Educator perceptions of the impact of the departmental matric intervention strategies on selected under-performing schools in the Queenstown district
- Authors: Mrali, Amos Mzoxolo
- Date: 2012
- Subjects: High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16180 , http://hdl.handle.net/10353/d1006232 , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Description: The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.
- Full Text:
- Date Issued: 2012
- Authors: Mrali, Amos Mzoxolo
- Date: 2012
- Subjects: High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16180 , http://hdl.handle.net/10353/d1006232 , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape , Teacher effectiveness -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Examinations , Academic achievement -- South Africa -- Eastern Cape , School improvement programs -- South Africa -- Eastern Cape , School crisis management -- South Africa -- Eastern Cape
- Description: The problem of school under-performance as defined by the level of pass rates of learners in the matric examinations has been a point of educational debate in South Africa for a number of years, especially after the attainment of democracy. In the Eastern Cape, Matric Intervention Strategies (MIS) have been used to address the problem. The aim of this study was to investigate educator perceptions of the impact of the MIS on selected under-performing high schools in the Queenstown District.Two case study schools classified as consistent under-performers participated in the study. Data was collected through in-depth interviews of key educators in these schools. There were five main findings. First, educators felt that Departmental intervention strategies had not made any significant improvement in addressing underperformance in the two case study schools. Second, participants saw underperformance by schools as caused by a myriad of factors which include those related to leadership and management at school and district levels and educator and learner factors, as well as teacher union interference. They did not see MIS as being able to address the causes simultaneously. Third, the implementation of the (MIS) at school level was poorly monitored by the Departmental officials. It was reported that under-performing schools were hardly visited and supported by the subject advisors and (MIO)s. Fourth, educators perceived the role of subject advisors to be limited to CASS moderation as they did not provide any developmental support to educators experiencing content gaps. Finally, educators saw the MIS as a money making scheme for certain educators and district officials. They claimed this was linked to corrupt practices during the appointment of tutors. The teachers did not have confidence in the appointment procedures used by the district for tutors.It can be concluded that the Matric Intervention Strategies in the two schools arenot likely to achieve the intended results as long as educators do not think thatthe strategies are addressing the problems they face. Another conclusion is that the Matric Intervention Strategies are seen as ‘quick fix’ responses to what arereally deep-seated and systemic problems in education. Given the findings of this study, it is recommended that the impact of Matric Intervention Strategies be the focus of a survey research for which a probability sample must be drawn that can generate findings that are generalisable across the participating target population. For the delivery of the MIS it is recommended that the weaknesses identified by educators of the two schools be further investigated so that new implementation plans can be developed.
- Full Text:
- Date Issued: 2012
The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape
- Authors: Sibanda, Bonani
- Date: 2012
- Subjects: Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape , Mathematics teachers -- South Africa -- Eastern Cape , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16198 , http://hdl.handle.net/10353/d1013106 , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape , Mathematics teachers -- South Africa -- Eastern Cape , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools in the King Williamstown Education District. It stems from the premise that curriculum design is plausible explanation for Mathematics achievement. In pursuit of this line of thought, the study looked at curriculum design types such as linear, sequential, and spiral arrangement of contents, as well as curriculum design aspects such as sequencing, progression, integration, pacing and organisation of contents. The study also looked at the perceptions educators and subject advisors have with respect to the bearing that these aspects have on underachievement in Mathematics. The interpretive paradigm was used to frame and focus the study. The sample included five schools selected on purpose, with underperformance in Mathematics as an inclusion criterion. These schools constituted the cases of this research. Data was obtained from the interviews which were conducted with the Mathematics educators of the selected schools, and the Mathematics subject advisor of the district to find out about their perceptions with regard to the impact of Mathematics curriculum design on students’ underachievement in Grade 12. In addition, the contents of the National Curriculum Statement for Mathematics documents were analysed. The findings revealed that the scope (contents coverage) is too wide, and that the skills which are supposed to be developed in learners per term are not fully developed. Time allocation is unreasonably limited as a result learners are unable to cover the scope for the term. Revisiting of topics done every year in a spiral fashion is good but the balance between superficiality and depth is not achieved, and that it is done without checking and understanding learners’ previous knowledge on the topic. The sequencing of certain topics has to be looked into and revised. The study also revealed that Mathematics curriculum design, link and progression from primary to high school is good but not all details covered which leave students with content gaps that impede the learning of certain topics. The researcher came out with the following recommendations: From this case study, it appears that teachers still need more empowerment in NCS. Educators still need training on the NCS so they can be confident with the Mathematics NCS content. In most schools the scope is not covered and skills that are supposed to be developed in learners every term are not developed because of slow learners and the time factor. Therefore, the Department of education needs to give the scope taking into consideration the slow learners and make sure that the time they give every term also takes into consideration the time used for tests. It also appears that the learners are slow because of the language barrier. Educators spend a lot of time saying the same things to the learners so that they can understand. Since the learners do almost all the subjects in English and write their examination in English if they are from an English medium school, it would be a good idea for the DOE to introduce English to the learners as early as grade R, as in the model C schools. If that is done, it might remove the language barrier and hence reduce underachievement in Mathematics. It appears that the educators revisit topics every year but do not balance superficiality and depth. Educators should be encouraged to take every topic seriously every year and not just repeat what they covered in the previous grade. They should use it as a base for the new content. If that is done, it might help the achievement in Mathematics.
- Full Text:
- Date Issued: 2012
- Authors: Sibanda, Bonani
- Date: 2012
- Subjects: Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape , Mathematics teachers -- South Africa -- Eastern Cape , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: vital:16198 , http://hdl.handle.net/10353/d1013106 , Curriculum-based assessment -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape , Curriculum planning -- South Africa -- Eastern Cape , Mathematics -- Study and teaching -- South Africa -- Eastern Cape , Mathematics teachers -- South Africa -- Eastern Cape , High school teachers -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools in the King Williamstown Education District. It stems from the premise that curriculum design is plausible explanation for Mathematics achievement. In pursuit of this line of thought, the study looked at curriculum design types such as linear, sequential, and spiral arrangement of contents, as well as curriculum design aspects such as sequencing, progression, integration, pacing and organisation of contents. The study also looked at the perceptions educators and subject advisors have with respect to the bearing that these aspects have on underachievement in Mathematics. The interpretive paradigm was used to frame and focus the study. The sample included five schools selected on purpose, with underperformance in Mathematics as an inclusion criterion. These schools constituted the cases of this research. Data was obtained from the interviews which were conducted with the Mathematics educators of the selected schools, and the Mathematics subject advisor of the district to find out about their perceptions with regard to the impact of Mathematics curriculum design on students’ underachievement in Grade 12. In addition, the contents of the National Curriculum Statement for Mathematics documents were analysed. The findings revealed that the scope (contents coverage) is too wide, and that the skills which are supposed to be developed in learners per term are not fully developed. Time allocation is unreasonably limited as a result learners are unable to cover the scope for the term. Revisiting of topics done every year in a spiral fashion is good but the balance between superficiality and depth is not achieved, and that it is done without checking and understanding learners’ previous knowledge on the topic. The sequencing of certain topics has to be looked into and revised. The study also revealed that Mathematics curriculum design, link and progression from primary to high school is good but not all details covered which leave students with content gaps that impede the learning of certain topics. The researcher came out with the following recommendations: From this case study, it appears that teachers still need more empowerment in NCS. Educators still need training on the NCS so they can be confident with the Mathematics NCS content. In most schools the scope is not covered and skills that are supposed to be developed in learners every term are not developed because of slow learners and the time factor. Therefore, the Department of education needs to give the scope taking into consideration the slow learners and make sure that the time they give every term also takes into consideration the time used for tests. It also appears that the learners are slow because of the language barrier. Educators spend a lot of time saying the same things to the learners so that they can understand. Since the learners do almost all the subjects in English and write their examination in English if they are from an English medium school, it would be a good idea for the DOE to introduce English to the learners as early as grade R, as in the model C schools. If that is done, it might remove the language barrier and hence reduce underachievement in Mathematics. It appears that the educators revisit topics every year but do not balance superficiality and depth. Educators should be encouraged to take every topic seriously every year and not just repeat what they covered in the previous grade. They should use it as a base for the new content. If that is done, it might help the achievement in Mathematics.
- Full Text:
- Date Issued: 2012
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