Examining the realisation of the Multisectoral Early Childhood Development Policy short-term goals in the Eastern Cape Province, South Africa
- Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
Assessing the implementation of environmental education school policy in Buffalo City Metro Education District South Africa
- Authors: Damoah, Benjamin
- Date: 2021-12
- Subjects: Environmental education , Environmental policy -- South Africa , Education and state -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21602 , vital:51703
- Description: Environmental Education (EE) is essential for addressing environmental challenges.The advantages of EE are undeniable; it might be used to address specific environmental concerns and their implications, as well as to modify behaviours that lead to environmental catastrophes.EE strengthens people's resilience to climaterelated hazards. Global environmental issues have heightened interest in educational policy outcomes and their implications for economic growth and social citizenship. It is worth noting that an effective EE policy has a significant influence on the development of learners' environmental literacy. This study assessed the implementation of environmental education school policy in the Buffalo City Metro Education District, South Africa. This study adopted the pragmatism paradigm of Mixed Method Research(MMR). Concurrent triangulation, which is a design that employs a single data collection technique in which quantitative and qualitative data gathering and analysis are carried out independently yet concurrently, was used for this study. The target population of this study involved 60,412 teachers, 1,770,289 learners in 5205 public schools, and 1 Pro-EE civil society organisation in the Eastern Cape province. This was narrowed down to over 268 public and independent schools, teachers, and principals within the enclave of the Buffalo Metropolitan education district. The study adopted stratified purposeful and simple random probability sampling. In this technique, the sampling frame of the study was divided into strata or groups (principals, teachers, learners, and CSOs) and a sample was purposefully selected from each stratum (Migiro & Magangi, 2011). The stratified purposeful random sampling techniques draw data from 10 principals, 175 teachers, 1500 learners, and 1 CSO. Structured questionnaire; Implementation of EE Policy Questionnaire (IEEPQ) whose reliability co-efficient value using Cronbach Alpha was 0.74, semi-structured interview and documents were the instruments used to collect data for this study. The data were analysed using descriptive statistics of percentage, mean, and standard deviation for the quantitative data while the thematic approach of sorting, coding, transcribing, and categorization was used for the qualitative data. The study revealed the following. When asked whether teachers had studied environmental education in tertiary institutions as part of their professional training, the majority of the teachers'respondents, 108, representing 61.7percent, disagreed with this view. On the flip side, a handful of teachers 67, (38.3percent) agreed with the view of having had some sort of EE knowledge during their professional training as teachers. With regards to the view that learners learn environmental issues through other subjects, most of the learner respondents, 1316 representing 87.7percent, agreed with this view. On the contrary, a minority of the respondents 184 (12,3percent) had a dissenting opinion. This indicates that most learners in school learn about environmental concerns through other traditional subjects. The study established that EE content is manifest in teachers' and learners' textbooks, teaching methods, and co-curricular activities. However, the study identified lapses in how teachers and learners integrate EE into their day-to-day practices. Therefore, the implementation of the EE policy seems to be an exercise in futility. The absence of a policy guideline document has made teachers and school administrators incapacitated in the implementation of EE school policy. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2021-12
- Authors: Damoah, Benjamin
- Date: 2021-12
- Subjects: Environmental education , Environmental policy -- South Africa , Education and state -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21602 , vital:51703
- Description: Environmental Education (EE) is essential for addressing environmental challenges.The advantages of EE are undeniable; it might be used to address specific environmental concerns and their implications, as well as to modify behaviours that lead to environmental catastrophes.EE strengthens people's resilience to climaterelated hazards. Global environmental issues have heightened interest in educational policy outcomes and their implications for economic growth and social citizenship. It is worth noting that an effective EE policy has a significant influence on the development of learners' environmental literacy. This study assessed the implementation of environmental education school policy in the Buffalo City Metro Education District, South Africa. This study adopted the pragmatism paradigm of Mixed Method Research(MMR). Concurrent triangulation, which is a design that employs a single data collection technique in which quantitative and qualitative data gathering and analysis are carried out independently yet concurrently, was used for this study. The target population of this study involved 60,412 teachers, 1,770,289 learners in 5205 public schools, and 1 Pro-EE civil society organisation in the Eastern Cape province. This was narrowed down to over 268 public and independent schools, teachers, and principals within the enclave of the Buffalo Metropolitan education district. The study adopted stratified purposeful and simple random probability sampling. In this technique, the sampling frame of the study was divided into strata or groups (principals, teachers, learners, and CSOs) and a sample was purposefully selected from each stratum (Migiro & Magangi, 2011). The stratified purposeful random sampling techniques draw data from 10 principals, 175 teachers, 1500 learners, and 1 CSO. Structured questionnaire; Implementation of EE Policy Questionnaire (IEEPQ) whose reliability co-efficient value using Cronbach Alpha was 0.74, semi-structured interview and documents were the instruments used to collect data for this study. The data were analysed using descriptive statistics of percentage, mean, and standard deviation for the quantitative data while the thematic approach of sorting, coding, transcribing, and categorization was used for the qualitative data. The study revealed the following. When asked whether teachers had studied environmental education in tertiary institutions as part of their professional training, the majority of the teachers'respondents, 108, representing 61.7percent, disagreed with this view. On the flip side, a handful of teachers 67, (38.3percent) agreed with the view of having had some sort of EE knowledge during their professional training as teachers. With regards to the view that learners learn environmental issues through other subjects, most of the learner respondents, 1316 representing 87.7percent, agreed with this view. On the contrary, a minority of the respondents 184 (12,3percent) had a dissenting opinion. This indicates that most learners in school learn about environmental concerns through other traditional subjects. The study established that EE content is manifest in teachers' and learners' textbooks, teaching methods, and co-curricular activities. However, the study identified lapses in how teachers and learners integrate EE into their day-to-day practices. Therefore, the implementation of the EE policy seems to be an exercise in futility. The absence of a policy guideline document has made teachers and school administrators incapacitated in the implementation of EE school policy. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2021-12
Examining trainee teacher preparation for inclusive education in Zimbambwe
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
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
- Full Text:
- Date Issued: 2021-01
- 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
- Full Text:
- Date Issued: 2021-01
Problem-based learning strategies as determinant of grade 9 student's academic achievement in algebra
- Authors: Olaoye, Olabisi Fatimat
- Date: 2014-04
- Subjects: Problem-based learning , Learning strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24717 , vital:63535
- Description: Many scholars in the field of mathematics education have written extensively on algebra and the reasons why algebra remains one of the aspects of mathematics that usually poses problems to students. This study examined the effects of problem based learning strategies on students’ academic achievement in algebra using language proficiency and gender as moderator variables. A 3X2X3 pretest-posttest control group quasi-experimental design was adopted in the study. One hundred and nine subjects were involved in the study (109) this consisted of forty-four males and sixty-five females in four Grade 9 mathematics classes in East London District. The study was carried out in two schools using two intact classes in each of the school. One class in each school was randomly assigned to the experimental and another to control groups. Four instruments were constructed and used for this study. These are: Language Proficiency Achievement Test (LPAT), Problem Based Learning Strategies are in two parts (PBLSa) and (PBLSb), Conventional Teaching Guide (C.T.G). The instruments were validated and used for data collection before and after the four week experiment. Seven hypotheses were generated and tested in the study at 0.05 alpha levels. The data collected were subjected to both descriptive and inferential statistics, which included Analysis of Covariance (ANCOVA) of students post-test achievement and where the results were significant, Pairwise Comparison Analysis of Scheffe post-hoc were employed to detect the source of variation and the direction of significance of post-test achievement according to treatment groups. One of the major findings of this study was that problem based learning strategies (PBLSa), (PBLSb) are more effective than conventional method in students’ academic achievement in algebra ( x = 3.05; SE =.720), ( x = 4.23; SE=.714), ( x = 3.36; SE =.726) in that order. The study also revealed there is no significant main effect of treatment and language proficiency on students’ academic achievement in Algebra (F (2,109) = .926; p>.05). Also, there is no significant main effect of treatment and gender on students’ academic achievement in algebra. (F (1.109) =.237; p>.05). However, this study recommended that problem based learning strategies should be embraced by both the teachers and learners in order to enhance students’ academic achievement in algebra. , Thesis (PhD) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014-04
- Authors: Olaoye, Olabisi Fatimat
- Date: 2014-04
- Subjects: Problem-based learning , Learning strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24717 , vital:63535
- Description: Many scholars in the field of mathematics education have written extensively on algebra and the reasons why algebra remains one of the aspects of mathematics that usually poses problems to students. This study examined the effects of problem based learning strategies on students’ academic achievement in algebra using language proficiency and gender as moderator variables. A 3X2X3 pretest-posttest control group quasi-experimental design was adopted in the study. One hundred and nine subjects were involved in the study (109) this consisted of forty-four males and sixty-five females in four Grade 9 mathematics classes in East London District. The study was carried out in two schools using two intact classes in each of the school. One class in each school was randomly assigned to the experimental and another to control groups. Four instruments were constructed and used for this study. These are: Language Proficiency Achievement Test (LPAT), Problem Based Learning Strategies are in two parts (PBLSa) and (PBLSb), Conventional Teaching Guide (C.T.G). The instruments were validated and used for data collection before and after the four week experiment. Seven hypotheses were generated and tested in the study at 0.05 alpha levels. The data collected were subjected to both descriptive and inferential statistics, which included Analysis of Covariance (ANCOVA) of students post-test achievement and where the results were significant, Pairwise Comparison Analysis of Scheffe post-hoc were employed to detect the source of variation and the direction of significance of post-test achievement according to treatment groups. One of the major findings of this study was that problem based learning strategies (PBLSa), (PBLSb) are more effective than conventional method in students’ academic achievement in algebra ( x = 3.05; SE =.720), ( x = 4.23; SE=.714), ( x = 3.36; SE =.726) in that order. The study also revealed there is no significant main effect of treatment and language proficiency on students’ academic achievement in Algebra (F (2,109) = .926; p>.05). Also, there is no significant main effect of treatment and gender on students’ academic achievement in algebra. (F (1.109) =.237; p>.05). However, this study recommended that problem based learning strategies should be embraced by both the teachers and learners in order to enhance students’ academic achievement in algebra. , Thesis (PhD) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014-04
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