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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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  • Date Issued: 2021-01

Parents’ involvement in education of their children: case study of two selected secondary schools in the Amathole West District

  • Authors: Adelabu, O J
  • Date: 2020-10
  • Subjects: Education -- Parent participation , Parent-teacher relationships
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10353/19969 , vital:44857
  • Description: Parents’ involvement is a very important element that has an influence on children’s education. However, research has shown that parents’ involvement is the biggest challenge facing South African schools. The study sought to investigate parents’ involvement in the education of their children at secondary school in Amathole West District, Eastern Cape Province of South Africa. The study was underpinned by Epstein’s theory of parental involvement and the Ecological framework. A qualitative approach was adopted in this study which was located within an interpretivist paradigm and used a case study approach with a sample of 26 participants which includes (2 school principals, 6 educators, 6 parents and 12 learners) were selected conveniently, data was collected using focus group discussions, interviews and document analysis. The study revealed that although schools have employed various strategies to improve parental involvement in their children’s education, there are still challenges which inhibit the effectiveness of these strategies. The study also revealed that most parents are unable to get involved as expected by the school due to some challenges such as poverty, unemployment, educational background, distance and illiteracy. Consequently, the study recommended that parents must be more actively involved in the school and collaborate with their children’s teacher in order to bring out the best in their children. Furthermore, to ensure effective parents’ involvement, schools may have activities that can develop, improve and encourage parents’ involvement in such areas as parenting, communication, learning at home, volunteering, decision making and community collaboration. , Thesis (MEd) -- Faculty of Education, 2020
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  • Date Issued: 2020-10

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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  • Date Issued: 2020-09

Perceptions of parents on their involvement in the implementation of the prevention and management of learner pregnancy : a case study of three secondary schools in Amathole West District

  • Authors: Mxothwa, Smileth Ncumisa
  • Date: 2020-06
  • Subjects: Pregnant teenagers , Sex instruction for teenagers
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10353/19991 , vital:44923
  • Description: There is quite a number of researches dealing with perceptions of parents on the prevention and management of learner pregnancy. However, less has been said about how these perceptions of parents on the prevention and management are being implemented to fulfil their purpose. Discovering how these perceptions are being implemented is necessary, bearing in mind that a large number of Schools are having high learner pregnancy and are lacking parental involvement in South Africa, particularly in terms of prevention and management. This is a qualitative study that seeks to explore the perceptions of parents on their implementation of the prevention and management of the learner pregnancy policy in the three secondary school in the Amathole West Education District. The interpretivism paradigm was used by the researcher for this study. A case study design was further used to detect the participants’ lived experiences, thoughts and outlooks about the implementation of the prevention and management of learner pregnancy policy in the secondary school. The data was collected through the use of interviews and focus group. The participants were purposefully selected in the sampling of this study. The participants included School Governing Body Chairpersons. In total, the study consisted of 18 participants. The data were analysed by reducing data into themes through the process of coding. It was further shortened and organised based on evolving themes, overall ideas, and related features. The study discovered that parents are not made aware of their importance by being involved at school level and also are not involved in the implementation of the prevention and management of learner pregnancy policy in the secondary schools in the Amathole West Education District. This research revealed that there need for parental involvement be practised by all schools in the implementation of the prevention and management of learner pregnancy policy as this would help in reducing learner pregnancy in secondary schools of Amathole West Education District. Findings also showed that though parents used different strategies to prevent learner pregnancy, these were not in line with pregnancy policy. The study also discovered that there is a lack of support and monitoring from the district officials to schools. , Thesis (MEd) -- Faculty of Education, 2020
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  • Date Issued: 2020-06

Perceptions of teachers on the implementation of positive learner discipline: A case study of three primary schools in the Amathole-West Education District

  • Authors: Bantom, Laetitia Anneline
  • Date: 2020-06
  • Subjects: School discipline , Classroom management
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10353/19980 , vital:44915
  • Description: The aim of this study was to gain an insight into perceptions of teachers on the implementation of positive learner discipline in three primary schools in the Amathole- West Education District. The study was in the interpretive paradigm and adopted a qualitative approach in the collection of data. A case study design through face-to-face interviews and document analysis related to positive discipline were used for data collection. Three schools were selected through purposive sampling. Four teachers per school participated in the study and these were purposively sampled. Data from the findings were thematically presented and analysed by scrutinizing it for commonalities. The study revealed that teachers had ample knowledge on positive learner discipline and therefore tried to implement it to the best of their abilities. The study also established that teachers perceived positive discipline as a good approach for disciplining learners. Participants were aware that positive learner discipline made learners feel and that it assisted them to improve and sustain good behaviour. Data revealed that schools used different strategies to implement positive learner discipline, such as, class rules, rewards and awards, personal relationship with learners, role model, communication with learners, point system, goal setting, hand-system and sign language, isolated area in front of the classroom, positive attention and guidelines on discipline. In contrast, the study also revealed that a minority of teachers still administered corporal punishment, which is unlawful and traditional. They also applied punitive disciplinary measures. The study concluded that the selected schools encountered various challenges on the implementation of positive learner discipline. These included undisciplined learners, limited involvement and minimal support from the Department of Education (DoE) and limited support from the School Management Team (SMT), uninformed, ignorant and rude parents, lack of parental involvement, parents using punitive measures, no proper training for teachers and parents, overcrowded classrooms and unhappy teachers. As for monitoring and support from the SMT and DoE, the study envisaged that most participants were supported by the SMT, other than the DoE. , Thesis (MEd) -- Faculty of Education, 2020
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  • Date Issued: 2020-06

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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  • Date Issued: 2020-05

An evaluation of the effectiveness of communication between the education district office and schools in Nelson Mandela Bay

  • Authors: Brown, Xenophon
  • Date: 2020
  • Subjects: Communication in organizations , Communication in management
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10948/50491 , vital:42203
  • Description: This study focuses on an evaluation of communication effectiveness between the school administration office in Nelson Mandela Bay and its representative schools in advancing the business case of school development and heightened learner experience in line with the national development goal. The research uses a qualitative research approach to gather rich insights into the challenges, opportunities and problems that heighten and affect the quality of communication methods, channels and the roles of communication that the interviewed stakeholders representing both the district and schools depict and understand within the communication processes and methods used. Fourteen interviewees were identified using a judgemental and purposive sampling technique. They were identified from the Nelson Mandela Bay district office and schools within the district. Findings from the study reveal that the critical areas of concern include the roles of communication, stakeholder roles in the communication process, methods of communication, and challenges in communication effectiveness. While schools and the district office share the responsibility for providing quality education, it is critical that an effective communication strategy, which embraces computer-mediated communication as a supplementary tool, should be adopted to ensure that this shared mandate could be achieved.
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  • Date Issued: 2020

An examination of practices and experiences of teacher educators in the supervision of a national early childhood home based programme

  • Authors: Annatolia, Misi
  • Date: 2020
  • Subjects: Early childhood education -- Zimbabwe
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10948/49362 , vital:41695
  • Description: Zimbabwean teacher educators are, by the nature of their job description, required to supervise student teachers doing teaching practicum for the 0-3 home based programme. However, analysis of supervision reports of the home based programme indicates some inconsistencies in comments made by different supervisors, whereby the descriptors and supervision overall scores do not tally. It seems the supervision of the home based teacher education programme is not being implemented as expected. Hence, the purpose of this qualitative case study was to examine practices and experiences of teacher educators in the supervision of a National Early Childhood Development Home Based Teacher Education Programme (NECDHBTEP). The objective of the study was to address the key question: ‘What are the practices and experiences of teacher educators in the supervision of a NECDHBTEP. In addressing the question, the researcher used supervision as a conceptual framework. The theoretical framework which informed the study was Contextual Supervision (CS) which has its philosophical foundations in constructivism, beneficence and justice. Purposive sampling was employed in the study where two primary teachers’ colleges were selected. From each college, ten teacher educators were selected for semi-structured interviews, two focus group discussions and document analysis on teacher educators’ supervision reports. Triangulation of the data was done so as to enhance its trustworthiness. Three major themes emerged from the study, namely, the influence of home context, experience of supervisors on NECDHBTEP and supervision approaches. The study discovered that the home context, to some extent, influences supervision of the NECDHBTEP. The study also established that teacher educators face multiple challenges when supervising student teachers on the ECD home based programme. The researcher made some recommendations from the findings. One of the recommendations was for colleges to develop a specific supervision instrument for the home based ECD supervision (0-3 years category). Furthermore, there is need for Zimbabwean primary teachers’ colleges to engage in rigorous in-service training for lecturers who are not knowledgeable about the NECDHBTEP.
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  • Date Issued: 2020

Designing a parental involvement programme to enhance parental engagement in the educational support programme at a disadvantaged primary school in the Nelson Mandela Bay Metropole, South Africa through participatory action research

  • Authors: WIlliams, Pearl Juanita Cherrol
  • Date: 2020
  • Subjects: Education -- Parent participation -- South Africa -- Nelson Mandela Bay Municipality
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10948/47303 , vital:39841
  • Description: Over the past decades parental involvement in education has increased rapidly within disadvantaged schools in South Africa. This transformation is evident in the legislation of the country which celebrates a spirit of Ubuntu in a democratised society, and, education at large. The ideal of effective school-home partnership across racial boundaries are, for example, emphasised and strengthened via parental involvement at all public schools. Parents, according to the Department of Education (DoE, 1996b:11; 2000c:29; 2001b:29; 2008:23; 2009:17; 2014b:27; n.d.:6), are considered key role-players in school governance and encouraged to support equal educational opportunities for all learners. It implies that the praxis of parental involvement – especially at disadvantaged schools – is a huge benefit to learners with existing backlogs in education. In relation to this view, Stofile and Green (2007:63) emphasise the significance of parental involvement in school life as it can assist greatly in addressing the divere needs of disadvantaged learners. The dynamics associated with parental involvement are investigated in this study through two cycles of participatory action research. Initially ten parents from one of the disadvantaged primary schools within the Nelson Mandela Bay Metropole were purposively selected to participate in an in-depth qualitative research study pertaining to the design of a suitable parental involvement programme for disadvantaged learners. All the relevant information was gathered during action learning sets, individual interviews, and observations to triangulate the data and fill in possible gaps. This data was coded and categorised throughout the cyclical process via inductive participatory data analysis, as described by Patton (2015:216 & 551). Three main themes with sub-themes emerged from the study, namely (1) deficits of the academic programme: remedial education, teacher-assistants, homeworksupport, technical abilities; (2) the neglect of social wellness programmes: need for parental guidance, necessary professional assistance, upgrading of safety measures, availability of clothing bank, sustainability of a nutritional programme; and (3) voids in communication and relationships: the home environment, community, school environment. These themes and sub-themes successfully answered all the research questions. An increasing number of learners at disadvataged primary schools are neglected and/or leave school at a very young age. This scenario is often linked to poor communication and/or a lack of adequate educational support programmes to enhance better learning outcomes. The design of a PIP aimed to address the diverse needs of learners at a specific disadvantaged primary school with the full cooperation of their parents. Nested within the Ecological Model of Bronfenbrenner, the participating parents were engaged in comprehensive discussions about educational support programmes that the school could embark on with them. Numerous programmes were identified as fundamental to transforming the quality of education for many disadvantaged learners. This research therefore encouraged greater parental involvement at disadvantaged primary schools in order to sustain better learning outcomes.
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  • Date Issued: 2020

Exploring selected high school teachers’ perceptions regarding the democratisation of knowledge in the South African schooling context

  • Authors: Munga, Zarina Mohamed
  • Date: 2020
  • Subjects: Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10948/49374 , vital:41699
  • Description: The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
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  • Date Issued: 2020

Exploring student teachers’ self-reflections on implementation of IsiXhosa literacy strategies with Grade 3 learners : a single case study approach

  • Authors: Magangxa, Pretty Neliswa
  • Date: 2020
  • Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10948/46251 , vital:39528
  • Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
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  • Date Issued: 2020

Exploring the career aspirations of youths from a rural secondary school in the Eastern Cape Province

  • Authors: Ahmed, Leila
  • Date: 2020
  • Subjects: Career education -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10948/45963 , vital:39395
  • Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
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  • Date Issued: 2020

Exploring the perceptions of School Governing Bodies towards foundation phase male teachers in Eastern Cape schools

  • Authors: Kagola, Obakeng
  • Date: 2020
  • Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10948/46239 , vital:39518
  • Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
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  • Date Issued: 2020

Girls here and boys there : participatory visual methodology as pedagogy to facilitate gender sensitive practices with pre-service foundation phase teachers

  • Authors: Notshulwana, Robin Anne
  • Date: 2020
  • Subjects: Gender identity -- Psychological aspects
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10948/49385 , vital:41700
  • Description: This study explores how participatory visual methodology (PVM) might facilitate a deeper understanding of gender sensitive practices (GSP) in Foundation Phase (FP) pre-service teachers. Foundation Phase classrooms are not impervious to unequal gender practices and despite policies that promote gender equitable practices in schools and in society in general, most South African schools still engage in gendered practices that perpetuate inequality and gender based violence (GBV). While the topic of gender currently features in a South African university FP curriculum with the intention of promoting social justice, the pedagogy used to enable pre-service FP teachers to understand how gender works in schools seems to do nothing more than describe the problem and give cursory suggestions for creating gender equitable practices. Teachers are often unaware of how their own gendered identity influences their facilitation of the curriculum in a gendered way. This is important in South Africa, where gender inequality remains a problem and GBV is rife. This study adopted a qualitative approach and is located within the critical paradigm applying the principles of PVM. It drew on feminist poststructuralism and feminist pedagogy as theoretical lenses to frame the study and to make meaning of the data. Participants in the study were five female pre-service FP teachers who were purposively selected. Data were generated through the visual methods of family photo album, drawing and participatory video, which were first analysed using participatory analysis, and then using thematic analysis. The main purpose of the research was to explore how PVM can facilitate a deeper awareness of GSP in pre-service FP teachers. The secondary aim was to explore their understandings of gender and GSP and how these understandings might facilitate or inhibit GSP among pre-service FP teachers. The pre-service FP teachers’ understandings of gender were elicited using the self as an entry point to explore their own gendered identities which demonstrated their somewhat narrow understanding of how gender is reified in society through mechanisms such as dress and particular performances. They further understood that their own gendered selves can shift and change with time and context. Their understanding of gender further informed their understanding of GSP. The pre-service FP teachers understood GSP as going beyond interchanging roles of girls and boys and that it meant constantly engaging with their own understandings of gender; to review their constructions of FP learners, to see pedagogical moments to teach gender sensitivity, and to recognise that GSP extends beyond the classroom. Finally, the pre-service FP teachers articulated the circumstances that might enable or inhibit their GSP in their classrooms. They recognised how the powerful constructions of gender in a society influence their work, and how, in turn their work might influence society. This translated into them understanding how the ethos of the school might mirror and sustain the hegemonic discourse of society and at the same time how they might begin to question and disrupt the discourse sustained in school. The teacher education programme, with a vested interest in gender equality, is an important mechanism to begin disrupting hegemonic discourses perpetuated in schools. The findings suggest that through its potential for reflexivity and criticality, PVM enabled the pre-service FP teachers to see how their constructions of gender influence their own practices in schools. The findings have implications for FP teacher education programmes in the South African context. Faculties of education could revisit their curriculum to ensure that gender is infused throughout the curriculum, but more importantly, could consider ‘starting with the self’ (Kirk, 2009) as an impetus to learn about how gender is reified in society and in schools. In doing so, faculties of education could also consider tools of analysis such as a feminist poststructural theory to enable the pre-service FP teachers to deepen their understandings but also support the potential to articulate and make meaning of their experiences. Teacher educators could revisit their curriculum content to determine whether the content might perpetuate a narrow view of learning and learners especially with regards to gender and considering pedagogical choices that develop pre-service teachers’ ability to cultivate classroom environments that promote gender equality. Starting with the self is an entry point for pre-service FP teachers to examine their own understanding of gender and see how this might enable GSP in their professional work. PVM, aligned with a feminist pedagogy and feminist poststructuralism, facilitated such a process.
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  • Date Issued: 2020

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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  • Date Issued: 2020

The use of drawing to support teaching and learning of an additional language in foundation phase classrooms

  • Authors: Macubeni, Sandiswa
  • Date: 2020
  • Subjects: Language and languages -- Study and teaching -- Foreign speakers
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10948/49351 , vital:41676
  • Description: Parents in South Africa have been given the privilege and right to choose the language of learning and teaching (LoLT) for their children. However, because of the advantages associated with fluency in English, parents tend to choose English as the language of instruction, often without being informed as to the disadvantages of learning in an additional language. The use of an additional language as the main language of instruction can potentially negatively affect the academic performance of learners, as they are often unable to express themselves efficiently and comprehend instructions given in this additional language. In an effort to assist learners who may be struggling with learning in an additional language, this study explored the use of drawing to support the teaching and learning of an additional language in Foundation Phase classrooms. A qualitative approach was adopted in order to gain insights of Foundation Phase teachers regarding the use of drawing to promote the teaching and learning of English as an additional language. The methods that were used to elicit data in this study included focus groups, an open-ended questionnaire, field notes, reflective journal entries, and document analysis. The participants in this research were 18 Foundation Phase teachers from a school in the Northern Areas of Port Elizabeth. The collected data were analysed using thematic analysis. The findings of this study revealed that drawing is both an expressive and receptive visual language that has the potential to promote the teaching and learning of an additional language. However, for this additional language to be effective, teachers should create a stimulating environment and encourage learners to use this language in their classrooms. Teachers should also find creative ways to accommodate drawing within their planned teaching and learning activities in the classroom.
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  • Date Issued: 2020

Writing and signing to develop written genres : a study of Nigerian hearing-loss students' writing

  • Authors: Milaham, Rahila Samuel , Lundgren, Berit
  • Date: 2020
  • Subjects: Hearing impaired children -- Nigeria -- Writing
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10948/47314 , vital:39842
  • Description: The competence in writing of students with hearing loss has continued to generate concern among educational administrators, school authorities, teachers and parents (Oyetunde, 2009). Acquisition of written and signed language is vital for effective functioning of students with hearing loss in school. Writing and signing helps students to interact socially, culturally and intellectually with one another and within their social environment. Therefore, this study explores the writing of specific genres by students with hearing loss using signing and the Language Experience Approach, LEA, among Junior Secondary School (JSS 3) in a Nigerian school for the deaf. The study is a qualitative research study which was underpinned by an interpretive paradigm and was theoretically framed by Vygotsky’s (1978) sociocultural theory, semiotic theory (Pierce, 1991) and socio-semiotic theory (Thibault, 2004: Kress, 1988 & Van Leeuwen, 2005). The ideological literacy perspective (Street 1984) and literacy as a social practice have provided a lens to analyse and explore the findings Class observations, students’ signed and written text samples as well as communication with teachers were used as the methods for data collection. The intervention study, which went on for 9 weeks, involved teaching and learning of three genres, namely retelling, narrative and descriptive writing. Twenty six students and two teachers were involved in the study. For the purpose of the analysis, six out of the 26 students’ written, and signed texts were purposively selected and analysed. The students’ signed and written texts were analysed according to the structure and special features of the genres. In the retelling genre, two concepts, breadth and depth vocabulary knowledge as special features, were used for the analysis of the texts. While in the narrative, students’ signed texts and written texts were analysed to know how the students use characters, settings and events in their texts. In the descriptive genre, students’ sign and written texts were analysed to see whether they gave concise descriptions, specifically using adjectives, of the object they identified in their signed text. The findings indicate that the students could retell the contextualized event with signs, using a vocabulary mostly from a breadth perspective. They also used the structure of retelling in a chronological order. In signing the narrative genre, the students were engaged in giving examples of the genre from which they derived the components of the story form such as character and events. Some could include aspects of character vi and events in their text, while others missed one structure or the other. In general, their narrative signed texts were better developed and showed a basic understanding of the storyline. In the descriptive genre, the students could describe some objects in their classroom and school environment. These descriptions were limited to adjectives like colours, as only colours were used in the teacher’s example. In general, their descriptive signed texts were short and seemed to follow a list structure. The students’ signing in descriptive genre showed an initial awareness of the genre. In this study, the teachers scaffolded and modelled the different genres with examples, stories and prompt pictures to a varying extent. The narrative writing had more scaffolding and modelling compared with the other genres. It also generated longer texts and an awareness of the structure. The teachers also supported the students with deeper exploration of examples in the narrative genre than in the retelling and descriptive genre. Data shows teacher’s interactions with the students while signing narratives indicates an understanding on how to develop a text in story form using narrative structures. LEA turned out to be a fruitful start in the retelling genre but was not as central in the teaching practice and meaningful in students’ writing.
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  • Date Issued: 2020

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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  • Date Issued: 2020-01

Enablements and constraints of articulation arrangements and agreements between technical and vocational education and training colleges and one Comprehensive University in the Eastern Cape, South Africa

  • Authors: Mantashe, Lunga Xolisa https://orcid.org/0000-0003-1711-8358
  • Date: 2020-01
  • Subjects: Articulation (Education) , Technical education , Vocational education
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10353/21624 , vital:51736
  • Description: This study explored enablements and constraints of Articulation Arrangements and Agreements (AAAs) between Technical and Vocational Education and Training Colleges (TVETs) and one Comprehensive University (CU) in the Eastern Cape, South Africa. The constructs of structure, culture, and agency as propounded by Margaret Archer were employed as the theoretical lens of the study. Each of Archer’s constructs is independent and their dynamic interplay has causal influence on whether AAAs are facilitated or hindered. A qualitative single embedded case study design was applied, owing to the interpretivist paradigm the research chose. To this end, seven participants were purposively chosen and interviewed, and two university documents were analyzed, namely the draft University Articulation Guidelines (UAGs) and the university general prospectus. It was found that there were no formal, written, or even verbal TVET-CU agreements. Articulation happened on an ad hoc basis. The change of role-players in the institutional role array played a role in the non-existence and collapse of AAAs. On admissions, challenges included disparate requirements between National Senior Certificate and National Certificate Vocational. Nevertheless, articulation-enabling practices manifested themselves in the credit transfer decisions of participants. However, the Work Integrated Learning (WIL) component of a TVET national diploma programme enjoyed no parity with non-TVET and university cosrordinated experiential learning in some departments. In addition, there were nuanced views over the (inherent) value of WIL which affected its ultimate treatment. Finally, the study found that though TVET-university national diploma programmes were somewhat similar and enabled AAAs, they were still misaligned at the level of design and interface, resulting in duplication of content, waste of time, and state resources. The university also did not have TVET programmes in mind in the design and review of programmes. The researcher deduced a conceptual framework for understanding and explaining how and why TVET-university AAAs succeed or fail. The framework touts the importance of having knowledgeable, articulation- cultured and acculturated leadership and officials (responsible for admissions, credit transfer, and RPL) as crucial for exploiting structural enablements and creatively circumventing inherent structural constraints, including challenging subtle ideas which may wittingly or unwittingly harbor views of TVET programmes as inferior. To this end, it is suggested that there be an establishment of an articulation office to coordinate AAAs that take a form of a hybrid model whereby there would be a combination of multilateral, direct in-house, and franchise TVET-CCU AAAs. The framework should also resolve programme design alignment issues by incorporating CAT and RPL principles, including other articulation instruments during curriculum analysis. RPL should equally be applied in the treatment of TVET WIL. , Thesis (PhD) -- Faculty of Education, 2020
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  • Date Issued: 2020-01

Perspectives on the effects of Principal's workload on grade 12 learners' academic performance

  • Authors: Nontso, Andile, 0009-0007-3329-6812
  • Date: 2020-00
  • Subjects: teaching strategies
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/9410 , vital:73524
  • Description: The aim of this study was to investigate perspectives on the effects of principals’ workloads on Grade 12 learners’ academic performance in selected schools in the Eastern Cape, South Africa. Principals play the role of administrators and expert overseers of legal, contractual and policy mandate initiatives in schools. Their job descriptions frequently sound overwhelming and have the indispensable role of handling and resolving large and diverse challenges. The study was informed by participatory leadership theory. In this study, a mixed methods approach was used to collect and analyse data. The sample size for the study was 214, comprised of teachers, principals and School Governing Bodies for quantitative data. In addition, 13 participants (principals, School Governing Bodies and Circuit Managers) were used for qualitative data and, therefore, the total sample size for the whole study was 227 participants and respondents. Statistical descriptive, factor and inferential analysis were used to examine the quantitative data while in qualitative data, similar categories were identified and analysed manually. The findings revealed that principals’ added responsibilities, attending unplanned departmental meetings and lack of support from various stakeholders were the work drivers which increased the workload of the principal, thus, contributing to poor Grade 12 learner performances. These resulted to poor teacher supervision, which directly or indirectly led to a lack of effective teaching and poor learner performance at the matric level. This shows that there was no participation by everyone, and it can be argued that there was no participatory leadership. The study recommends, among others, that principals be adequately trained to cope with their workloads and in various other school managerial tasks. In addition, the DoE should design a schedule of meetings for all schools the previous year for the coming year, and not hold those meetings during school hours. Planning meetings in the previous year would limit and completely put to a stop the calling of unplanned departmental meetings. The study further suggests that more personnel should be employed to assist the principal in managing extra duties like school finances, school information systems, teacher unions, school nutrition, overcrowded classrooms, school discipline, school safety, teacher redeployment and teacher rationalisation. The study concludes by suggesting a proposed A. Nontso workload reduction model for the 21st century, which, if adopted would assist reducing principal’s workload. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
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  • Date Issued: 2020-00
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