The role of the peer educators in enhancing social and emotional learning: a case of foursecondary schools in Fort Beaufort district
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
- Full Text:
- Authors: Nyarayi Chinyama
- Date: 2012
- Subjects: Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16193 , http://hdl.handle.net/10353/d1006257 , Schools -- South Africa -- Eastern Cape -- Social conditions , Peer teaching -- Education, Secondary -- South Africa- - Eastern Cape , Learning, Psychology of , School management and organization -- South Africa -- Eastern Cape , Teachers -- South Africa -- Eastern Cape , Education and state -- South Africa -- Eastern Cape , Fort Beaufort (South Africa)
- Description: The aim of this study was to explore how peer education is enhancing social-emotional learning in four secondary schools in Fort Beaufort Education District. An empirical investigation using the qualitative approach examined the situation of the peer education clubs at the four schools. Data was gathered using interviews, focus groups, observations and document analysis. The purpose of the study was to examine the role of peer education programmes in enhancing social and emotional learning in schools. In this research study specifically the qualitative research approach was used. The study also adopted a purposive sampling procedure which is acceptable for special sampling situations where the researcher applied her own experience to select cases which form part of the participants. Four schools were selected, four principals, four teachers who work with peer education clubs, four focus groups, one HIV/AIDS district coordinator, and one peer group trainer. It emerged from the analysis of the collected data that peer education clubs in Fort Beaufort have a number of challenges facing them, resulting in them making insignificant contributions towards the enhancing of social-emotional learning. The clubs’ efforts have resulted in little positive behavioural change among the youth. Among the challenges revealed are: lack of proper structures and support from school administrators, poor selection of peer educators, lack of time and facilities in which to carry out their work, lack of adequate training for both teachers and peer educators. Teacher interference was also cited regularly at all four schools, thereby defeating the whole idea of peer education. The study also revealed that peer educators in Fort Beaufort are not receiving adequate support from other stakeholders like, the police, the justice department and social welfare. Another critical observation made during the study was that peer education clubs are lacking clear standards of practice, rigour and sustainability, all which should be addressed in order to enhance social-emotional learning in schools. Data was analysed using a thematic content analysis. The analysis was carried out in a manner that related to the research questions and objectives in the study. A transcript was made from the respondents’ answers. Reflection and coding was done and data was categorised as an important learning tool in schools, and to recognise its contribution to social emotional learning. The study concluded that peer education clubs in schools, despite their huge potential to improve both behaviour and academic results, are not being given a conducive environment to operate in or the necessary support. This effectively means that learners with some behavioural problems and who have the potential to reform are also being denied the opportunity to lead better lives. The Department is advised to increase the number of both peer education trainers and trained peer educators. Furthermore the training period of peer educators should be increased from the current five days. There is need for the Department of Education to formalise peer education clubs in schools and craft laws that makes it mandatory for schools to provide the clubs with decent facilities like confidential rooms to conduct their activities. More so the study recommends that there is need to train all teachers in schools in social skills and not only LO teachers to ease supervisory burden on the LO teachers.
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The socio-cultural factors affecting the participation of women in agricultural development: Khezana village in Alice district
- Authors: Majali, Vuyiseka
- Date: 2012
- Subjects: Women in agriculture -- South Africa -- Eastern Cape , Agricultural development projects -- South Africa -- Eastern Cape , Sustainable agriculture -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Anthropology)
- Identifier: vital:11774 , http://hdl.handle.net/10353/557 , Women in agriculture -- South Africa -- Eastern Cape , Agricultural development projects -- South Africa -- Eastern Cape , Sustainable agriculture -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape
- Description: The study sought to investigate socio-cultural factors that contribute to the invisibility of women in agricultural activities at Khwezana village, Alice district. The present study was underpinned by a people’s –centered developmental approach paired with the feminist perspective based of ethnographic research methods, participant observation and basic individual interviews. The study mainly focused on female residents of the village, those who are active in agriculture and also those who are not practicing crop production. Rural women of South Africa have historically played a significant role by contributing in the sustainable livelihoods of the country as well as their communities. However, it has been revealed that there are factors that impede the participation of women in agricultural development. The study revealed that socio-cultural factors such as limited access to land, access to credit (due to tradition and culture circumstances), limited education and culture change in general are the major factors that significantly influence the low agricultural activity in the study village.
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- Authors: Majali, Vuyiseka
- Date: 2012
- Subjects: Women in agriculture -- South Africa -- Eastern Cape , Agricultural development projects -- South Africa -- Eastern Cape , Sustainable agriculture -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Soc Sc (Anthropology)
- Identifier: vital:11774 , http://hdl.handle.net/10353/557 , Women in agriculture -- South Africa -- Eastern Cape , Agricultural development projects -- South Africa -- Eastern Cape , Sustainable agriculture -- South Africa -- Eastern Cape , Sustainable development -- South Africa -- Eastern Cape , Rural poor -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape
- Description: The study sought to investigate socio-cultural factors that contribute to the invisibility of women in agricultural activities at Khwezana village, Alice district. The present study was underpinned by a people’s –centered developmental approach paired with the feminist perspective based of ethnographic research methods, participant observation and basic individual interviews. The study mainly focused on female residents of the village, those who are active in agriculture and also those who are not practicing crop production. Rural women of South Africa have historically played a significant role by contributing in the sustainable livelihoods of the country as well as their communities. However, it has been revealed that there are factors that impede the participation of women in agricultural development. The study revealed that socio-cultural factors such as limited access to land, access to credit (due to tradition and culture circumstances), limited education and culture change in general are the major factors that significantly influence the low agricultural activity in the study village.
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The use of Internet-based information sources by postgraduate students: a survey of three universities in the Eastern Cape, South Africa
- Authors: Mbasera, Sarlomie Farisai
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Bibl
- Identifier: http://hdl.handle.net/10353/976 , vital:26514
- Description: The study investigated the use of Internet-based information sources by postgraduate students at three universities in the Eastern Cape province of South Africa. The main aim of the study was to determine the factors that affect the use of Internet-based information sources by postgraduate students. The study sought to fulfil the following objectives: to determine factors which affect the use of Internet-based information sources by postgraduate students at the three universities in the Eastern Cape, South Africa; to establish the Internet-based information sources available among universities in Eastern Cape; to identify the pattern of postgraduate students’ use of Internet-based information sources; to find out the level of postgraduate satisfaction with Internet-based information sources available for their information needs, and to suggest ways of stimulating the use of Internet-based information sources by postgraduate students at universities in the Eastern Cape, South Africa. A review of the literature revealed a growing reliance on electronic resources by higher education institutions worldwide to suffice the information needs of academic researchers and that usage of these is influenced by various factors. The factors identified in the reviewed literature as affecting the use of Internet-based information sources among students include: academic discipline affiliation, age, level of study, gender, information and communications technology (ICT) literacy, institutional support, relevance of available information resources, accessibility, marketing and publicity of information sources available, and training. The researcher employed a survey research methodology to achieve the study objectives, through data collection on three fronts. Firstly to investigate the factors hat affect the use of Internet-based information sources from the perspectives of postgraduate students, self-administered questionnaires were distributed to a sample of 200 study participants obtained using quota sampling of the population of students from the three universities. A response rate of 66.5% was achieved. Secondly, data on the organisational factors influencing the use of Internet-based information sources were obtained by conducting semi-structured interviews with selected librarians at the three universities. Lastly, documentary analysis was also used to corroborate data obtained from the survey with postgraduate study participants, as well as from interviews with selected librarians. The findings include that the use of Internet-based information sources is increasingly becoming important for postgraduate students at the selected universities in the Eastern Cape, South Africa. Postgraduate students believe that Internet-based information sources are useful in their academic work. There was moderate use of subscription e-databases and e-journals. Level of study and age were found to affect the use of Internet-based information sources, with older, Masters and PhD students utilising e-databases and e-journals more frequently. Postgraduate students predominantly use search engines to gain access to Internet-based information sources, while Online Public Access Catalogues (OPACs) and library websites were unpopular gateways to Internet-based information sources. Universities in the Eastern Cape were found to be supportive of the use of Internet-based information sources with budgets of libraries and future plans tipped in favour of electronic resource provision. From the findings of the study the key recommendations suggested for improving the use of Internet-based information sources by postgraduate students in the Eastern Cape province of South Africa, include that Information literacy training programmes at the three universities may be tailor-made to cater for the information needs of postgraduate students at varying levels and academic disciplines of study. It was also recommended that the universities incorporate the use of federated searching and searchable journals management software on their library websites, in order to increase the visibility of Internet-based information sources among postgraduate students.
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- Authors: Mbasera, Sarlomie Farisai
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Bibl
- Identifier: http://hdl.handle.net/10353/976 , vital:26514
- Description: The study investigated the use of Internet-based information sources by postgraduate students at three universities in the Eastern Cape province of South Africa. The main aim of the study was to determine the factors that affect the use of Internet-based information sources by postgraduate students. The study sought to fulfil the following objectives: to determine factors which affect the use of Internet-based information sources by postgraduate students at the three universities in the Eastern Cape, South Africa; to establish the Internet-based information sources available among universities in Eastern Cape; to identify the pattern of postgraduate students’ use of Internet-based information sources; to find out the level of postgraduate satisfaction with Internet-based information sources available for their information needs, and to suggest ways of stimulating the use of Internet-based information sources by postgraduate students at universities in the Eastern Cape, South Africa. A review of the literature revealed a growing reliance on electronic resources by higher education institutions worldwide to suffice the information needs of academic researchers and that usage of these is influenced by various factors. The factors identified in the reviewed literature as affecting the use of Internet-based information sources among students include: academic discipline affiliation, age, level of study, gender, information and communications technology (ICT) literacy, institutional support, relevance of available information resources, accessibility, marketing and publicity of information sources available, and training. The researcher employed a survey research methodology to achieve the study objectives, through data collection on three fronts. Firstly to investigate the factors hat affect the use of Internet-based information sources from the perspectives of postgraduate students, self-administered questionnaires were distributed to a sample of 200 study participants obtained using quota sampling of the population of students from the three universities. A response rate of 66.5% was achieved. Secondly, data on the organisational factors influencing the use of Internet-based information sources were obtained by conducting semi-structured interviews with selected librarians at the three universities. Lastly, documentary analysis was also used to corroborate data obtained from the survey with postgraduate study participants, as well as from interviews with selected librarians. The findings include that the use of Internet-based information sources is increasingly becoming important for postgraduate students at the selected universities in the Eastern Cape, South Africa. Postgraduate students believe that Internet-based information sources are useful in their academic work. There was moderate use of subscription e-databases and e-journals. Level of study and age were found to affect the use of Internet-based information sources, with older, Masters and PhD students utilising e-databases and e-journals more frequently. Postgraduate students predominantly use search engines to gain access to Internet-based information sources, while Online Public Access Catalogues (OPACs) and library websites were unpopular gateways to Internet-based information sources. Universities in the Eastern Cape were found to be supportive of the use of Internet-based information sources with budgets of libraries and future plans tipped in favour of electronic resource provision. From the findings of the study the key recommendations suggested for improving the use of Internet-based information sources by postgraduate students in the Eastern Cape province of South Africa, include that Information literacy training programmes at the three universities may be tailor-made to cater for the information needs of postgraduate students at varying levels and academic disciplines of study. It was also recommended that the universities incorporate the use of federated searching and searchable journals management software on their library websites, in order to increase the visibility of Internet-based information sources among postgraduate students.
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Winter rotational cover crops effects on soil strength, aggregate stability and water conservation of a hardsetting cambisol in Eastern Cape Province, South Africa
- Authors: Mupambwa, Hupenyu Allan
- Date: 2012
- Subjects: Cover crops -- South Africa -- Eastern Cape , Soil mechanics , Crop rotation , Crops and soils , Soil penetration test
- Language: English
- Type: Thesis , Masters , MSc Agric (Crop Science)
- Identifier: vital:11868 , http://hdl.handle.net/10353/453 , Cover crops -- South Africa -- Eastern Cape , Soil mechanics , Crop rotation , Crops and soils , Soil penetration test
- Description: Winter rotational cover crops (WRCC) are often used to boost soil fertility and plant nutrition. However, selection and use of WRCC for soil physical improvement is usually overlooked. The objective of this study was to determine the effects of WRCC on soil strength, aggregate stability and water conservation of a hardsetting soil. The soil physical properties were determined after four rotations of growing monocultures of vetch (Vicia dasycarpa cv. Max), lupin (Lupinus angustifolius cv. Tanjil) and oats (Avena sativa cv. Sederberg) and after two rotations of growing bicultures of oats (Avena sativa cv. Pallinup) and vetch (Vicia dasycarpa cv. Max) across two soil layers, 0 to 15 cm and 15 to 30 cm. The individual WRCC and a weedy fallow constituted the treatments in the monoculture study whilst in the biculture study the various combinations of WRCC namely; 90% oat plus 10% vetch (O90V10); 70% oat plus 30% vetch (O70V30) and 50% oat plus 50% vetch (O50V50) and a weedy fallow constituted the treatments. After four rotations with cover crop monocultures, oats significantly (P ≤ 0.05) reduced penetration resistance (PR) whilst vetch increased PR in both soil layers compared to the weedy fallow control. The effect of the biculture treatments was only experienced within the 15 to 30 cm depth. The treatments O50V50 and O70V30 increased the PR compared to the control. The WRCC in monoculture significantly increased the soil aggregate stability relative to the control in both soil layers. Vetch, lupin and oats resulted in a 41.7%; 20.4% and 15.7% increase in MWD in the 0 to 15 cm soil layer and 47.2%; 44.2% and 39.7% in the 15 to 30 cm depth, respectively. An increase in aggregate stability was associated with increased macro-aggregation. Under the biculture, WRCC slightly increased, non- significantly, the aggregate stability. Both hot water and dilute acid extractable polysaccharides showed no significant correlation with aggregate stability in the two studies. Oats monoculture resulted in a significant difference (P ≤ 0.05) on cumulative infiltration compared to the control. However, after 2 h vetch and lupin showed no significant difference from the control on cumulative infiltration. Oats resulted in a 7.8% increase in final infiltration rate (FIR) whilst vetch and lupin reduced FIR by 9% and 16.7% respectively, compared to the control. Bicultures of oats and vetch significantly (P ≤ 0.05) increased cumulative infiltration compared to the weedy fallow control. A similar significant increase in FIR was also observed under bicultures. The treatments O50V50; O90V10 and O70V30 resulted in a 163.3%; 113.3% and 105.4% increase in FIR respectively, compared to the control. Cover crop monocultures significantly (P ≤ 0.05) increased plant available water (PAW) compared to the weedy fallow, with vetch, oats and lupin resulting in a 28.3%; 22% and 23.9% increase respectively, in PAW. However, no significant differences were observed on PAW after two rotations with bicultures. Compared with winter weedy fallow, WRCC improved most of the soil physical properties under study, with the most suitable results expected under bicultures compared to monocultures. Under CA, selection of WRCC like oats, vetch and lupin, one should therefore take into consideration their effects on soil physical properties as a selection criterion and not biomass and fertility alone.
- Full Text:
- Authors: Mupambwa, Hupenyu Allan
- Date: 2012
- Subjects: Cover crops -- South Africa -- Eastern Cape , Soil mechanics , Crop rotation , Crops and soils , Soil penetration test
- Language: English
- Type: Thesis , Masters , MSc Agric (Crop Science)
- Identifier: vital:11868 , http://hdl.handle.net/10353/453 , Cover crops -- South Africa -- Eastern Cape , Soil mechanics , Crop rotation , Crops and soils , Soil penetration test
- Description: Winter rotational cover crops (WRCC) are often used to boost soil fertility and plant nutrition. However, selection and use of WRCC for soil physical improvement is usually overlooked. The objective of this study was to determine the effects of WRCC on soil strength, aggregate stability and water conservation of a hardsetting soil. The soil physical properties were determined after four rotations of growing monocultures of vetch (Vicia dasycarpa cv. Max), lupin (Lupinus angustifolius cv. Tanjil) and oats (Avena sativa cv. Sederberg) and after two rotations of growing bicultures of oats (Avena sativa cv. Pallinup) and vetch (Vicia dasycarpa cv. Max) across two soil layers, 0 to 15 cm and 15 to 30 cm. The individual WRCC and a weedy fallow constituted the treatments in the monoculture study whilst in the biculture study the various combinations of WRCC namely; 90% oat plus 10% vetch (O90V10); 70% oat plus 30% vetch (O70V30) and 50% oat plus 50% vetch (O50V50) and a weedy fallow constituted the treatments. After four rotations with cover crop monocultures, oats significantly (P ≤ 0.05) reduced penetration resistance (PR) whilst vetch increased PR in both soil layers compared to the weedy fallow control. The effect of the biculture treatments was only experienced within the 15 to 30 cm depth. The treatments O50V50 and O70V30 increased the PR compared to the control. The WRCC in monoculture significantly increased the soil aggregate stability relative to the control in both soil layers. Vetch, lupin and oats resulted in a 41.7%; 20.4% and 15.7% increase in MWD in the 0 to 15 cm soil layer and 47.2%; 44.2% and 39.7% in the 15 to 30 cm depth, respectively. An increase in aggregate stability was associated with increased macro-aggregation. Under the biculture, WRCC slightly increased, non- significantly, the aggregate stability. Both hot water and dilute acid extractable polysaccharides showed no significant correlation with aggregate stability in the two studies. Oats monoculture resulted in a significant difference (P ≤ 0.05) on cumulative infiltration compared to the control. However, after 2 h vetch and lupin showed no significant difference from the control on cumulative infiltration. Oats resulted in a 7.8% increase in final infiltration rate (FIR) whilst vetch and lupin reduced FIR by 9% and 16.7% respectively, compared to the control. Bicultures of oats and vetch significantly (P ≤ 0.05) increased cumulative infiltration compared to the weedy fallow control. A similar significant increase in FIR was also observed under bicultures. The treatments O50V50; O90V10 and O70V30 resulted in a 163.3%; 113.3% and 105.4% increase in FIR respectively, compared to the control. Cover crop monocultures significantly (P ≤ 0.05) increased plant available water (PAW) compared to the weedy fallow, with vetch, oats and lupin resulting in a 28.3%; 22% and 23.9% increase respectively, in PAW. However, no significant differences were observed on PAW after two rotations with bicultures. Compared with winter weedy fallow, WRCC improved most of the soil physical properties under study, with the most suitable results expected under bicultures compared to monocultures. Under CA, selection of WRCC like oats, vetch and lupin, one should therefore take into consideration their effects on soil physical properties as a selection criterion and not biomass and fertility alone.
- Full Text: