Examining the cognitive learning effect on grade 10 students’ performance in physical science in selected schools in Umgungudlovu Education District
- Authors: Olorunda, David Oluyemi
- Date: 2019
- Subjects: Cognitive learning Learning, Psychology of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16577 , vital:40733
- Description: The study employed a quantitative as well as a qualitative approach. Four public schools in the uMgungundlovu District participated in this study. The identities of all respondents were protected. The sample included 154 participants, four Physical science educators and four Heads of department selected purposefully across four secondary schools. The study found that themajority of the learners reported that they have interest and positive attitude for Physical science but most of learners indicated they understanding when English is used as a medium of instruction in teaching Physical science but someprefer other languages to be used for their understanding. It was obvious that most parents lacked knowledge about Physical Sciences and could not assist their children. It was also indicated that their teachers are approachable especially for personal explanation giving them attention whenever they ask for assistance, creating an atmosphere that makes it easy for the learner to learn. The study reveals that learners had a high rate of their teachers motivating them enough to like physical science, by using different method for them to understand the subject and majority follow their teacher’s method but only few learners use their own method.The educators and the heads of departments confirmed that they do give the learners different method. Many learners understands what they are taught using diagrams and illustrations in order to make them understand in all subject study showed that the head of departments indicatedthat they do check the way the teachers teach for effectiveness on the part of the teachers in ,line with the curriculum assessment policy statement from the department of education .The educators said they receive their educational in- service training and done yearly at the department of education workshop and moderations. Findings from this research reveals that learners learns one way or the other through all the strategies of learning but most learners affirms that they learn more rehearsal where they have to repeat things more and that the physical sciences teacher should have more time and explain thoroughly particular term, using diagrams and illustrations in order to make them understand in all subject. The study concluded by giving general recommendations for improving learners’ participation and attitudes towards learning physical Science. Recommendations for improvement in the areas identified were III provided and topics for future research on the curriculum of Grade 10 Physical Sciences were suggested in order to improve on physical science.
- Full Text:
- Authors: Olorunda, David Oluyemi
- Date: 2019
- Subjects: Cognitive learning Learning, Psychology of
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16577 , vital:40733
- Description: The study employed a quantitative as well as a qualitative approach. Four public schools in the uMgungundlovu District participated in this study. The identities of all respondents were protected. The sample included 154 participants, four Physical science educators and four Heads of department selected purposefully across four secondary schools. The study found that themajority of the learners reported that they have interest and positive attitude for Physical science but most of learners indicated they understanding when English is used as a medium of instruction in teaching Physical science but someprefer other languages to be used for their understanding. It was obvious that most parents lacked knowledge about Physical Sciences and could not assist their children. It was also indicated that their teachers are approachable especially for personal explanation giving them attention whenever they ask for assistance, creating an atmosphere that makes it easy for the learner to learn. The study reveals that learners had a high rate of their teachers motivating them enough to like physical science, by using different method for them to understand the subject and majority follow their teacher’s method but only few learners use their own method.The educators and the heads of departments confirmed that they do give the learners different method. Many learners understands what they are taught using diagrams and illustrations in order to make them understand in all subject study showed that the head of departments indicatedthat they do check the way the teachers teach for effectiveness on the part of the teachers in ,line with the curriculum assessment policy statement from the department of education .The educators said they receive their educational in- service training and done yearly at the department of education workshop and moderations. Findings from this research reveals that learners learns one way or the other through all the strategies of learning but most learners affirms that they learn more rehearsal where they have to repeat things more and that the physical sciences teacher should have more time and explain thoroughly particular term, using diagrams and illustrations in order to make them understand in all subject. The study concluded by giving general recommendations for improving learners’ participation and attitudes towards learning physical Science. Recommendations for improvement in the areas identified were III provided and topics for future research on the curriculum of Grade 10 Physical Sciences were suggested in order to improve on physical science.
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Factors affecting grade 6 learners’ performance in Mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15935 , vital:40565
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and forty-five (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
Factors affecting grade 6 learners’ performance in Mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15935 , vital:40565
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and forty-five (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
Factors affecting grade 6 learners’ performance in mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics teachers Education, Primary
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12837 , vital:39383
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and fortyfive (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
Factors affecting grade 6 learners’ performance in mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics teachers Education, Primary
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12837 , vital:39383
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and fortyfive (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
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Teachers’ perception of the integration of environmental education into grade 12 curriculum in East London Education District
- Authors: Damoah, Benjamin
- Date: 2019
- Subjects: Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16528 , vital:40728
- Description: The study focuses on teachers’ perception of the integration of environmental education into grade 12 curriculum in East London education district. This study is based on empirical research. The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and instructional experiences. The research study is supported by national and international literatures based on environmental education and integration of environmental education as a component in the school curriculum, and policy documents. The study adopted qualitative research approach, using phenomenological method and interpretivism paradigm respectively. The empirical data was collected from one high school in Mdantsane Township in East London education district. The study sample consisted of 6 high school teachers. Data was collected through semi- structured interviews. According to the findings of the research, grade 12 teachers expressed disparities in their perceptions of environmental education as an integrated component into their subjects. Most of the subject teachers focused on the aspect of knowledge acquisition. According to South African education system, environmental education (EE) has been integrated into all subjects. Although there is environmental education in the GET and FET phase curriculum respectively, however it is not integrated evenly in all subjects. Some subjects like Life sciences, geography have more environmental content than other subjects. Teachers suggested that the approach adopted to integrate environmental education into the school curriculum was not favourable because teachers claimed that what is to be taught as environmental education in the various subjects is not indicated explicitly in the CAPS document. The CAPS document prescribes EE integration into all subjects which makes the teaching of EE a collective responsibility. The main actors of EE integration implementation are themselves a constraint to the success of the integration. The teacher is confronted with many challenges in the process of environmental education integration. This includes lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in ii developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs. Topics for future research on the integration of EE into grade 12 curriculums were suggested in order to improve on teaching and learning of environmental education
- Full Text:
- Authors: Damoah, Benjamin
- Date: 2019
- Subjects: Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16528 , vital:40728
- Description: The study focuses on teachers’ perception of the integration of environmental education into grade 12 curriculum in East London education district. This study is based on empirical research. The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and instructional experiences. The research study is supported by national and international literatures based on environmental education and integration of environmental education as a component in the school curriculum, and policy documents. The study adopted qualitative research approach, using phenomenological method and interpretivism paradigm respectively. The empirical data was collected from one high school in Mdantsane Township in East London education district. The study sample consisted of 6 high school teachers. Data was collected through semi- structured interviews. According to the findings of the research, grade 12 teachers expressed disparities in their perceptions of environmental education as an integrated component into their subjects. Most of the subject teachers focused on the aspect of knowledge acquisition. According to South African education system, environmental education (EE) has been integrated into all subjects. Although there is environmental education in the GET and FET phase curriculum respectively, however it is not integrated evenly in all subjects. Some subjects like Life sciences, geography have more environmental content than other subjects. Teachers suggested that the approach adopted to integrate environmental education into the school curriculum was not favourable because teachers claimed that what is to be taught as environmental education in the various subjects is not indicated explicitly in the CAPS document. The CAPS document prescribes EE integration into all subjects which makes the teaching of EE a collective responsibility. The main actors of EE integration implementation are themselves a constraint to the success of the integration. The teacher is confronted with many challenges in the process of environmental education integration. This includes lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in ii developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs. Topics for future research on the integration of EE into grade 12 curriculums were suggested in order to improve on teaching and learning of environmental education
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Understanding change and implications of divisional management model (DMM ) in a merged multi- campus University in South Africa
- Authors: Mantashe, Lunga Xolisa
- Date: 2014
- Subjects: Organizational change
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6103 , vital:29491
- Description: The study sought to understand change and transition in a multi-merged campus university in South Africa. Specifically the objectives were to understand the Human Resource (HR) plan, how it is being rolled out, the reactions of workers to it, the effects of the plan on workers and the processes put in place to mitigate, rather than aggravate, the current and foreseeable consequences of the Human Resource plan. A qualitative case study was used and focus groups and semi-structured interviews (triangulated with observation and document analysis) were used on a purposive sample of unions and the university HR official in one campus. The researcher found that there is no organogram which acts as a framework wherein all workers in respective campuses shall fit in. additionally, there is no staff transition plan and harmonisation of conditions of service policy that is agreed upon. Though it seemed there were some mechanisms to attenuate the effects of the HR plan (possible retrenchments, loss of morale, uncertainty, stress, doubt and the like) such as voluntary service package, there were areas of concern about the lack of a properly and widely circulated plan, and the absence of plans to transition staff throughout the process of change. Consequently, the researcher recommended at the end of the study that there must be a change management leadership in each campus to drive transition, a creation of proper communication networks, institution of campus indabas, a design of a transition plan, harmonisation approaches, migration of institutional items to an institutional site and the facilitation of recognition agreements for those unions which are still recognise in the premerger manner.
- Full Text:
- Authors: Mantashe, Lunga Xolisa
- Date: 2014
- Subjects: Organizational change
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/6103 , vital:29491
- Description: The study sought to understand change and transition in a multi-merged campus university in South Africa. Specifically the objectives were to understand the Human Resource (HR) plan, how it is being rolled out, the reactions of workers to it, the effects of the plan on workers and the processes put in place to mitigate, rather than aggravate, the current and foreseeable consequences of the Human Resource plan. A qualitative case study was used and focus groups and semi-structured interviews (triangulated with observation and document analysis) were used on a purposive sample of unions and the university HR official in one campus. The researcher found that there is no organogram which acts as a framework wherein all workers in respective campuses shall fit in. additionally, there is no staff transition plan and harmonisation of conditions of service policy that is agreed upon. Though it seemed there were some mechanisms to attenuate the effects of the HR plan (possible retrenchments, loss of morale, uncertainty, stress, doubt and the like) such as voluntary service package, there were areas of concern about the lack of a properly and widely circulated plan, and the absence of plans to transition staff throughout the process of change. Consequently, the researcher recommended at the end of the study that there must be a change management leadership in each campus to drive transition, a creation of proper communication networks, institution of campus indabas, a design of a transition plan, harmonisation approaches, migration of institutional items to an institutional site and the facilitation of recognition agreements for those unions which are still recognise in the premerger manner.
- Full Text:
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