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Implementation of grade progression policy and its implications for progressed grade 12 learners’ identities

  • Authors: Mdingi, Khayalethu Chris
  • Date: 2023-06
  • Subjects: Grade repetition , Education -- Standards
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10353/28524 , vital:74380
  • Description: The aim of progressing learners is to allow them to move with their age cohort, thereby boosting their motivation levels. It is believed that this would encourage these learners to study hard and produce good academic results. The Grade Progression Policy also assumes that the dropout rate caused by learners’ academic underperformance would be reduced. Despite the existence of the Grade Progression Policy, it seems that there is still high failure and dropout rates among progressed Grade 12 learners in the Eastern Cape Province. This qualitative case study was premised on the interpretivist paradigm and explored the implementation of the Grade Progression Policy and its implications on progressed Grade 12 learners’ identities. Twelve teachers (four principals, four Departmental Heads, four Post Level One teachers), and four learners were purposively selected in four secondary schools in the Amathole East Education District. Data was collected through semi-structured interviews and documentary analysis. The data was analysed by means of thematic approach. The data showed that the implementation of Grade Progression Policy brought about learner-teacher adversarial relations. Findings also showed that teachers had a negative attitude to the Grade Progression Policy and were unwilling to adapt to change. They had low morale and blamed the Department of Education for not giving them support. With regards to the implications of grade progression on Grade 12 learners’ identities, it emerged from the data that these learners were negatively affected by the implementation of this policy as their self-esteem was reportedly low. They felt stigmatized and regarded themselves as learners who could not achieve academically. Although most of the selected learners reported that it enhanced their motivation levels, it also transpired from the data that progressed Grade 12 learners were not achieving academically and were inadequately given support by the teachers. The study concluded therefore that the policy did not sufficiently address the intention of the DoE in terms of improving learners’ academic performance and enhancement of learners’ psychosocial identities. , Thesis (PhD) -- Faculty of Education, 2023
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  • Date Issued: 2023-06

A digital storybook project with mothers of grade four learners in support of literacy learning : A participatory action learning and action research study

  • Authors: Josephs, Chantell M B
  • Date: 2023-04
  • Subjects: Children's electronic books -- Activity programs , Intermediate – parents
  • Language: English
  • Type: Master's theses , Thesis
  • Identifier: http://hdl.handle.net/10948/63472 , vital:73379
  • Description: According to the Progress in International Reading Literacy Study (PIRLS, 2016), 78% of grade four children in South Africa's poorest communities lack access to adequate educational resources and infrastructure, which prevents them from reading for meaning in any language. Children in South Africa lack the foundational reading abilities required to finish grade four in compliance with international standards. This project used the participatory action learning and action research (PALAR) approach to prepare mothers to create a digital storybook as learner support material and because participatory action research is a method of evaluation that generates data about an ongoing change process and encourages learning amongst the people most intimately connected to the change. The study centred on the use of digital storytelling as a literacy resource to create learning experiences in the literacy classroom, as well as to determine how PALAR can be used as a methodology to aid mothers in creating a digital storybook. The research objectives guided the workshops held over five weeks with twelve grade four learners’ mothers. I held a two to three-hour, one-day start-up workshop that was recorded and documented. The key advisory set (KAS) members received baseline checklists, which were then sent to the action learning set (ALS) members in their respective groups. The information received from the checklist was used as discussion points in the follow-up workshops. Critical discourse analysis (CDA) served as the foundation for the data analysis. The generated data was interpreted and analysed using Schneider’s (2013) ten work steps. The data-gathering method was based on a qualitative approach and the study was underpinned by critical theory and critical pedagogy that enabled a collective approach which results in greater epistemic justice. The principal, parents, and learning support specialists (LSSs) had informal pre-entry talks before the start of the official data collection. A total of twelve participants were chosen for this study based on their willingness to participate and their being parents or guardians of children in grade four. The research objectives informed three iterative cycles of planning, observing, and reflecting. The usage of both open and closed coding led to the emergence of three main themes, which were understanding literacy, communication between school and parents, and learning materials. iii New categories were created because of the continuous comparison and analysis that were employed between cycles to answer the sub- and main research questions. Data generated throughout the three cycles revealed the mothers' concerns, misconceptions and level of knowledge and commitment to the creation of literacy resources and the possibility of creating a digital storybook. Despite the workshops generating advancement and excitement, the findings indicate that the participants' assessments of their role in the creation of learning materials varied. The report indicates that the parents felt powerless to influence educational decisions based on their past and present experiences regarding their involvement and interaction with the school. It is necessary to employ strategies to put parents at ease and to reassure them that their opinions are important and required to ensure their children’s educational achievement. Essentially, this means ascertaining how to guarantee closer relationships between parents, teachers and learners. Recommendations are made regarding parental involvement in curriculum development based on the study's findings. The recommendations include effective parent-teacher communication through parental involvement in curriculum development, increased parent-teacher interaction to meet learners’ needs more effectively, and finally, an expansion of the study considering a larger sample size, a new study site, and an expansion of the goals beyond the digital storybook. , Thesis (MEd) -- Faculty of Education, 2023
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  • Date Issued: 2023-04

A Literacy Project with community members: Designing translanguaging storybooks for a multilingual community

  • Authors: Senekal, Ischke
  • Date: 2023-04
  • Subjects: Literacy programs , Translanguaging (Linguistics) -- children's book , Multilingual -– society
  • Language: English
  • Type: Master's theses , Thesis
  • Identifier: http://hdl.handle.net/10948/60916 , vital:69225
  • Description: The purpose of this study was to establish a community-based literacy project that would design translingual storybooks accessible to all children and community members in terms of language, contextual relevance, and age appropriateness for a rural community in the Eastern Cape. Although multiple studies have been done worldwide, more research was needed on the impact community members thought it could have in South African society. This study's theoretical framework was drawn from Cen Williams's (1980) translanguaging. Williams (1980) viewed translanguaging as receiving information in one language (input) and relaying it in another language (output) to expand the competency of the two languages as well as ensure that deeper learning takes place (Wright & Baker, 2017). Translanguaging has evolved throughout the centuries. García and Wei (2014) describe it as a single repertoire that is being used since students integrate their languages and create a new language that they use to function in the world. A qualitative approach was used to answer the research question: "How can a translingual pedagogy enhance communicative repertories in designing community translingual storybooks?" A CPAR design was used to answer the research questions. Through workshops, focus groups, storyboards, and draw-and-talk, the researcher aimed to discover how a translingual pedagogy could enhance communicative repertoires by designing translingual storybooks. Lincoln and Guba's (1985) model of trustworthiness was used to guarantee trustworthiness by concentrating on credibility, transferability, dependability, confirmability, and reflexivity. Three main themes materialised from the data: using the mother tongue, isiXhosa, foundation to improve additional languages, interactive and structure-based strategies, and assets and drawbacks while creating resources with community members. The findings of this study indicated that multiple community members sometimes used their mother tongue to aid in the development of understanding additional languages, English and Afrikaans. They needed to learn the crucial roles they played in students' language development since they were the ones that could make those vital connections. The research participants needed an idea of the methods that could be used to design their translingual storybooks. They indicated that they wanted to work with other community members and wanted steps to follow to design these storybooks. The researcher had to present them with ideas of methods that fit their needs. The researcher knew that every study has assets and drawbacks depending on their view, the study's iii aims and goals, and the research question. It was found that the assets outweighed the drawbacks since the participants were an eager group of individuals. The research participants in this study come with a wide variety of knowledge about the needs of their community based on their experiences. They all have different job descriptions, but what brings them together is their desire to improve the community reading resources to improve their linguistic knowledge. The research participants designed the translingual storybooks at home and shared the data via WhatsApp. , Thesis (MEd) -- Faculty of Education, School for initial Teacher Education, 2023
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  • Date Issued: 2023-04

Academic resilience of engineering students: a case study

  • Authors: Mapaling, Curwyn
  • Date: 2023-04
  • Subjects: Resilience (Personality trait) , Engineering students
  • Language: English
  • Type: Doctoral's theses , Thesis
  • Identifier: http://hdl.handle.net/10948/60775 , vital:67337
  • Description: Extensive research has been done and much knowledge exists about academic resilience among youth in school contexts, but there is a lack of data and literature on academic resilience at university level. This knowledge gap is especially critical in disciplines such as engineering, where student dropout rates have historically been high. In 2017, a redesigned engineering degree qualification, the Bachelor of Engineering Technology, was introduced at South African universities. This case study explored the academic resilience of the first cohort of final-year Bachelor of Engineering Technology students at Nelson Mandela University. Mixed methods and multiple theories were employed, which allowed for the generation of rich data for this exploratory case study. In the quantitative phase, 66 students from Industrial, Civil, Electrical, Marine and Mechanical Engineering courses participated by completing a series of standardised psychometric measurement tools. Descriptive and inferential statistical analysis was conducted on the quantitative data collected from the measurement items. In the qualitative phase, 13 engineering students, 6 engineering lecturers and 6 support staff members were interviewed individually, to explore their perceptions and experiences of academic resilience. Qualitative data generated through the semi-structured interviews were analysed using thematic analysis. The findings suggested that staff and students perceive academic resilience differently. It also seems that staff wellbeing impacts the academic resilience of students, and the relationship between staff wellness and student academic resilience is suggested as a next step for research on the topic of academic resilience at university level, especially among courses with high drop-out rates like engineering. Although not generalisable, it appears that a variety of extracurricular support structures and initiatives and strong relationships between the higher education sector and engineering industries can contribute significantly to students' academic resilience. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2023
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  • Date Issued: 2023-04

Performance management of the academic staffs in Ugandan public and private universities

  • Authors: Kansiime, Grace
  • Date: 2023-04
  • Subjects: Performance--Management , Academic staff , Higher education institutions -- Uganda
  • Language: English
  • Type: Doctoral's theses , Thesis
  • Identifier: http://hdl.handle.net/10948/60938 , vital:69246
  • Description: This study, at the outset, seeks to assess the effectiveness of a performance management system (PMS) in determining the academic staffs‟ performance in teaching and research in selected Ugandan public and private universities. The participants of this study comprised full-time and parttime academic staffs from public and private universities located in the four regions in Uganda. The purposive sampling method was used to select the universities for this study. Convenient sampling was used to select the academic staffs in the universities. An online structured questionnaire collected quantitative data and analysed it using descriptive and inferential statistics. The quantitative analysis of the responses showed that many participants were made up of public university academic staffs, lecturers, assistant lecturers, master‟s degree holders and permanent fulltime staffs. Factor analyses were run for each section and sub-section within the questionnaire to explore the dimensionality of the scales and generate composite factor scores to be used for further analyses. While, internal consistency was examined using Cronbach‟s alpha. In addition, descriptive statistics for the factors within sections were determined. Pearson‟s correlation coefficients were calculated for each pair of factor scores for each section and sub-section to explore the relationships between the factors identified in this study. Additionally, the comparison of factor scores across selected demographic variables and independent samples t-tests for the equality of means was used to establish whether there were significant differences between the factor scores of various demographic variables. Finally, one-way ANOVAs were considered to compare the composite factor scores across various demographic variables. Factor score analysis showed that 44.9% of the academic staffs had a moderate attitude towards the PMS process; whereas 84.9% had a high attitude towards PA criteria and 64.2% had a high attitude towards PFPS. The results of the study suggest a high attitude of the academic staffs towards PA and PFP in teaching and research. In addition, the majority (78.0%) of the academic staffs had a high attitude towards their self-performance planning in their institution. The results of the study suggest a high level of self-performance planning of the academic staffs in teaching and research in the selected Ugandan HEIs. A reasonable number (45.4%) of the academic staffs from public universities and 49.1% from private universities had a high attitude towards supervisors‟ participation in performance planning and performance feedback. Moreover, 44.0% of the academic staffs from public universities and 66.7% of the academic staffs from private universities rated the workload as high. The results of the study suggest that the academic staffs‟ workload was high. In xx addition, factor score analysis showed that the academic staffs‟ performance rewards were low. Only 24.9% of the academic staffs had received more than 67% of the available rewards suggesting that the academic staffs‟ managers in the surveyed institutions did not use a variety of performance rewards to compensate for the academic staffs‟ performance. In addition, the average factor score for teaching skills was 94.8%, while perceived teaching abilities were 95.1% high on average. Besides, the factor score analysis results showed that teaching skills were 84.81% and 86.34%, respectively. Only 29.1% of the academic staffs from both public and private universities had high research skills. The results suggested that the academic staffs‟ teaching skills were high while their research skills were low. The findings thus suggested that the academic staffs in Ugandan public and private universities were highly involved in teaching activities, but their involvement in research activities was low. Similarly, results from testing hypotheses suggested that academic staffs in the surveyed Ugandan public and private universities rated PA criteria and PFPS higher than the PMS process. The study results indicated that self-performance planning and supervisors‟ involvement in performance feedback improved academic staffs‟ teaching skills. In contrast, performance planning, review, clarity on feedback, evaluation and rewards increased academic staffs‟ performance in perceived teaching abilities. In addition, an increase in the research workload contributed to an increase in the academic staffs‟ perception of their research knowledge and skills. The study made major conclusions regarding academic staffs‟ PM in Ugandan public and private universities. First, correlation results on performance planning and teaching skills and abilities for public and private universities were statistically significant (p < 0.001). Therefore, the study concludes that the academic staffs‟ performance planning in the selected Ugandan HEIs positively affected the academic staffs‟ performance in teaching. In addition, correlation results for supervisor involvement in feedback and teaching skills for both public and private universities were statistically significant (p < 0.001). Thus, the study concludes that supervisors‟ involvement in feedback improved academic staffs‟ performance in teaching skills. In addition, correlation results showed that performance reviews and teaching abilities were statistically significant for public universities (p=0.001), and (p=0.034) for private universities. Thus, the study concludes that the academic staffs‟ performance reviews improved academic staffs‟ teaching abilities in selected public and private universities. Equally, correlation results for performance evaluation and perceived teaching abilities for public universities was statistically significant (p< 0.001) for public universities, and (p=0.006) for private universities. Therefore, the study concludes that performance evaluation increased xxi teaching abilities of the academic staffs in both Ugandan public and private universities. In addition, rewards significantly impacted academic staffs‟ perceived teaching abilities in private universities. Correlation results for rewards and perceived teaching abilities for private universities was statistically significant (p< 0.011). Therefore, the study concludes that the more academic staffs were rewarded, the more they participated in setting, administering and marking tests, assisgnments and examinations, and adhering to deadlines set for administering tests and assignments. Similarly, the study made various recommendations to improve academic staffs‟ performance in teaching and research in Ugandan public and private universities. To achieve the required performance in teaching and research, the study recommends that the academic staffs be involved in the entire planning process to be aware of the required performance and the kind of results expected from their performance and work towards achieving the set performance in teaching and research. Additionally, performance reviews and feedback should be one-on-one discussions between the managers and the academic staffs to identify how far the staffs are performing towards the set goals. The study recommends that the academic staffs need information regarding their performance for feedback to be effective. In addition, the study recommends that the academic staffs‟ managers should increase financial and non-financial rewards to motivate the academic staffs to increase their performance in teaching. Correlation results showed that rewards had a significant impact on teaching abilities (p=0.011). Thus, rewards should as well be increased to improve academic staffs‟ teaching abilities. , Thesis (PhD) -- Faculty of Education, School of Research and Engagement, 2023
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  • Date Issued: 2023-04

Play-based approaches in teaching and learning in selected early childhood development centres in Buffalo City

  • Authors: November-Mbebe, Faith Bulelwa https://orcid.org/0000-0002-6192-785X
  • Date: 2023-04
  • Subjects: Early childhood education -- Activity programs , Play
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10353/26042 , vital:64785
  • Description: This study endeavoured to investigate the perspectives of principals and practitioners working in selected early childhood development (ECD) centres in the Buffalo Municipal District in the Eastern Cape, on the use of play-based techniques in educational and pedagogical practices of 3 to 4 years age group. Although most practitioners are aware of the significance of play-based learning, many report experiencing challenges when attempting to incorporate play-based strategies into their teaching of, and lessons aimed at, young children ages 3 to 4 years. For the purpose of ECD, it is recommended that the teaching of, and learning by, young children take the form of play (NCF, DBE, 2015). In this particular research undertaking, a qualitative design approach was adopted. A descriptive case study approach with semi-structured interviews as the key method of data generation was used to study play-based approaches between practitioners and children ages birth to four years at three ECD centres located within the Buffalo City Municipality District. Face-to-face interviews were conducted with the three principals of the ECD centres and six practitioners, during the data-collection phase. Recording of the interviews was done then they were transcribed and thematic coding employed before the data were analysed for themes. The study participants’ responses revealed that the insufficient professional training of practitioners, on play-based approaches, presented a challenge. Play as a way of teaching and developing young children is further hampered by a variety of issues such as poor infrastructure, unqualified practitioners, funding of the ECD centres and lack of relevant resources prevalent in the ECD sector. As the findings indicate, government intervention will facilitate the training of practitioners for in-depth knowledge and understanding of play methodology in ECD, while the sector will benefit from additional funding and infrastructure provision as this has impact on indoor and outdoor play-based activities, as well as the appointment of qualified human resources instead of job seekers. , Thesis (MEd) -- Faculty of Education, 2023
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  • Date Issued: 2023-04

Teacher's perceptions of the policy on progression in the Further Education and Training phase in New Brighton high schools, Gqeberha

  • Authors: Fuzani, Zukisa
  • Date: 2023-04
  • Subjects: Policy , Postsecondary education and training , Nelson Mandela District -- South Africa
  • Language: English
  • Type: Master's theses , Thesis
  • Identifier: http://hdl.handle.net/10948/63462 , vital:73369
  • Description: The South African education system is severely faced with high dropout challenges. In recent years, the Department of Basic Education witnessed a significant improvement in learners' dropout rates. To address the high rates of learners dropping out of school, the government introduced the Policy on Progression (2013). This study aimed to explore teachers’ perceptions of the Policy on Progression. The qualitative research approach guided this study. A phenomenology was employed in this study. Purposive sampling was chosen to select the participants of this study. Teachers teaching in the FET Phase in New Brighton high schools participated in the study. The participants consisted of ten (10) teachers, two (2) Post Level 1, and three (3) School Management Team (SMT) members from each school. Semi-structured interviews were used to collect data for this study. The research procedure involved interviewing teacher participants about their lived experiences within the context of their teaching environments. Raw data were transcribed, analysed using thematic analysis, and reduced into smaller units to understand them. The raw data were categorised into units of meaning for analysis and the identification of themes. A policy can negatively impact teaching, learning, and assessment if not interpreted correctly and implemented appropriately. This impact of interpretation and implementation of this policy has behavioural implications that affect the well-being of learners and teachers. In this study, the researcher sought to understand whether teachers and the school management teams believe that the Policy on Progression has yielded the intended results by exploring teacher perceptions dealing with high school progression. Thus, new understandings of the policy would emerge, and the participants would advise the stakeholders about the policy from an informed position. The findings of this study reveal the fair part of the Policy on Progression on learners, as it allows continuity. The findings further reveal that the Policy on Promotion has yielded the intended results. However, the findings of this study revealed a partial relationship that exists between the parents of the progressed learner. Furthermore, the findings indicate challenges in the Policy on Progression such as favouritism, inconsistency, lack of monitoring from the Department of Basic Education, and inferences with the progression process. , Thesis (MEd) -- Faculty of Education, 2022023
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  • Date Issued: 2023-04

The co-construction of a sustainable process model for school-based support teams in community schools in the Nelson Mandela Bay Metropole

  • Authors: Deysel, Sanet
  • Date: 2023-04
  • Subjects: Construction , Sustainable School-based management , Community schools, Nelson Mandela Bay Metropole -- Eastern Cape (South Africa)
  • Language: English
  • Type: Doctoral's theses , Thesis
  • Identifier: http://hdl.handle.net/10948/63402 , vital:73348
  • Description: Many factors contribute to the critical state of Schooling in South Africa. Challenges experienced by schools are socio-economic factors, overcrowded classrooms, lack of resources, dysfunctional schools and inequalities (Spaull, 2012). A grouping of community schools from a socio-economically marginalised area in the Nelson Mandela Bay Metropole in the Eastern Cape of South Africa organised itself into a formal network of schools called the Manyano Network. The Manyano schools approached the Centre for the Community School (CCS), which is affiliated with the Faculty of Education at Nelson Mandela University, for assistance in the establishment and support of School-based Support Teams to support learners who experience barriers to learning. To ensure the voice of all participants in the study were heard, the Participatory Action Learning and Action Research (PALAR) design and methodology were used. A multidimensional theoretical framework, Bronfenbrenner’s bio-ecological systems model, Kolb’s experiential learning, and Epstein’s model were employed in the study, providing insights into the multi-faceted nature of the Manyano community schools. Furthermore, multiple paradigms, participatory paradigm, critical paradigm, and interpretive paradigm were implemented as a lens through which to interpret and understand the data. The main research question of the thesis is What are the fundamental elements required towards the co-construction of a sustainable process model for School Based Support Teams in South African Community Schools? The three sub-questions are: • •What are the perceptions of School-based Support Team members in SouthAfrican community schools regarding the main barriers to learning? • •What support structures are available for School-based Support Teammembers who encounter learners presenting barriers to learning? • •How can the PALAR process enable the formulation of a sustainable processmodel for School Based Support Teams in South African community schools? The aim of the thesis is to explore the fundamental elements required toward the co-construction of a sustainable process model for School-based Support Teams in South African Community schools. , Thesis (PhD) -- Faculty of Education, School of Initial Teacher Education, 2023
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  • Date Issued: 2023-04

The development of South African secondary school teachers to adopt a STEAM approach: A mixed method study

  • Authors: Steyn, Catherina
  • Date: 2023-04
  • Subjects: Professional Development , Social Cognitive Theory , Mathematics
  • Language: English
  • Type: Doctoral's theses , text
  • Identifier: http://hdl.handle.net/10948/63218 , vital:73234
  • Description: Creativity is seen as one of the most important skills required for success in the 21st century and therefore teachers should set the example and become creative and innovative when skilfully applying their knowledge to teach. In STEAM, art is included in the STEM (Science, Technology, Engineering and Mathematics) mix as a new innovative educational approach which is believed to increase creativity. The advantages of STEAM are widely accepted for a number of reasons and it has become very popular in countries that are known for their excellent mathematics performance, but it is unknown in most South African schools. Although a few studies have been done on STEAM in South Africa there is a lack of research on the professional development of mathematics teachers and the adoption of the STEAM approach in the mathematics classroom. This mixed methods study aims to determine the diffusion of the STEAM approach, and the influence of professional development on that diffusion and adoption in the South African Mathematics classroom. A convergent triangulation design was used in conjunction with a simultaneous quantitative and qualitative approach involving three different groups of participants. The quantitative approach concentrated on the hypothesis that secondary school mathematics teachers still embrace traditional teaching methods. The qualitative approach was directed towards answering the question on the knowledge and awareness of STEAM and the adoption of the innovation. The combination of two theories, namely Roger’s Diffusion of Innovations and Bandura’s Social Cognitive Theory were found to provide the most suitable framework to describe the process in the findings. The instrument used in the quantitative approach was an online questionnaire and in qualitative approach the data was collected using interviews, assignments and questionnaires. It was found that although Mathematics teachers are open to learning about innovations, they still rely on traditional teaching methods. Teachers recognise the advantages of STEAM and want to use it but feel constrained by the curriculum, the pressure to perform and a lack of resources. Short activities that are curriculum based are welcomed and used by the teachers. However, they struggle to set up their own iii activities and then abandon the idea. In addition, they are not comfortable with projects involving teachers from other disciplines or including art activities in a mathematics lesson. The adoption of STEAM becomes much easier if there is a strong professional learning community and support from school management. The positive reactions of the learners on the STEAM activities motivate the teachers to adopt the approach. The diffusion of STEAM into the mathematics classroom is not instant but takes an average of two to three years. This time factor should be taken into consideration when planning a professional development programme. The programme should include scaffolding to assist teachers to become confident in using STEAM activities but also in using technology which is the key to finding and using new activities. , Thesis (PhD) -- Faculty of Education, 2023
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  • Date Issued: 2023-04

The experiences of TVET College students in learning English as a second language

  • Authors: Mahlathi, Nosibusiso
  • Date: 2023-04
  • Subjects: Experience, college students , English-- Second language learning
  • Language: English
  • Type: Master's theses , Thesis
  • Identifier: http://hdl.handle.net/10948/63971 , vital:73633
  • Description: The aim of the study was to investigate how the students experience English language learning at a Technical Vocational Education and Training College (TVET) in Eastern Cape. Most of the students enrolled at TVET colleges come from lower socioeconomic backgrounds and speak English as a second language. Eight participants were purposively selected from an NCV class in one campus of the college representing the Engineering studies. This was done using the non-probability purposive sampling. The study employed a qualitative design with drawings drawn by the participants to reflect on how they learnt English in schools. The drawings were discussed in a focus group. Video diaries were also used to investigate how students experience English learning in a TVET College. Data were analysed thematically whereby information was categorised into themes that emerged from the responses of the participants. The findings revealed that students had difficulties in learning English language basic skills from lower grades. They did not master the basic language skills and that negatively affected their ability to use language for communication. They were admitted to college with limited vocabulary, and they had no confidence in using the language The study recommends that an organised and effective assessment of literacy skills be done through the pace test. The students who are found to have gaps in English be given an extra class to help them. Recommendations for further study are also provided. , Thesis (MEd) -- Faculty of Education, School of Post Schooling, 2023
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  • Date Issued: 2023-04

The Living Archive as Pedagogy: A Conceptual Case Study of Northern Uganda

  • Authors: Munene, Anne Wambui
  • Date: 2023-04
  • Subjects: Archives , Education -- Study and teaching , Case Study -- Northern Uganda
  • Language: English
  • Type: Doctoral's theses , Thesis
  • Identifier: http://hdl.handle.net/10948/60927 , vital:69226
  • Description: The Living Archive as Pedagogy emerges from Northern Uganda’s experience of war 1986- 2008, between the Lord’s Resistance Army and the Uganda People’s Defense Force previously named the National Resistance Army. This period of war and post-war has been a difficult experience where finding solutions and mechanisms for transition or justice remain complex, restricted, delayed and consequently concealing the reality of lived marginalization from below. The Acholi of Northern Uganda went through predatory atrocities, painful humiliation and unwilled cohabitations with their oppressors during war and post-war. The study explores how the interlinking of archives and pedagogy as independent disciplines can extend possibilities for more transformative education horizons in bottom-up, post-conflict expressions. The study is immersed through a conceptual and theoretical framing in the boundaries of archiving and pedagogy, to understand how the war constructs Acholi’s lived experience in multiple complex ways. While the Acholi re-orient their lives post- war, we recognize their attention in affirming their human agency, ordering of new and different meanings, desiring a different liberation in post-conflict where responsibility in contexts of “up againstness” validates their dwelling and being in spaces that exclude them. The research acknowledges that pedagogy and archiving studies in post-conflict, needs restructuring to challenge the preserving of external and dominant epistemological purviews that order post-conflict reconstruction life. These traditions exclude the experiences of survivor-victims, are tone deaf to community-based groups articulations of post-conflict repair, and neither does lived experiences of the everyday gets organized as an outcome for knowledge. This is discussed at length, as the research responds to its central question of how living archive as pedagogy can offer a transformative education discourse. The conclusion of the study emphasizes self-representation through transformative knowledge positions of I am whom I am, Where I am, Where I Speak, and Where I think. These positions articulate a self-understanding that supports rehistrocizing of post-conflict society as a body resisting exclusion in dominant knowledge formation and institutional omissions. There is evidence of the research foregrounding the formation of person-hood from experiences of ‘up againstness” and knowledge/under-stand[ing] from below. The research facilitates a hermeneutical encounter with specific inscribed bodies of post-conflict experience, the Acholi and Wanjiku whose bodies archive a horizon of possibilities if a different and difficult reading vii of the world is done from locations of struggle to produce consciousness of re-becoming, or returning to the human. These pedagogical experience positions Acholi and Wanjiku as educators, and their lives a living archive. We the readers are invited to a learning process as willing ‘hearers’ of Acholi and Wanjiku testimony, to own responsibility as our practice to ensure they appear in the world to say their truth, as they defy conditions of their oppression. , Thesis (PhD) -- Faculty of Education, School of Education Research and Engagement, 2023
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  • Date Issued: 2023-04

Utilising the participatory action learning and action research approach in developing school improvement plans in community schools

  • Authors: Rangana, Noluvo
  • Date: 2023-04
  • Subjects: Active learning , Action research , School improvement programs, Community schools
  • Language: English
  • Type: Master's theses , Thesis
  • Identifier: http://hdl.handle.net/10948/64021 , vital:73640
  • Description: This study sought to determine how Participatory Action Learning and Action Research (PALAR) can be used to develop school improvement plans in community schools. The study looks at the Centre for the Community Schools whose objective is to collaboratively develop alternative approaches to school improvement that are relevant and responsive to the realities of under-served community schools. CCS used a PALAR approach in their engagements with multiple stakeholders to develop school improvements, and this study sought to investigate the experience of those multiple stakeholders. Those multiple stakeholders are participants in this study and together we formed an Action Learning Set (ALS). The lessons we learned from their perceptions of the PALAR approach, and the contextual factors that must be considered when using PALAR, led us to draft guidelines that support the use of PALAR when developing school improvement plans in community schools. A literature review was conducted on the main concepts of this study starting on a historical perspective of schools in Europe, the United States of America, and South Africa. This historical perspective gave an international point of view on the thinking of schooling internationally. This international account on the history of schooling was followed by a South African explanation on our history of schooling, looking at education in the apartheid era and education post-apartheid era. This was important in understanding how the concept of school improvement plans came about in South Africa. The literature review also highlighted the importance of school improvement plans and shed light on what a community school is, and what it is not. The study made use of PALAR as a methodology and is located in the Critical paradigm. The research approach was a Critical Participatory Action Research approach, and the study was framed with a combination of the critical pedagogy and the Cultural-Historical Activity Theory. The study made use of Participatory Visual Methods as tools to generate data , in particular, drawings, collages and cellphilms. To analyse the data, we used a thematic analysis and the nominal group technique. The findings of the study reveal that the PALAR approach is an empowering approach that acknowledges diversity and fosters meaningful relationships. The findings also showed that this approach is time consuming, messy and lacks structure. Further to this, the findings of this study suggest that language, coherency, and culture are important factors to consider when making use of the PALAR approach. This study used an African calabash to present a framework on how the PALAR approach can be applied in the African context. Finally, the study proposes guidelines that can be used to develop school improvement plans in community schools and how those guidelines can be used in the African context using the acronym SERV (Situatedness, Empowerment, Roles, and Vulnerability). , Thesis (PhD) -- Faculty of Education, School of Initial Teacher Education, 2023
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  • Date Issued: 2023-04

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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  • Date Issued: 2023

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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  • Date Issued: 2023

Exploring challenges that hinder the effective rendering of formal education programmes at four correctional centresin South Africa

  • Authors: Mafilika, Mandisi
  • Date: 2023-01
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/11109 , vital:75919
  • Description: The study was conducted in the Eastern Cape Region and specifically in the Mthatha Management Area in a correctional services setting. The Eastern Cape is one of the most under-developed provinces of South Africa. The researcher was alarmed by the persistent dropout rate of offender learners, low engagement of offenders in education and training programmes as well as the diminishing zeal of prison educators to perform well in their area of delivery. The study used a qualitative research approach wherein a case study design was chosen. Six correctional services educators, eight learners, six security officials and four managers from four centres were purposively selected. The study used behaviourist theory as a theoretical lens; Behaviourism is also known as behavioural psychology for its potential to change both the social behaviours of offenders engaged in programmes and security officials’ perspective towards prison education and redeems educators’ self-esteem that will augment their enthusiasm to deliver on their area of specialisation. Data were collected through interviews and observation. The findings of the study indicate that the government has simply not rectified the imbalances of the past by rebuilding prisons to accommodate rehabilitative needs. This is one of the causes of the challenges experienced by prison educators. With a general shortage of educators, the ones employed are overloaded with work that goes beyond tuition and school administrative duties. The study revealed that an unconducive teaching and learning environment was characterized by the absence of classrooms for tuition, with cells and open courtyards being used, a severe shortage of educators, a lack of relevant teacher training as well as a lack of much-needed support from management. The researcher recommends that the Department of Correctional Services should put more effort into improving the conditions for education in correctional centres in historically-disadvantaged areas, recognise the education of offenders as a human right and employ and train more educators for a very unique correctional services setting in order to help rehabilitate offenders and prevent recidivism. vi KEY WORDS Prison educator, Recidivism, Reintegration, Illiteracy, Learner Offender, Rehabilitation, Incarceration, Courtyard, Custodial Official, Dropout, Hindrances, Training. , Thesis (Masters) -- Faculty of Education, 2023
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  • Date Issued: 2023-01

Efffectiveness of using the strategy instructions approach (SIA) in teaching reading comprehension: A stud of selected schools in the Amathole East District

  • Authors: Senye-Awudi, Patrick Kwabla
  • Date: 2023-00
  • Subjects: Direct Marketing
  • Language: English
  • Type: Strategy instructions approach (SIA) , text
  • Identifier: http://hdl.handle.net/11260/10747 , vital:75216
  • Description: This study sought to explore the effectiveness of using the strategy instructions approach (SIA) to teaching reading comprehension. This research was necessitated by the fact that most South African children do not perform well when it comes to reading comprehension. Many researchers from the literature, such as Rule (2017) and Pretorius and Klapwijk (2016), revealed that most language teachers, especially English First Additional Language teachers, do not have adequate skills to teach learners reading comprehension effectively. Even though in the Curriculum and Assessment Policy Statement (CAPS) document, which should serve as the ultimate guide for teaching English, some strategies are clearly spelt out to be used to teach reading comprehension, the teachers do not use them. This study used the SIA, which contains some of those strategies in the CAPS documents to teach the reading comprehension to grade 8 learners in Elliotdale CMC in the Amathole East District of the Eastern Cape of the Republic of South Africa. The study also sought to find out if SIA could develop positive attitudes and autonomy in the learners towards reading comprehension. The constructivist theory of learning and the schema theory of teaching reading comprehension were the two theories that underpinned the study. A control group and an experimental group (sampled from three schools) were used to determine the effectiveness of SIA when compared to the traditional teaching approaches used by teachers to teach reading comprehension. The study revealed that the use of SIA to teach reading comprehension developed positive attitudes and autonomy in reading comprehension. Finally, SIA has become effective to increase the performance of learners in reading comprehension. The study recommends that teachers should be trained in the higher institutions to use SIA to teach reading comprehension and teachers in the field should be developed to learn how to use the strategies to teach reading comprehension. In addition, more hours should be allocated on the school timetables for teaching reading comprehension. Finally, more reading materials, together with more reading activities, should be given to learners in the schools, especially schools in the rural areas. , Thesis (Masters) -- Faculty of Education, 2023
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  • Date Issued: 2023-00

Exploring teachers’ classroom management strategies to enhance teaching and learning in Gauteng Province

  • Authors: Mamaila, Dineo
  • Date: 2023-00
  • Subjects: Education
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/10556 , vital:75187
  • Description: Classroom management strategies in teaching and learning are still a challenge in most high schools. The study investigates how classroom management strategies can be enhanced towards effective teaching and learning in Gauteng Province, South Africa. The research is lenses within an interpretive paradigm and was conducted using a qualitative approach, and a case study research design was employed. The study employed purposive sampling to select relevant participants from high schools. The participants consisted of twelve teachers from three chosen schools in Gauteng Province in the Ekurhuleni North District. Each school had four teachers as participants, making a total of twelve participants. Semi-structured interviews were conducted to elicit information from the participants. Content analysis was applied to analyze and evaluate the data from the conducted semi-structured interviews. The findings were as follows: teachers' ineffectiveness affects classroom management, especially when there is a lack of planning, poor time management, and poor relationship between the learners and teachers. It is suggested that teachers need to take charge of knowing what roles to play, such as being the controller, assessor, and organizer in the classroom setting. Recommendations were made to address the implementation of classroom management strategies in the classroom, whereby active teaching and learning need to take place in the schools. Therefore, it is possible for teachers to successfully implement classroom management by always being flexible, such as being able to read the classroom environment, implementing necessary discipline measures without attracting attention to themselves or interrupting the class session, and prioritizing professionalism always. , Thesis (Masters) -- Faculty of Education, 2023
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  • Date Issued: 2023-00

Monitoring strategies used for teaching and learning in selected scondary schoolsof OR Thambo Inland Education District, Eastern Cape Provice, South Africa

  • Authors: Tswane, Patience Nomampondomise
  • Date: 2023-00
  • Subjects: Monitoring strategies
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/10769 , vital:75218
  • Description: This study was meant to investigate monitoring strategies used for teaching and learning in selected secondary schools of OR Tambo Inland Education District in Eastern Cape Province of South Africa. The study mainly concentrated on collecting the analysed data from principals, deputy principals and heads of departments of secondary schools of Qumbu magisterial district on the basis of my proximity to their schools. A case study research design was adopted as only principals, deputy principals and HODs officially employed by the Department of Education to teach in geographically located secondary schools in Qumbu magisterial district were used as subjects to collect data. The qualitative research approach was employed in this study. A sample of 15 participants who were chosen using purposive sampling were interviewed face-to-face adopting semi-structured interviews to gather data for this study. The findings supported SMTs' use of monitoring curriculum implementation methodologies, but their actual implementation was characterised by a lack of rigour and decisiveness. Evidently, a number of contextual circumstances influenced to what extent the methods that had been decided upon were carried out. It emerged that in some SMTs’ strategies to manage and monitor the quality of teaching and learning in their secondary schools, teacher unions disrupts such systems. This implies that the teacher unions play a detrimental role in limiting effective intervention strategies by management. As long as teacher unions plays a powerful role in tying the hands of management in quality control oversight, management will find it very difficult to make inroads into improving commitment by teachers and progress of learners. The Department of Basic Education and government need to review and revise the powers of teacher unions. , Thesis (Masters) -- Faculty of Education, 2024
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  • Date Issued: 2023-00

Private suplementary tutoring and grade 12 education in Geometry performance

  • Authors: Mabhamba, Mfuneko
  • Date: 2023-00
  • Subjects: Mathematics Education
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/10448 , vital:75181
  • Description: The primary intention of this study was to explore the extent to which private tutorials relate to Euclidean Geometry performance amongst Grade 12 learners from selected schools in OR Tambo Inland District. The first objective was to examine the correlation between private tutorials and Euclidean Geometry performance. The second research question was to investigate the Euclidean Geometry means scores of students who attend private tutorials as compared to the group of students who do not attend private tutorials. The study had a sample size of 347 participants from four schools. Lev Vygotsky's Socio-cultural Theory was used as a theoretical framework to underpin the study. The study adopted quantitative research methodology to answer the research questions. A questionnaire and a standardised Euclidean Geometry test were administered to collect the data from the participants. Correlational and regression analysis were performed to analyse to data. The outcomes of the study reveal that private tutorials and Euclidean Geometry performance were significantly correlated. Furthermore, private tutorials were found to be the determinant or predictor of performance in Euclidean Geometry. Secondly, students who are attending private tutorials significantly outperformed their counterparts (i.e., students who are not attending private tutorials) in Euclidean Geometry. Recommendations were made to implicate stakeholders to enhance the effective use private tutorials to boost Euclidean Geometry performance while also improvising alternative measures to students who might want to attend private tutorials, but affordability becomes a detrimental hindrance. , Thesis (Masters) -- Faculty of Education, 2023
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  • Date Issued: 2023-00

Students'perspectives of quality educationat a selected South African University

  • Authors: Nkalane, Unathi Juliet
  • Date: 2023-00
  • Subjects: Quality Education
  • Language: English
  • Type: Masters theses , text
  • Identifier: http://hdl.handle.net/11260/11144 , vital:75924
  • Description: Quality education is a critical component of higher education institutions in South Africa. This study aims to explore students' perspectives on quality education at a South African higher education institution. The study utilized a qualitative research approach, with semi-structured interviews and observation, conducted with ten undergraduate students and two lecturers from the Technology and Mathematics Education (TME) department, student affairs, the quality assurance office, and Department of Learning and Teaching (DLT). The findings highlight the importance of effective communication, adequate resources, and supportive learning environments. The study also identified challenges such as limited access to resources, inadequate academic support, and insufficient feedback. The study's results suggest that student perspectives on quality education are multifaceted and require attention from higher education institutions to improve the quality of education and enhance student satisfaction. Keywords: Quality education, Student’s perspectives, Higher Education Institution, Resources. , Thesis (Masters) -- Faculty of Education, 2023
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  • Date Issued: 2023-00
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