as transformative intellectuals with their students and to apply a problem-posing education in their classrooms. The study investigated lecturers’ critical pedagogy dispositions as well as their orientations towards applying a critical approach to curriculum implementation. A comprehensive literature review was done regarding the concept critical pedagogy, its tenets and principles as well as what it entails to apply a critical approach to curriculum implementation. In particular the literature review highlighted the responsibilities of a transformative intellectual as well as the requirements of applying a problem-posing education. The study was conducted through a constructivist lens and theoretically framed by referring to specific critical pedagogy concepts. The study is located in the interpretive paradigm and a qualitative research approach was followed. In particular, an instrumental case study analysis was used as research method. The sample consisted of 20 permanently employed lecturers from the School for Initial Teacher Education in the Faculty of Education at Nelson Mandela University who volunteered to participate in an online investigation regarding their critical pedagogy dispositions as well as their orientations towards applying a critical approach to curriculum implementation. The findings of the study revealed that lecturers generally have a positive disposition towards critical pedagogy as well as towards the application of a critical approach to curriculum implementation. Despite this positive picture there were pockets of resistance towards critical pedagogy and the application of a critical approach to curriculum implementation. Finally, the study proposes a critical approach model that could be employed to enhance lecturer preparedness to apply a critical approach in their classes.
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- Date Issued: 2018
Implementation of programmes for maintaining care and safety of learners in secondary schools in the Graaff Reinet education district
- Authors: Bilatyi, Nkosana Carlon
- Date: 2018
- Subjects: Schools -- Security measures -- Eastern Cape School environment -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9379 , vital:34339
- Description: Care and safety of learners refers to the behavioral practices which protect children from danger, risks and injuries. It also includes environment that is free from violence since where there is no fear perceived, there is reverence for the school and its disciplinary measures (Hernandez & Seem, 2004; Marotz, Cross, Rush, 2005; Mathe, 2008; Chukwu, 2008). Schools should have positive environment which allows members of staff, learners and guests to freely interact without threats or fear. Learners and staff should feel psychologically, physically and emotionally safe and secure (Dwyer & Osher, 2000; Tabancali &Bektas, 2009; Butcher& Manning 2005). Consequently, care and safety of learners can also be viewed in a more practical and management oriented way. According to Hull (2010) care and safety of learners in a management oriented way includes, maintenance of school buildings and grounds, care of facilities, furniture and equipment with spacious corridors that allow free flow and emergency movement to prevent illness and death. Classes should accommodate the required educator-learner ratio. The playgrounds are reduced to limited space to ensure that learners are visible and are controllable. Moreover provision of care and safety of learners includes school culture and the appropriate training of educators as well as school staff who should respond to threats and hazards. It also includes addressing the range of crisis the school can face such as death and natural disasters (Phaneuf, 2009). Reeves, Nickerson, Conolly-Wilson, Suson, Lazzaro, Jimerson, and Pesce (2012) contend that the educators on duty should provide learners with safety precautions to guard against the possibility of single learner slipping away and suffering injuries (Dilion, 2007). According to Mogopodi, Banyaladzi & Petros (2015) facilities like laboratories should be suitable for all learners because they help to transform theoretical education into practice making learning effective. Astor, Guerra, Van Acker (2010) suggest that provision of care and safety for learners is among the most essential components for achieving effective teaching and learning. This will only be achieved by putting in place proper care and safety programmes and ensuring that they are effectively implemented (Netshitahame, & Vollenhoven, 2002, Astor et.al.2010).
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- Date Issued: 2018
Implementation of strategies used to manage conflict between students and staff in secondary schools in Malawi : towards a comprehensive framework
- Authors: Zimpita, Valentino Tipitana
- Date: 2018
- Subjects: Conflict management Conflict management -- Study and teaching Violence -- Prevention
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9412 , vital:34348
- Description: The study aimed at examining how strategies used to manage conflict between students and staff in secondary schools in Malawi were implemented. This was after it had been noted that conflicts in secondary schools in Malawi usually ended in violence. The study employed a pragmatic research paradigm. In this paradigm, a researcher employs mixed methods approach which collects both quantitative and qualitative data. Using a concurrent triangulation mixed method design, the two types of data were collected concurrently and analysed simultaneously. Study participants were head teachers, teachers, students, education officials and parents. Most of the teachers were randomly sampled while a few other teachers, the head teachers, the education officials and the parents were purposefully sampled. The study found that there were various causes of conflict in secondary schools in Malawi which included misunderstanding of human rights, poor communication between students and staff, poor school management by head teachers and lack of students‘ involvement in decisions that concerned them. The study further found that conflict was in a way beneficial to schools as it was a learning point for both students and staff. However, such benefits were overshadowed by the many evils that violence brought such as disturbing teaching and learning. The study also found that there were two approaches in the way schools managed conflict; engagement of students and calling for police intervention. It transpired that on the overall, stakeholders were aware of different conflict management skills but they did not know how best to use them. In addition, it transpired that stakeholders were not comfortable with win-win approaches to conflict management. This was against a background that the stakeholders were involved in conflict management in different ways. It also came out clear that support to secondary schools in the management of conflict was at two levels; school level and system level. On the part of monitoring, it transpired that the mechanism which were there were ad hoc and they included inspection visits and the requirement that head teachers should always submit reports which could carry issues related to conflict. The study concluded that poorly managed conflicts which turned into violence were a menace to secondary schools in Malawi. In this regard, there was need to ensure effective conflict management in order to avoid violence. To achieve this, the study has made a number of recommendations. Among them, it has been recommended that schools should from time to time take stork of the likely causes of conflict and address them accordingly. It has also been recommended that schools should put in place mechanisms for ensuring two way communication so that students feel free to air out their concerns. At Ministry level, it has been recommended that the MoEST should take guidance and counselling seriously by among other things training teacher councillors and making the post an established one. It has also been recommended that the MoEST should make sure that head teachers, deputy head teachers, teachers, parents and even education officials are inducted in conflict management.
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- Date Issued: 2018
Implementation of the school nutrition programme in selected high schools in KwaZulu-Natal Province : implications on learners' nutrition education
- Authors: Mafugu, Tafirenyika
- Date: 2018
- Subjects: School children -- Nutrition -- KwaZulu-Natal School children -- Food -- South Africa -- KwaZulu-Natal Child welfare -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9637 , vital:34812
- Description: The study sought to: examine training, monitoring and support provided to NSNP stakeholders; establish what informs the procurement and preparation of the food; determine its nutritional value; identify challenges encountered in the implementation of the school nutritrition programme; and evaluate the implications of the NSNP on learners’ nutritional education in Pinetown district in South Africa. Underpinned by the pragmatic research paradigm, the study followed a mixed methods research approach which utilised a convergent parallel research design. A random sample of 108 learners and purposive samples of 32 different stakeholders participated in the study. Descriptive and inferential statistics were used to analyse quantitative data, while qualitative data were categorised into themes which were presented in tables and text. The two forms of data were merged at the interpretation phase through triangulation of results. The study found that some of the key stakeholders of NSNP were not adequately supported and trained, and that monitoring was only done regularly by the teacher coordinators. District field officers lacked adequate expertise to train stakeholders. Food was prepared following a menu which was not updated in some schools, and food handlers in two schools could not understand quantities on the menu. The suppliers used the menu for procurement of food. The observed mean intakes per child per day for energy, protein, total fat, cholesterol, dietary fibre, vitamin K and sodium were significantly lower than the expected mean nutrient intakes, while the intakes of all other nutrients were not significantly different statistically, from the expected nutrient intakes. The intakes of all nutrients were below the minimum of 30 percent of RDA which was recommended by the Department of Basic Education. Fruits were rarely supplied. Nutritional education was not adequately taught across the curriculum and most respondents were not aware of basic nutritional principles. Training stakeholders and early payment of the suppliers could significantly improve learners’ benefit from the programme. The study’s proposed framework of implementation of the school nutrition programme recommends ways to improve the implementation process, including the incorporation of nutrition education into the Life Orientation curriculum to enhance good food choices that curb prevalent nutrient disorders among South Africans.
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- Date Issued: 2018
Implementing values education as a vehicle to enhance moral regeneration among youths in secondary schools in Gokwe South District, Zimbabwe: towards a holistic framework
- Authors: Ndondo, Shepherd
- Date: 2018
- Subjects: Values -- Study and teaching -- Zimbabwe Moral education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9423 , vital:34350
- Description: This study focused on the implementation of values education strategies in secondary schools in Gokwe South District in Zimbabwe. The study employed the interpretive paradigm and it used the qualitative approach and case study research design. Purposive sampling was used to select 34 participants who were rich informants and these included 1 District Schools Inspector, 3 School heads, 3 School counsellors, 3 Religious Studies teachers, 3 History teachers, 3 Arts and Culture teachers and 18 learners (6 from each school). Data were obtained through face to face interviews, focus groups and document analysis. The study revealed that most learners in these schools embodied ubuntu that shaped their behaviour. ln order to deal with elements of indiscipline, the schools adopted values education strategies which included Positive discipline, Guidance and Counselling, teaching of Religious Studies, Citizenship Education, teaching of Arts and Culture, and Parental Involvement which were implemented in the selected schools in different ways. Imparting values based knowledge to students is a commendable step, however, there were gaps that were noted in the implementation process. Some subjects like Citizenship Education existed on paper but not in practice in some schools, as students claimed ignorance of their existence. Although these subjects were supervised and supported by the District Schools Inspector (DSI) and the School heads, lack of funds and limited resources negatively affected their implementation. With regard to discipline procedures, it was noted that some teachers utilized corporal punishment, despite it being outlawed in the country, as stated in the Ministry of Education Sports and Culture Circular P.35 of 1999. It emerged that there was lack of qualified School counsellors, Arts and Culture teachers and inadequate Parental Involvement in values disciplines. It was also established that lack of financial resources constrained the implementation of values education strategies in that teachers could not go for staff development workshops. Notwithstanding the hindrances encountered, the study found that there were pockets of good practices in implementing values education. The study concluded that selected secondary schools used several strategies in values education which involved counselling misbehaving learners and involving parents when their children have behaviour problems. It was also revealed that members of the school community were playing different roles in the implementation process. The study recommended that there should be active participation of all members in positive disciplinary procedures so that values education strategies become effective.The study also recommended that teachers be trained in teaching values disciplines for effective implementation. Lastly, based on the findings of the study and literature, the researcher proposed an alternative model for implementing values education strategies that will hopefully contribute to the eradication of moral decadence among the youths.
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- Date Issued: 2018
Influence of trans-border trading activities on senior secondary school students' academic performance in economics in Ogun State, Nigeria
- Authors: Titus, Adesegun Benedict
- Date: 2018
- Subjects: Smuggling -- Education (Secondary) Borderlands -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9659 , vital:34814
- Description: The study investigated the influence of transborder trading activities on senior secondary school students’ academic performance in economics in Ogun state, Nigeria. A descriptive survey research design involving 320 students that comprised males and females were selected through stratified random sampling technique. Two self-developed instruments were used: student questionnaire on transborder trading activities (SQTTA) with a Cronbach alpha index of 0.7845; and the economics achievement test (EAT) with a co-efficient index of r= 0.814. The results of the data collected were collated, coded, analyzed and interpreted through the use of descriptive research statistics of frequency, mean, percentages, and standard deviation while Step-wise regression analysis was used to test the hypotheses raised in the study, and the inferential statistics t-test was used to test the significant differences between the independent and dependent variables. The results revealed that there is a positive significant influence of smuggling on students’ academic performance in economics concepts (t=4.123; df =307, p<0.05) and a negative significant influence of school location on students’ academic performance in economics concepts (t=0.952; df=307, p>0.05). The study revealed that the most prevalent transborder trading activities like smuggling of used tyres, small firearms and fairly used clothes had negative influence on students’ academic performance. Based on these findings, discussions were focused on the involvement of students in trans-border trading activities and the location of schools, amongst others, which has no significant influence on students’ academic performance. However, it was recommended that schools should not be located near border areas in future.
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- Date Issued: 2018
Investigating the experiences of grade 8 English first additional language learners within an English home language classroom: a case study
- Authors: Abader, Naadirah
- Date: 2018
- Subjects: Language and languages -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/22662 , vital:30050
- Description: Teaching English home language (EHL) to a classroom of learners who are predominantly from another mother tongue context is a complex process because of the challenges faced by the learners. They struggle to cope with the demands of the EHL classroom, especially when their mother tongue is not recognized within the classroom context, as they move between different linguistic spaces. Despite their diverse identities, English language teachers continue to apply the linguistic approach of English only. This study was aimed at investigating the ways in which the experiences of non-mother tongue speakers in the EHL classroom affect the identities of these learners. Through a qualitative approach using photovoice with learners an attempt was made to probe their experiences of bringing other languages into an English home language classroom. Participants included 33 Grade 8 learners and their four English teachers from Taah High School in Nelson Mandela Bay. The findings have implications for the way in which diverse linguistic learners are taught in an EHL classroom, as the space that caged and rendered learner participants voiceless because they are not allowed to draw on their mother tongue linguistic repertoires, were changed. Learners mentioned that their teachers do not acknowledge the identity that each of them brings to the classroom.
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- Date Issued: 2018