The dynamics in implementing Inclusive Education in South Africa: Case studies of four Primary Schools in KwaZulu-Natal
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
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The Training of pre-service science teachers in the integration of Information and Communication Technology integration in Science teaching: A case of two colleges of education in The Volta Region of Ghana
- Authors: Ofori, Mac-Jones
- Date: 2023
- Subjects: Teachers -- Training of , Science -- Study and teaching , Information technology -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27898 , vital:70467
- Description: The study was carried out to investigate the training of pre-service Science teachers in the integration of Information and Communication Technology (ICT) in Science teaching at two colleges of education in the Volta region of Ghana. The study aimed to recommend a framework that can be used to enhance the training in ICT integration competencies of pre-service Science teachers at colleges of education in the country. The study was underpinned by two theoretical frameworks: Rogan and Grayson’s curriculum implementation framework and Guzman and Nussbaum’s ICT integration framework and was located within the interpretive paradigm. The qualitative research approach was adopted to generate data on the types of ICT integration competences that pre-service Science teachers are trained in, the pedagogical strategies used, the support provided, and the challenges faced during the training. The study adopted the explanatory case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews with the lecturers, focus group discussions with the pre-service Science teachers, non-participatory lesson observation, and document analysis. The data was analysed using thematic approach. The study established that pre-service Science teachers at the two colleges received training in mastering the usage of ICT tools, relating ICT to teaching; using ICT for assessment and providing feedback, creating an appropriate environment for ICT integration, and developing positive attitudes toward ICT usage. The study revealed the pedagogical strategies used for training the pre-service Science teachers in ICT integration competencies to include a standalone ICT course, demonstration, group work, self-learning and how assessment is carried out. The study also established that there was support from both within and without the college environment in training pre-service Science teachers, although this was inadequate. The major challenges found by the study to be hindering effective pre-service teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organisational and management bureaucracy, and insufficient funding of ICT. The recommendations made included the need for upgrading infrastructure in the colleges while also upgrading lecturers’ competencies in handling ICT in the colleges. An alternative training framework for preparing pre-service Science teachers in ICT integration competencies was also proposed. , Thesis (MEd) -- Faculty of Education, 2023
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Implementing mathematics intervention strategies to enhance understanding of number sense: an informative framework for the Ekurhuleni North District, Gauteng province, South Africa
- Authors: Hove, Netsai
- Date: 2022-11
- Subjects: Number concept , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26085 , vital:64835
- Description: This study was prompted by the observation that learners’ performance in mathematics is low in South Africa. Several factors such as teachers’ qualifications, demotivated learners, and limited school resources have been raised and considered. Although number sense forms the foundation blocks for mathematics understanding, limited academic work has been done to explore implementable mathematics instructional interventions for the enhancement of understanding number sense. The purpose of this study was to contribute an implementable mathematics intervention framework for understanding number sense. Since the study focused on exploring intervention activities, it was guided by the pragmatism research philosophy. Data were captured from purposive samples of teachers and stratified samples of 1050 learners from schools in the Ekurhuleni North district in South Africa. The research design comprises the following sequence: survey, pre-test, intervention, post-test, and evaluation by teachers’ focus group discussion. These activities were carried out parallel to document analysis, which provided bench marks. The main data-capturing instruments were the questionnaires, learners’ test, interview, and document analysis guides. Factors analysis to establish associations, differences, and regression was carried out using SPSS and Excel. The study found that: almost all teachers implemented some form of mathematics interventions. Continuous assessment was the main intervention, followed by problem-solving, and the use of games (which was least preferred). Teachers shunned games because they require more time and management skills. Challenges that teachers experienced when implementing mathematics interventions include their limited knowledge and the lack of resources and support from education authorities who expect and emphasise high pass rates in mathematics. The teachers’ focus group discussions evaluated the intervention and proposed the following sequence for instructional intervention on number sense: Stage 1: parroting of number names, for example, six, two, nine and seven Stage 2: symbolic identification, for example, the symbol 6, 2, 9 and 7 Stage 3: association where a learner group six stones, shows two fingers, etc. Stage 4: seriating or ordering done through oral counting and use of inequality symbols: () to compare and estimate values in problems Stage 5: the four operations for addition (+), subtraction (-), multiplication (x) and division (÷) emphasizing estimation and application. The study recommends the adoption, modification and implementation of mathematics intervention framework to enhance number sense. , Thesis (MEd) -- Faculty of Education, 2022
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Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
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Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
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Examining the realisation of the Multisectoral Early Childhood Development Policy short-term goals in the Eastern Cape Province, South Africa
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
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Parents and personnel’s partnership in early childhood education provisioning in the East London Education District
- Authors: Mudziwapasi, Lilymore https://orcid.org/0000-0002-7978-8499
- Date: 2022-02
- Subjects: Education, Preschool -- Parent participation , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21700 , vital:51743
- Description: Early childhood development is fundamental to human development and success in later life. Several stakeholders influence that development. Developmental policies are advocating for formal education provision at that early childhood age. Therefore, relationships and interactions of these stakeholders are of paramount importance in ensuring effective early childhood education provisioning – especially between parents and practitioners. Yet it has been reported that sharing of information concerning children’s educational development is not happening between parents and ECD practitioners. ECD centres are said to face many problems such as poor teaching and learning which may result in weak childhood educational development. Some of these challenges can be addressed through enhancing the partnership between parents and the ECD practitioners. The purpose of this study was therefore to explore the parents and practitioners’ partnership in early childhood education provisioning in ECD centres in the East London district. This study used the mixed method approach in the sampling, data collection and data analysis processes. The study focused on the partnership between parents and ECD practitioners, on how they work together, their views, how they communicate, on decision making and the strategies to enhance the partnership of parents and practitioners. Research questions in this study required both qualitative and quantitative data and analysis techniques. Quantitative data was collected from the ECD practitioners and principals by using questionnaires and qualitative data was collected through interviews with the parents. Quantitative data was analysed using SPSS and qualitative data was analysed using the thematic approach. The findings indicated that both parents and practitioners are working together in supporting learning and development. Parents are said to provide resources for use at the centre. Parents and practitioners are using different modes of communication for the learning and development of the children, including technology-based WhatsApp and emails. Practitioners are said to include parents in some decision making. The results indicated that even though some parents are working together with practitioners, while other parents are still showing ignorance and lack of knowledge on how they can partner for the educational development of the children. , Thesis (PhD) -- Faculty of Education, 2022
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Assessing the implementation of environmental education school policy in Buffalo City Metro Education District South Africa
- Authors: Damoah, Benjamin
- Date: 2021-12
- Subjects: Environmental education , Environmental policy -- South Africa , Education and state -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21602 , vital:51703
- Description: Environmental Education (EE) is essential for addressing environmental challenges.The advantages of EE are undeniable; it might be used to address specific environmental concerns and their implications, as well as to modify behaviours that lead to environmental catastrophes.EE strengthens people's resilience to climaterelated hazards. Global environmental issues have heightened interest in educational policy outcomes and their implications for economic growth and social citizenship. It is worth noting that an effective EE policy has a significant influence on the development of learners' environmental literacy. This study assessed the implementation of environmental education school policy in the Buffalo City Metro Education District, South Africa. This study adopted the pragmatism paradigm of Mixed Method Research(MMR). Concurrent triangulation, which is a design that employs a single data collection technique in which quantitative and qualitative data gathering and analysis are carried out independently yet concurrently, was used for this study. The target population of this study involved 60,412 teachers, 1,770,289 learners in 5205 public schools, and 1 Pro-EE civil society organisation in the Eastern Cape province. This was narrowed down to over 268 public and independent schools, teachers, and principals within the enclave of the Buffalo Metropolitan education district. The study adopted stratified purposeful and simple random probability sampling. In this technique, the sampling frame of the study was divided into strata or groups (principals, teachers, learners, and CSOs) and a sample was purposefully selected from each stratum (Migiro & Magangi, 2011). The stratified purposeful random sampling techniques draw data from 10 principals, 175 teachers, 1500 learners, and 1 CSO. Structured questionnaire; Implementation of EE Policy Questionnaire (IEEPQ) whose reliability co-efficient value using Cronbach Alpha was 0.74, semi-structured interview and documents were the instruments used to collect data for this study. The data were analysed using descriptive statistics of percentage, mean, and standard deviation for the quantitative data while the thematic approach of sorting, coding, transcribing, and categorization was used for the qualitative data. The study revealed the following. When asked whether teachers had studied environmental education in tertiary institutions as part of their professional training, the majority of the teachers'respondents, 108, representing 61.7percent, disagreed with this view. On the flip side, a handful of teachers 67, (38.3percent) agreed with the view of having had some sort of EE knowledge during their professional training as teachers. With regards to the view that learners learn environmental issues through other subjects, most of the learner respondents, 1316 representing 87.7percent, agreed with this view. On the contrary, a minority of the respondents 184 (12,3percent) had a dissenting opinion. This indicates that most learners in school learn about environmental concerns through other traditional subjects. The study established that EE content is manifest in teachers' and learners' textbooks, teaching methods, and co-curricular activities. However, the study identified lapses in how teachers and learners integrate EE into their day-to-day practices. Therefore, the implementation of the EE policy seems to be an exercise in futility. The absence of a policy guideline document has made teachers and school administrators incapacitated in the implementation of EE school policy. , Thesis (PhD) -- Faculty of Education, 2022
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Effect of environmental responsible behaviour intervention programme on secondary school learners in environmental education knowledge, attitudes and practices in Nigeria
- Authors: Olagbaju, Oluwaseun Olaitan
- Date: 2021-09
- Subjects: Environmental education , Education, Secondary
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20284 , vital:45647
- Description: The depletion of the environment compelled researchers to investigate Environmental Education issues, the methods of imparting knowledge and the creation of awareness about environmental problems. However, youths have knowledge of environmental concepts but lack the skills, intentions, and action competence to exhibit positive environmentally responsible behaviour. There is, therefore, a need for a change in human behaviour to overcome current environmental problems. This study determines the effect of an environmental responsible behaviour intervention programme on Junior Secondary School learners in environmental education. It also explores the moderating effects of gender and school location. The study adopted a pre-test, post-test, control group and quasi-experimental design. A multi-stage sampling technique was employed. Eight (8) coeducational secondary schools in Ibadan, Nigeria, were selected based on environmental challenges in their immediate environment. There were four (4) schools from Ibadan city (urban area of Ibadan) and four (4) from Ibadan less city (rural area of Ibadan). Seven hypotheses were tested at a 0.05 level of significance. Five research instruments were used for this study. Analysis of Covariance (ANCOVA) was used in testing the seven formulated hypotheses. Estimated Marginal mean analysis was used to determine the source of significant effect of treatment. A significant interaction effect was described using a graphical representation. All hypotheses were tested at P< .05 level of significance. The result reveals that there was a significant main effect of treatment (Environmental responsible behaviour intervention programme on Junior Secondary School learners’ environmental knowledge (F(1,715) = 40.62, p < 0.05, Partial , 2 .054). There was also significant main effect of treatment (environmental responsible behaviour intervention programme on junior secondary school students’ environmental attitude. (F(1,715) = 32.36, p < 0.05. partial 2 = 0.043). The effect of treatment (Environmental responsible behaviour intervention programme) on students’ environmental practices was statistically significant, F(1,715) = 17.02, p < 0.05. partial 2 = 0.023). The findings shows that there was a significant main effect of school location (Urban and Rural) on Junior Secondary School students’ environmental knowledge (F(1,716) = 71.62 p< 0.05. partial 2 =0.091). There was no significant main effect of gender (male / female) F(1,715) =0.27, p> 0.05, partial 2 = 0.000. The findings further shows that there was significant main effect of school location on students’ environmental attitude, (F(1,175) =39.21, p< 0.05 partial 2 = 0.052) Shows that there was no significant main effect of gender on students’ environmental attitude F(1,715) =2.1, p> 0.05. partial 2 =0.003 There was significant main effect of school location on students’ environmental practices, F(1,715) = 17.02, p< 0.05 partial 2 = 0.019 but there was no significant main effect of gender on students’ environmental practices, (F(1,715) = 1.17, p> 0.05. partial 2 = 0.002). Based on these findings, it is recommended that teachers should use an environmental responsible behaviour intervention programme in teaching environmental concepts in the classroom. To support this, group/teamwork should be encouraged amongst students. Students should be allowed to construct knowledge in order to bring about their active participation with a view to making learning realistic and effective and to enable the exhibition of environmentally friendly behaviour. , Thesis (PhD)(Education)-- University of Fort Hare, 2021
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The School Governing Bodies conceptualization of ulwaluko in school-based policies: Towards a deconstructed educational leadership and management framework
- Authors: Gqeba, Nokuzola Gloria https://orcid.org/ 0000-0002-9009-2150
- Date: 2021-07
- Subjects: Initiation rites
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20057 , vital:45104
- Description: Ulwaluko (male initiation), one of the African traditions, which serves as transitional rite of passage from boyhood, has evolved over time, through the colonial era, apartheid regime and the current dispensation (Ntsebeza, 2004). Evidence indicates that within the South African context, the majority of candidates of Ulwaluko are males of school-going age. Ulwaluko is said to be a school where initiates are taught, yet there is no link between ulwaluko and formal schooling. Therefore, the study examines the extent to which School Governing Bodies (SGBs) conceptualize ulwaluko in the school-based policies. The study used theoretical lenses of Hall’s ‘Third Space’ or hybridity, as well as Decoloniality, qualitative approach, and a Case Study Design. For this study, two high schools were purposely sampled, with a total of twelve participants that included Principals, SGB Chairpersons, and SGB Educator Representatives, Representatives of Learners and Ordinary SGB members. In-depth interviews and document reviews were employed as research instruments. The findings of the study suggest that even though ulwaluko seemed to affect the management of the two schools, it was not explicitly addressed in their policies. Ulwaluko is reluctantly and cautiously addressed informally. Lastly, the schools were reportedly reluctant to open debates on how ulwaluko could be accommodated for fear of “contaminating” school protocols with the African culture, which they thought did not belong in schools. The study makes various suggestions to build a strong relationship between ulwaluko and formal school practices. One of the main recommendations is the integration of ulwaluko into the mainstream education system through school governance and school-based policy. The study also proposes a deconstructed leadership and management framework that places African cultural practices such as Ulwaluko into the mainstream of management and curriculum. , Thesis (PhD) -- Faculty of Education, 2021
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Examining trainee teacher preparation for inclusive education in Zimbambwe
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
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Leadership experiences of six female deans in South African universities
- Authors: Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Date: 2021-06
- Subjects: Women in higher education , Educational leadership
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26197 , vital:64957
- Description: The leadership of universities should be aware of and acknowledge the needs of female academics in order to facilitate the creation of an atmosphere that is welcoming to women. Currently, the needs of female academics are not being met by universities. In this study, the experiences of women from the Eastern Cape Province who have held positions as faculty deans in South African universities are investigated from the perspective of leadership. The interpretive paradigm was utilised throughout this qualitative research project. As a means of gathering information for the study, an interview guide with a structured format was combined with personal diaries. The questioning during the interview itself was unstructured because it was determined by the responses received from the people being interviewed. Interviews were conducted with six female deans from three different universities, using a technique called convenience sampling. After finishing the interview using an audio recorder, the recording was transcribed, and a technique called thematic analysis was applied to it. Because the study used theoretical lenses, the standpoint theory and feminist empiricism were both used in its analysis. According to the findings, despite the fact that South Africa has taken steps to ensure that men and women have equal opportunities and that legislation such as the Employment Act has been passed, women continue to face obstacles when trying to occupy higher leadership positions. Even though the study was not explicit in terms of the support they get from their colleagues, they mentioned the lack of support from their male counterparts. They experienced some major challenges as a result of the interaction between their leadership roles and the roles they held in their organisations. The participants suggested the underlying masculine conceptualization of leadership in their day-to-day interactions, such as working after hours and extensive travel, both of which were in conflict with their roles as mothers. According to the suggestions that have been made, the execution of the leadership roles and responsibilities shouldn't just be seen from a man's point of view. The performance of these roles ought to take into account gender sensitivity at every stage. Since things have not really moved in the direction that was anticipated, the government of South Africa ought to move more quickly to implement the equality law. , Thesis (PhD) -- Faculty of Education, 2021
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The implementation of tourism curriculum in secondary schools in Fort Beaufort Education District, Eastern Cape Province: implications for sustainable tourism
- Authors: Mbilini-Kuze, Bukiwe Nomonde Constance
- Date: 2021-04
- Subjects: Education, Secondary -- Curricula , Curriculum planning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24728 , vital:63536
- Description: This study examined the implementation of Tourism curriculum in Secondary Schools in Fort Beaufort Education District in the Eastern Cape. The study arose from a concern that despite the Government of the Eastern Cape organizing workshops to facilitate the implementation of Tourism curriculum for secondary school teachers, research has shown that teachers have not improved their classroom practice. It discussed the concept of Tourism curriculum implementation and highlighted problems militating against curriculum implementation at secondary school level. The researcher adopted the mixed method methodology which is embedded in the post-positivist research paradigm. The post-positivist research paradigm explains the way things are and views objectivity as an ideal that can never be achieved, however research should be conducted with greater awareness of subjectivity. By combining qualitative and quantitative methodologies, it assisted the researcher to strike a balance and avoid being subjective on issues of teacher capacity, teaching strategies and assessment, availability and use of resources and support and monitoring. The research methods used in this study include questionnaires, interviews, document analysis and observations. The findings of the study showed that there are limitations in the implementation of Tourism curriculum because of lack of capacity of School management Teams and teachers who are implementing NCS Tourism. Although the teaching strategies and assessment are stipulated in the curriculum document teachers are not using appropriate methods and assessment. Moreover, there are crucial resources and facilities provided by SMTs and the Department of Education to implement Tourism curriculum, inadequate compared to those provided for other subjects. Moreover there are limitations in terms of support (including training) and monitoring systems which are in place to enable the implementation of NCS Tourism. Possible areas for future research were highlighted and recommendations were made, for example the researcher recommends teachers to be trained adequately in order to effectively implement the Tourism curriculum. Teachers should be encouraged to use new learner-centred teaching strategies and resources should be provided in all secondary schools through the combined effort of the government, Fort Beaufort Education district and the School Management Teams (SMTs). Support and monitoring systems should be in place for proper implementation of Tourism curriculum. Tourism industries should contribute through provision of instructional materials and teachers as implementers of the curriculum should be involved in decision-making and curriculum planning. The government should employ enough teachers qualified to teach Tourism. On the other hand subject advisors should be adequately trained to enable them to provide relevant support to teachers in Fort Beaufort secondary schools. All stakeholders should be involved in fostering skills and capacities at local level to develop sustainable Tourism and local development in an integrated way. The study identified a possible an alternative model for the implementation of Tourism curriculum. , Thesis (PhD) -- Faculty of Education, 2012
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Democratic citizenship in mathematics teachers’ preparation in South African Universities
- Authors: Olawale, Babawande Emmanuel https://orcid.org/ 0000-0001-5265-1583
- Date: 2021-02
- Subjects: Citizenship -- Study and teaching , Authoritarianism , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20079 , vital:45107
- Description: Promoting a clearer understanding of the role of schools in developing democratic dispositions among young citizens is a matter of importance across the world. This is because school is believed to be the best place where future free and democratic citizens can be prepared. Similarly, it is a place where young people are equipped with the necessary skills and knowledge that will assist them in deliberating democratically, developing a better understanding of political structures and economic and world history, and learning the relevant numeracy, literacy and critical thinking skills. Unfortunately, current teacher education programmes appear to represent potential stumbling blocks to schooling playing a greater role in educating the youth for democracy and democratic citizenship. This study explored two contradictory theoretical roles for mathematics teacher education programmes, in relation to power and control in education and society. The first is that, in reality, mathematics teacher education is essentially re-productive, in that its authoritarian relationship does not encourage confrontational discussion or critique, or challenge existing and dominant practices. The second is that, in a world where democracy is increasingly becoming a global phenomenon central to development, teacher education is (or should be) essentially democratic in nature. Thus, underpinned by the interpretivist paradigm, this study employed a qualitative research approach. It also utilised a case study design as a strategy for data collection, in order to explore how the mathematics teacher education programmes in South African universities prepare learners for democratic citizenship. As such, three universities in two provinces in South Africa participated in the study, and data were collected through interviews, observation and document reviews. At each institution, interviews were carried out with mathematics teacher educators and pre-service mathematics student teachers in their second to fourth year of study. Similarly, observations took place in different teaching sessions at each institution, and in different formats. Relevant documents were also reviewed for the study. The research findings revealed that the concepts of democracy and democratic citizenship are multifaceted. The participants’ understanding of these concepts was influenced by their individual expectations, as well as their social, political and economic environments, among many other factors. In addition, it was evident that mathematics teacher education programmes play a significant role in developing socially active citizens and democratic mathematics teachers. The research findings revealed, however, that contradictions exist between pedagogical approaches that are capable of developing democratic citizens, mathematics teacher educators’ ideal image of their practices within the classroom, and the participants’ conception of mathematics. As a result, no engagement occurs in social and critical pedagogy within mathematics education classrooms, to allow learners to view mathematics as a tool for confronting issues of justice and inequality in their community and the world at large. The research findings also revealed that the practices of the main structures which are tasked with the responsibility of promoting democratic practices within higher education institutions seem ineffective, as a result of favouritism and an autocratic approach to decision making. Based on the research findings, a recommendation is made that mathematics educators democratise their classrooms, in order to develop democratic citizens who are committed to democratic principles. Another recommendation is that, in their mathematics classrooms, educators use a problem-posing pedagogical approach which is capable of challenging power structures, thereby empowering learners as users of mathematics. This will not be possible without a professional development programme guiding mathematics teacher educators in establishing and managing their democratic classrooms. Similarly, it is recommended that student representative councils, as the structures that are best known for supporting democratic citizenship at universities, strive to follow the basic principles of democratic governance. Finally, the researcher concluded that mathematics education and the task of preparing mathematics student teachers for democratic citizenship are of the utmost importance, if South Africans are to cultivate and maintain a democracy that contributes to a culture which fundamentally supports democratic principles. , Thesis (PhD) -- Faculty of Education, 2021
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The nature of violence in South African universities African universities: The politics of process
- Authors: Mutongoza, Bonginkosi Hardy https://orcid.org/0000-0002-2939-1274
- Date: 2021
- Subjects: Education, Higher -- Political aspects , Universities and colleges -- South Africa , Campus violence
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27909 , vital:70816
- Description: The high levels of violence that plague South Africa’s universities are symptomatic of an education system that is under attack, with institutions of higher learning not reflecting the peacefulness and safety which are oftentimes associated with the pursuit of learning. While violence in societies and educational institutions globally continues to intensify in viciousness and frequency, this is especially worrisome for South Africa, a country regarded as one of the most violent in the world. South African education institutions are admittedly extremely violent, yet there are relatively few mechanisms to enable the verification of trends in violence, or to cross-reference and compare incidents, thus making the reduction of violence problematic. The contention is that the general outlook of violence at educational institutions appears to echo the relentless violence which haunts South African communities in general. Against this background, the current study sought to explore the nature of violence in South African universities. To achieve this, the study was guided by an exploration of student and staff experiences of violence in universities, the causes of violence in such sites, and the recording thereof. Underpinned by a pragmatist paradigm, this study utilised a mixed-methods approach to ‘get under the skin’ of the problem of violence in universities. Within the mixed-methods approach, the study employed a single-phase convergent design, which enabled the researcher to reach comprehensive conclusions on violence in universities, by merging and comparing qualitative and quantitative datasets. In the quantitative phase of the study, a simple random sampling technique was used to select a total of 1 776 students and 250 staff, while 32 students and four staff were conveniently sampled during the qualitative phase. The data for this study were collected using an online survey in the quantitative phase, and semi-structured interviews and document reviews in the qualitative phase. The findings of this investigation revealed that violence happened in six main configurations, namely student-on-student violence, staff-on-student violence, staff-on-staff violence, student-on-staff violence, self-directed violence, and protest-related violence. In addition, the findings revealed diverse causes of violence in universities, chief of which were alcohol and drug abuse, poor security, the abuse of power or authority, impunity, and psychosocial factors, among others. Factors that impeded the recording of violence in universities included the normalisation of violence, a lack of consequences for the perpetrators, a lack of procedural awareness, cronyism and brotherhoods, and a lack of protection from reprisal for reporting perpetrators. The production of violence in South African universities was also found to be significantly shaped by wider structures that included sexuality, gender, age, socioeconomic status, and race and ethnicity. These structures were found to be prominent in increasing the likelihood of violence being perpetrated. Based on the reported findings, the study moved to recommend that, in order to reduce experiences of violence in South African universities, institutions adopt multidimensional approaches to combatting this scourge. The fact that violence was noted to occur in multiple configurations, means multiple viewpoints are required to reduce and ultimately combat it. This calls for a multi-stakeholder approach that transcends a reliance on the traditional university policymakers, and a concerted consultative process to formulate and renew policies that can help to address university violence. The study further recommended that reporting structures be decentralised at universities, in a bid to improve the smoothness of related processes. In this respect, it will be essential for universities to consider setting up anonymous reporting platforms online, to move with the times and ensure more urgent responses, as opposed to a continued reliance on present systems that are replete with red tape. Additionally, universities may consider outsourcing divisions that deal with violence reporting, to minimise conflicts of interest when dealing with such cases. The researcher concluded that violence in universities threatens the very purpose of tertiary education – members of the university community must be able to freely pursue their aspirations in peaceful environments. As such, for as long as campuses experience violence in any of its varied forms, a proverbial dark cloud will forever frustrate the quest for quality and transformative education that has the potential to reverse-engineer inequality, poverty, and underdevelopment in South Africa, as contemplated in various development plans. , Thesis (PhD) -- Faculty of Education, 2021
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Strategies employed by teachers to assist Grade 4 learners transition from mother tongue instruction to English as a medium of instruction
- Authors: Butler, Cynthia Desiree
- Date: 2021-01
- Subjects: English language -- Grammar -- Study and teaching , English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20035 , vital:45029
- Description: In most South African schools, there is a transition period, where lower primary learners receive instruction in their mother tongue from grades 1-3 and from grade 4 onwards, English becomes the medium of instruction. This study explored how learners in primary schools in Grade 4 learn through the medium of English, since IsiXhosa is their home language and they come from a community of pre-dominantly IsiXhosa speakers where English is seldom heard or spoken. The study is concerned with the language and literacy practices at this crucial transition, and investigated to what extent learners in the Grade 4 have learnt / been taught / have developed sufficient basic inter-personal communication skills, BICS, (Cummins, 2000), in isiXhosa to make the switch to learning all subjects in English. The theoretical frameworks adopted for this study was Cummins Language theories. Within this study an interpretive paradigm aligned with the qualitative approach and the case study design for understanding the phenomena, were adopted. The study covered three primary schools which were purposively selected. The participants comprised of six female teachers teaching Life Skills in Grade 4 from five mainstream schools were also purposively selected. Semi structured interviews, observation and document analyses were used as data collection instruments. A qualitative thematic approach was used for data analyses and the emerging results were organised into different themes reflecting participant’s responses. The findings revealed that teachers did not use lesson plans as they have indicated. Even though literature emphasises the importance of lesson planning, teachers find it tedious to plan. It was established that no assessment tasks were done when the lesson was concluded. Effective teaching without valid and reliable assessment tasks would result in meaningless teaching and learning interactions. It was revealed that teachers used teaching aids, but only a few. The information demonstrated that teachers did not code switch to assist with learner understanding. Instead, they presented their lessons in English which hampered learning. The study discovered that teachers used the old traditional style of teaching, instead of learner-centred instruction, which is interactive and participatory. The study exposed that the biggest challenges learners encountered, was the language of teaching and learning, English. However, the findings established that learners where unable to understand and express themselves in English. English lessons had minimal learner participation, because learners did not have the necessary competence and English was not their home language. The study further revealed that the English language leads to a barrier of effective learning and placed learners at a disadvantage. The findings further suggested that a lack of resources had an impact on teaching and learning which affected learners’ acquisition and understanding of the medium of instruction. The findings claimed that slow and progressed learners exist in classrooms and need individualised and specialised teaching. It was found that parental involvement, translation, learner participation, group work and teaching aids assisted with the challenges teachers encounter during transitioning in the subject Life Skills. It is recommended that the school develop a structured programme to provide support and assistance for teachers with lesson planning. Assessment task should be included in each lesson and should be viewed as an essential part of teaching and learning. Teachers should make use of multiple and a variety of teaching aids. Code switching and translation should be used, as it assists with understanding, accuracy and clarity. An appropriate mix of teaching styles should be used, to reach all leaners in a classroom. Teachers can improve learners English, by incorporating learners’ home language, code-switching and teaching aids in class. Slow and progressed learners could be assisted by using a variety of teaching materials, individual attention, remedial education, peer tutoring, differentiated teaching and curriculum adaptation. A structured learning support programme providing learning support for learners with barriers to learning, can be utilised. It is recommended that parents be involved in their children’s learning. The schools should set up effective monitoring and support mechanism for teachers in order to ensure that quality teaching and learning takes place in schools. Regular monitoring and evaluation by the DoE might assist to support teachers. A suggested framework of strategies in Life Skills, based on the findings of the study and extensive literature review, should contribute and assist with transitioning in Grade 4 in schools. , Thesis (DPhil) -- Faculty of Education, 2021
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Teachers’ views of pragmatic strategies to enhance leadership potential for female learners in primary schools at Amathole East Education District
- Authors: Bubulu, Thandiwe
- Date: 2020-09
- Subjects: Educational leadership , School improvement programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20024 , vital:44949
- Description: This study examined how the establishment of leadership development programme targeted at female learners in primary schools could promote female learner leaders and motivate more women to take up leadership positions to address concerns of gender and to prepare females for the challenges they may face when assuming leadership roles in future.Whereas adolescent girls may be the future representation of women leaders in society, leadership development of female learners in primary schools has been neglected. Currently, a review of literature on the problem of gender imbalance at leadership level reveals a dearth of research among the youth, less so, among young women. Yet, globally, in Africa and in South Africa, particularly, there is an inequitable balance of leadership positions in society when comparing men and women. The researcher has identified this gap and has decided to dedicated research efforts in adolescent leadership development to enrich the scant existing knowledge on the born-global phenomenon. Because schools play an important role in student development and schools are a key resource for achieving equity goals, understanding how leadership is promoted by school teachers is an important step toward growing the literature on female learners’ leadership development. The study was based on five primary schools in the Amathole District in the Eastern Cape Province, South Africa. The study followed a qualitative research approach where interviews were employed to elicit data from the study’s participants and to help in understanding the phenomenon under study. A non-probability, purposive sampling technique was used where ten participants were selected. The study’s participants were five (5) principals, two (2) HoDs, two (2) post level 1 teachers and one (1) Learner Support Assistant (LSA). The study found that a paradigm shift from the traditional view of leadership, where young people are not given leadership positions because they are regarded as young or quiet is a patriarchal belief system that should be done away with. Instead, role-players should embrace and encourage female children to be transformational and servant leaders. There is need for a change of mind-set from all role-players in South Africa to accept learners as equal participants in school leadership and to prioritise the training and development of female learner leaders. Female learners need to be taught a broader understanding of leadership as a concept including differing leadership theories and styles. Leadership as a concept needs to be taught early in primary school and to all learners. The study recommended leadership development seminars, camps, workshops and guest speakers that could aid in the development of leadership at primary school, and to be prioritised. The study concluded that continuous leadership training from a young age, for all learners in primary schools should be encouraged to ensure that learners chosen to lead assume leadership roles with confidence, skills and experience. Government schools need to allocate budget for leadership development of learners, with special funding for the relatively disadvantaged gender. , Thesis (DPhil) -- Faculty of Education, 2020
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Evaluation of teachers perceptions towards the implementation of inclusive education in Quantile 3 schools: A case of four subdistrictsin the Eastern Cape
- Authors: Hlatini-Mpomane, N W
- Date: 2020-05
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21613 , vital:51710
- Description: This study investigated the perceptions of teachers on inclusive education. Four sub districts in Eastern Cape Province were purposively selected and used as a case study approach. These assisted the researcher to enter the world of teachers (by interviewing SMTs and Office-Based educators/Inclusive Education Specialists). The Inclusive Education Specialist and SMTs ideas, suggestion and recommendations on inclusive education classrooms implementation were explored deeply. The research paradigm which the study adopted was qualitative, which centres on understanding the subjective world of human experiences. The qualitative research approach was adopted whereby interviews, observations of learners and their documents analysis were used to collect data. The findings of the study revealed that the all-Inclusive Education District of the sub-districts is between 9 and 10 years of experience implementing inclusive education instead of 17 years as stipulated in the WP6. It emerged that the involvement of SMTs in monitoring the Individual Support Plan (ISPs) in Public Ordinary School (POS) is not prioritized. There is more emphasis and involvement in Full-Service Schools since 2015. The findings further revealed that the teachers find it difficult to implement ISPs due to overload and overcrowding more especially in POS. All learners were declared as benefiting more when individual teaching is done, which is rare due to overload and overcrowding in both Full Service Schools and Public Service Schools. The study recommends that they should be extensive policy evaluation processes that should be done to measure the effectiveness of the Inclusive Education Policy. The perceptions and experiences of teachers should be captured and be utilized when evaluating the policy. The latter will not be achieved in isolation by teachers only, but with collaboration from learners, parents, community members and the entire education department in the Eastern Cape in line with the Ecological Systems’ theory. , Thesis (PhD) -- Faculty of Education, 2020
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The role of primary schools in promoting democratic values of justice, equality and liberty in pupils: a study of Shamva district, Zimbabwe
- Authors: Dzavo, Joseph
- Date: 2020
- Subjects: Democracy and education , Education -- Zimbabwe -- History , Education, Primary -- Curricula
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27297 , vital:66696
- Description: This study examines the role of primary schools in promoting democratic values of justice, equality and liberty in pupils in Shamva District, Zimbabwe. The study was necessitated by the continual abuse of democratic values by school leavers in the district before, during and after elections. Such continued abuses make one wonder if schools really inculcate democratic values of justice, equality and liberty in their pupilsas enshrined in the curriculum. Using a qualitative approach, the study is located within the interpretivist research paradigm. A case study design was adopted and three primary schools in Shamva District were purposively and conveniently selected for this study. The sample comprised three 3 primary schools heads, three 3 deputy heads, nine 9 teachers, five 5 school leavers and fifteen 15 prefects aged between 10 and 15 years old. Data was generated through semi-structured face-to-face interviews, focus group interviews and document analysis. The findings of the study revealed that schools had challenges in inculcating democratic values of justice, equality and liberty in learners. The challenges included difficulties in interpreting the syllabi on inculcation of democratic values of justice, equality and liberty in learners; democratic values being viewed as sensitive content usually misconstrued to be favouring certain political agendas by community members; and the lack of a clear cut democratic values curriculum framework to guide teachers on teaching democratic values of justice, equality and liberty. Some of the recommendations were that teachers should be protected by legal instruments like policies to enable them to freely teach sensitive content. Teachers also need empowerment in syllabus interpretation on the inculcation of democratic values to be able to effectively promote the teaching of democratic values of justice, equality and liberty. , Thesis (PhD) -- Faculty of Education, 2020
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Effects of the use of manipulative materials on grade nine learners’ performance in fractions in public high schools in Chris Hani West Education District, South Africa
- Authors: Adom, George
- Date: 2020-01
- Subjects: Mathematics -- Study and teaching -- Activity programs , Acalculia in children
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19371 , vital:43058
- Description: The purpose of this study was to investigate the effects of the use of manipulative concrete materials on grade 9 learners’ performance in fractions in public high schools in Chris Hani west education district, in the Eastern Cape Province of the Republic of South Africa. Two hundred and fifty (250) grade nine (9) learners, whose ages ranged between 13-16 years, and ten (10) educators teaching grade nine mathematics, were selected from 40 public high schools with the use of stratified, systematic random sampling, convenience and purposive sampling methods. One hundred and twenty-five (125) learners were put into the experimental group, and another one hundred and twenty-five (125) learners were put into a control group through systematic random sampling method. Pre-test, Post-test, and Control group quasi-experimental design were used as research designs to collect data. Two research instruments were developed. These included: A Fractions Achievement Test (FAT), and Students Questionnaire on Manipulative Concrete Materials (SQMCM). The experimental group were taught with the Manipulative Concrete Materials (Cuisenaire rods, Fraction bar/Fraction title, Paper folding and Computer assisted manipulative), whilst the control group was taught through the lecture method. Four (4) null hypotheses were generated and tested at 0.05 level of significance. The data collected were analysed using Analysis of Covariance (ANCOVA) to find the Mean, Standard Deviation and t-test. The mean and standard deviation were used to compare the pre-test and post-test results between the Experimental group and the Control group. The analysed results of the means, standard deviations and t-tests were used to reject the null hypotheses. The analysed results were illustrated as followed: Cuisenaire rods pre-test (mean = 8.372, SD=1.770), post-test (mean = 12,428, SD=4.732), t=13,024 p< 0.05. Hypothesis (H01) was rejected : Fraction tiles/fraction bars pre-test (mean = 8.372, SD=1.770), post-test (mean = 11,42, SD=3.67), t=12,10 p< 0.05. Hypothesis (H02) was rejected : Paper folding pre-test (mean = 8.372, SD=1.770), post-test (mean = 11,792, SD=4.256), t=12,024 p< 0.05. Hypothesis (H03) was rejected : Computer assisted manipulative pre-test (mean = 8.372, SD=1.770), post-test (mean = 12,212, SD=4.569), t=12,801 p< 0.05. Hypothesis (H04) was also rejected. The comparison of the mean scores and iv standard deviation between the Experimental groups and Control groups indicated that there was no significant difference in the Pre-test in all cases. On the other hand, the mean scores and standard deviations between the Experimental group and Control group in the Post-test showed a vast difference in all cases. There were improvement in the mean scores, and slightly difference in the standard deviations in the Experimental groups, whilst there were drops in the mean scores and standard deviations of the Control groups in all cases. From the studies, there was an indication that manipulative concrete materials have significant effects on grade nine learner’s performance in fractions. It was therefore suggested that manipulative concrete materials should be incorporated into the instructions of fractions in mathematics. , Thesis (PhD) -- Faculty of Education, 2020
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