An assessment of school food and nutrition environments for strengthening the integrated school health policy in the Eastern Cape, South Africa
- Authors: Okeyo, Alice Phelgona
- Date: 2019
- Subjects: Nutrition policy -- South Africa -- Eastern Cape School health services -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/17039 , vital:40836
- Description: The 2012 Integrated School Health Policy (ISHP) offers a framework for adequate school food environment. It aims to contribute to the improvement of the general health of school-going children and to address health barriers to learning in order to improve education outcomes. This study assessed the school food and nutrition environment and critically appraised the position of nutrition within ISHP in order to make recommendations for best practice and promotion of healthy-eating in quintiles 1 – 3 secondary school learners of the Eastern Cape, South Africa. Areas evaluated included the school food environment (National School Food Nutrition Programme, NSNP, tuck-shop, vendor, lunch box, and school vegetable garden); eating practice; nutrition knowledge; and nutrition status. A quantitative and qualitative cross-sectional design was applied in data collection. Data was collected from 1,357 learners at 18 secondary schools in three districts: Buffalo City Metropolitan Municipality, Chris Hani and OR Tambo, using semi-structured questionnaires. Five major food items provided in the school food and nutrition environment included: beans, pap, sour-milk, rice, and samp (maize) (NSNP); chips, sandwich, pap, biscuits, and cake (tuck-shop); chips, sandwich, pap, cake, and pop-corn (vendor); and samp (maize), noodles, fat-cake, chips, and Russian/Viennas (lunch boxes). Only three of the 16 schools had school vegetable gardens which produced vegetables and no fruits. Five most frequently eaten foods for breakfast were porridge, rusks, stiff-pap, bread-with-spread, eggs, and polony. Learners from quintile 3 (60.8percent) significantly ate more cooked porridge than learners from quintiles 1 and 2 (51.9percent) (p = 0.015). Leaners from quintile 3 (59.4percent) significantly ate more brown bread-with-spread than learners from quintiles 1 and 2 (50.4) (p = 0.022). The majority of learners (72.7percent) ate breakfast; more male learners (24.4percent) than female learners (29.1percent) skipped breakfast. The majority (62.2percent) of learners had poor nutritional knowledge; significantly, more male (35percent) than female (27percent) learners had poor nutritional knowledge (p = 0.003). Nutritional knowledge increased with age; significantly more grade 8 learners had poor (42.6percent) nutritional knowledge than grade 12 learners (14.1percent) (p < 0.001). Leaners from quintile 3 had good (23.5percent) nutritional knowledge than learners from quintiles 1 and 2 (15.7percent) (p < 0.001). School lessons, books and television were the most important source for nutritional information to learners. The most significant source was lessons (72.0percent; p < 0.001); followed by television (69.4percent; p < 0.001) and books (67.8percent; p = 0.014), in that ranking order. The majority of learners (64percent) had normal body weight. The prevalence of underweight, overweight and obesity was 13.0percent, 15.0percent and 8.0percent, respectively. The prevalence of overweight and obesity was higher in females than males (21.3percent vs 5.3percent; overweight; p < 0.001)) and (11.6percent vs 1.2percent; obesity; p < 0.001), respectively; while the prevalence in terms of underweight was significantly higher in male (21.3percent) learners than in female learners (8.1percent); p < 0.001. The study indicated that the school food environment was not supported by ISHP. The Integrated School Health Policy did not include on-site package for nutritional assessment, thus, there is need to offer nutritional interventions in schools.
- Full Text:
- Authors: Okeyo, Alice Phelgona
- Date: 2019
- Subjects: Nutrition policy -- South Africa -- Eastern Cape School health services -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/17039 , vital:40836
- Description: The 2012 Integrated School Health Policy (ISHP) offers a framework for adequate school food environment. It aims to contribute to the improvement of the general health of school-going children and to address health barriers to learning in order to improve education outcomes. This study assessed the school food and nutrition environment and critically appraised the position of nutrition within ISHP in order to make recommendations for best practice and promotion of healthy-eating in quintiles 1 – 3 secondary school learners of the Eastern Cape, South Africa. Areas evaluated included the school food environment (National School Food Nutrition Programme, NSNP, tuck-shop, vendor, lunch box, and school vegetable garden); eating practice; nutrition knowledge; and nutrition status. A quantitative and qualitative cross-sectional design was applied in data collection. Data was collected from 1,357 learners at 18 secondary schools in three districts: Buffalo City Metropolitan Municipality, Chris Hani and OR Tambo, using semi-structured questionnaires. Five major food items provided in the school food and nutrition environment included: beans, pap, sour-milk, rice, and samp (maize) (NSNP); chips, sandwich, pap, biscuits, and cake (tuck-shop); chips, sandwich, pap, cake, and pop-corn (vendor); and samp (maize), noodles, fat-cake, chips, and Russian/Viennas (lunch boxes). Only three of the 16 schools had school vegetable gardens which produced vegetables and no fruits. Five most frequently eaten foods for breakfast were porridge, rusks, stiff-pap, bread-with-spread, eggs, and polony. Learners from quintile 3 (60.8percent) significantly ate more cooked porridge than learners from quintiles 1 and 2 (51.9percent) (p = 0.015). Leaners from quintile 3 (59.4percent) significantly ate more brown bread-with-spread than learners from quintiles 1 and 2 (50.4) (p = 0.022). The majority of learners (72.7percent) ate breakfast; more male learners (24.4percent) than female learners (29.1percent) skipped breakfast. The majority (62.2percent) of learners had poor nutritional knowledge; significantly, more male (35percent) than female (27percent) learners had poor nutritional knowledge (p = 0.003). Nutritional knowledge increased with age; significantly more grade 8 learners had poor (42.6percent) nutritional knowledge than grade 12 learners (14.1percent) (p < 0.001). Leaners from quintile 3 had good (23.5percent) nutritional knowledge than learners from quintiles 1 and 2 (15.7percent) (p < 0.001). School lessons, books and television were the most important source for nutritional information to learners. The most significant source was lessons (72.0percent; p < 0.001); followed by television (69.4percent; p < 0.001) and books (67.8percent; p = 0.014), in that ranking order. The majority of learners (64percent) had normal body weight. The prevalence of underweight, overweight and obesity was 13.0percent, 15.0percent and 8.0percent, respectively. The prevalence of overweight and obesity was higher in females than males (21.3percent vs 5.3percent; overweight; p < 0.001)) and (11.6percent vs 1.2percent; obesity; p < 0.001), respectively; while the prevalence in terms of underweight was significantly higher in male (21.3percent) learners than in female learners (8.1percent); p < 0.001. The study indicated that the school food environment was not supported by ISHP. The Integrated School Health Policy did not include on-site package for nutritional assessment, thus, there is need to offer nutritional interventions in schools.
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Caregivers’ and parents’ views about preschool education as a school readiness programme in the Queenstown Education District
- Mtyuda, Pamela Nomonde Pettina
- Authors: Mtyuda, Pamela Nomonde Pettina
- Date: 2019
- Subjects: Education, Preschool Readiness for school
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16166 , vital:40674
- Description: The aim of this study was to uncover preschool caregivers’ and parents’ views about preschool education as a preschool readiness programme in the Queenstown education district. The research study addressed the following specific objectives, to determine: the caregivers’ and parents’ understanding of school readiness nature of preschool education; the extent to which the caregivers’ practices can make children ready for formal schooling; the parents’ assessment of the preschool centres as places that make children ready for formal schooling; caregivers’ and parents’ views on the challenges facing preschool centres against making children ready for formal schooling; and lastly, the possible solutions to the challenges facing preschool centres. In the present study, both qualitative and quantitative data were collected. Quantitative data were gathered through questionnaires from 40 preschool caregivers at preschools and 40 parents of the children in those preschools that were chosen by the caregivers on the basis of parents who are highly committed in the education of their children. The qualitative data were gathered through focus group discussions with 2 focus groups located in the Queenstown Education district. Twelve participants were interviewed, and these comprised 6 caregivers that formed the focus group discussion 1 and 6 parents that formed the focus group discussion 2, using the interview schedules as guides. Purposive sampling to select the participants was used. Triangulation design was used to gather both quantitative and qualitative data at the same time and to integrate the two forms of data in order to have a better understanding of the research objectives. The research findings indicated that the most frequently reported issues by the participants were the problems with some caregivers who had limited knowledge to make children ready for formal schooling. Some of the parents and caregivers do not understand the importance of the domains of development in making children fully ready for formal schooling. There is still lack of parental involvement in those centres; no effective communication between parents and staff; caregivers are not aware of the policies that govern the preschools; poverty and unemployment are factors that inhibit the right of young children to education; no proper resources in preschools and the unregistered preschools also still need to be helped by coordinated efforts from communities and the government bodies. It was concluded that the quality of early childhood development(ECD) programmes in Queenstown preschools was still compromised. The study recommended extensive investment in infrastructure and learning and teaching support materials is necessary; there should be sufficient staffing with ECD expertise; programmes should be designed in order to educate and encourage parents to actively involve themselves with preschool activities.
- Full Text:
- Authors: Mtyuda, Pamela Nomonde Pettina
- Date: 2019
- Subjects: Education, Preschool Readiness for school
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16166 , vital:40674
- Description: The aim of this study was to uncover preschool caregivers’ and parents’ views about preschool education as a preschool readiness programme in the Queenstown education district. The research study addressed the following specific objectives, to determine: the caregivers’ and parents’ understanding of school readiness nature of preschool education; the extent to which the caregivers’ practices can make children ready for formal schooling; the parents’ assessment of the preschool centres as places that make children ready for formal schooling; caregivers’ and parents’ views on the challenges facing preschool centres against making children ready for formal schooling; and lastly, the possible solutions to the challenges facing preschool centres. In the present study, both qualitative and quantitative data were collected. Quantitative data were gathered through questionnaires from 40 preschool caregivers at preschools and 40 parents of the children in those preschools that were chosen by the caregivers on the basis of parents who are highly committed in the education of their children. The qualitative data were gathered through focus group discussions with 2 focus groups located in the Queenstown Education district. Twelve participants were interviewed, and these comprised 6 caregivers that formed the focus group discussion 1 and 6 parents that formed the focus group discussion 2, using the interview schedules as guides. Purposive sampling to select the participants was used. Triangulation design was used to gather both quantitative and qualitative data at the same time and to integrate the two forms of data in order to have a better understanding of the research objectives. The research findings indicated that the most frequently reported issues by the participants were the problems with some caregivers who had limited knowledge to make children ready for formal schooling. Some of the parents and caregivers do not understand the importance of the domains of development in making children fully ready for formal schooling. There is still lack of parental involvement in those centres; no effective communication between parents and staff; caregivers are not aware of the policies that govern the preschools; poverty and unemployment are factors that inhibit the right of young children to education; no proper resources in preschools and the unregistered preschools also still need to be helped by coordinated efforts from communities and the government bodies. It was concluded that the quality of early childhood development(ECD) programmes in Queenstown preschools was still compromised. The study recommended extensive investment in infrastructure and learning and teaching support materials is necessary; there should be sufficient staffing with ECD expertise; programmes should be designed in order to educate and encourage parents to actively involve themselves with preschool activities.
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Examining educators’ strategies for promoting science learning and science literacy among grade 9 learners in a South African Rural Education District
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
- Full Text:
- Authors: Mtsi, Nomxolisi
- Date: 2019
- Subjects: Science -- Study and teaching (Elementary) Children's literature in science education
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16150 , vital:40673
- Description: Science learning and Science Literacy (SL) play a crucial role in preparing learners to participate in the country’s economy with the relevant knowledge, higher order thinking and analytical reasoning to solve day-to-day problems. The purpose of this research was to examine educators’ strategies for promoting science learning and SL among grade 9 learners in a rural education district in South Africa’s Eastern Cape Province. Learning of science and promotion of SL complement each other and therefore science educators’ strategies are pertinent. The study used pragmatic paradigm and the mixed method approach and was informed by cognitive and social constructivism as theoretical frameworks. For data collection, the study used convenience sampling based on the proximity and comparative ease of the researcher to reach the rural schools to select 30 out of 67 schools spread over six out of the eight circuits in the selected education district. On the other hand, purposive sampling was used for the selection of learners by their educators based on academic performance, top, average and below average achievers. Since each school had only one grade 9 science educator, 30 grade 9 science educators from the selected 30 schools formed the sample for quantitative data. Out of these 30, 10 educators who volunteered first for interviews and gave permission for being observed in their classrooms were selected for qualitative data collection. Three learners in each of the 10 schools from which the educators for qualitative data collection were selected, constituted the learners’ sample (30 learners). While data were collected through questionnaires, interviews and observations from educators, data from learners were collected through focus group (FG) interviews. The questionnaire was structured in order to gather educators’ biographical data as well as information on educators’ strategies to promote science learning and SL. The interview schedule was similar to the questionnaire but biographical data were excluded. Observations focused on educators’ strategies for science learning, SL and assessments. The data from the questionnaire were descriptively analysed and the qualitative and transcribed observation data were thematically analysed. Final conclusions were drawn based on the triangulated data. Major findings showed that the strategies which the educators employed in the descending order of use were: Investigation at 97percent; Discussion, Presentation and Project, each at 93percent; Problem solving at 90percent; Demonstration and Question-Answer, each at 87percent; Case study and Brainstorming, each at 77percent; Role-play at 63percent; Lecture at 57percent; Modelling at 47percent, Inquiry at 27percent and Simulation at 23percent. Findings also revealed the strengths and weaknesses of the strategies used by educators. Some of the strengths were: promotion of interactive learning; stimulation of research skills; enhancement of critical thinking and development of confidence through participation. Some of the weaknesses were: learners’ tendency to rely on others; lack of resources hindering learning and promotion of plagiarism. The study recommends that all stakeholders must work together to achieve good quality education. District and Provincial officers ought to track and monitor the science curriculum implementation. Subject specialists, educator subject committees and cluster leaders must also be active in strategic planning for enhancing SL in schools by putting forward their inputs and adopting consensus-based ones. A framework for driving science content with pedagogical content knowledge and practicals-driven strategy for enhancing science content knowledge is proposed.
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Examining the teaching of natural sciences concepts to English second language speakers in selected primary schools in the East London Education District
- Authors: Kumanda, Nomaroma
- Date: 2019
- Subjects: Science -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15925 , vital:40564
- Description: The study sought to examine the teaching of Natural Sciences (NS) concepts to English second language speakers in selected primary schools. Grade 7 was chosen for the investigation as it precedes the last class at primary school. The researcher investigated the teaching and learning of Natural sciences concepts. A mixed method design was used. The research questions focused on the teaching of NS, learner-centred strategies used, challenges encountered, strategies employed by teachers when teaching NS, and the implications for science education.The purpose was to examine the teaching of Natural Sciences concepts to English second language speakers in selected primary schools in the East London Education District. Data were collected from grade 7 teachers and learners in selected township schools in East London, by means of semi-structured interviews, questionnaires and focus groups. Semi-structured questionnaires were administered to teachers and learners, individual interviews were conducted with NS head of department, focus group and interviews were held with grade 7 NS learners. Quantitative and qualitative data were independently analysed and merged at the interpretation stage for triangulation of results. The questions were grouped according to their themes. The researcher’s findings revealed that teachers linked the teaching of NS concepts by showing the teaching skills. Teachers used code-switching for learners to understand the scientific concepts for positive attitude to improve the learner performance. Teachers experienced problems using English as a Language of Learning and Teaching (LoLT) while teaching NS concepts, teachers’ understanding of NS influenced their ability to implement of transformational curriculum, but learners did not benefit much when learning science in English Language and those policies were designed by the Department of Education without teacher involvement. The study concluded by noting that It emerged that teachers and learners experienced difficulties in teaching and learning of the NS concepts.
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- Authors: Kumanda, Nomaroma
- Date: 2019
- Subjects: Science -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15925 , vital:40564
- Description: The study sought to examine the teaching of Natural Sciences (NS) concepts to English second language speakers in selected primary schools. Grade 7 was chosen for the investigation as it precedes the last class at primary school. The researcher investigated the teaching and learning of Natural sciences concepts. A mixed method design was used. The research questions focused on the teaching of NS, learner-centred strategies used, challenges encountered, strategies employed by teachers when teaching NS, and the implications for science education.The purpose was to examine the teaching of Natural Sciences concepts to English second language speakers in selected primary schools in the East London Education District. Data were collected from grade 7 teachers and learners in selected township schools in East London, by means of semi-structured interviews, questionnaires and focus groups. Semi-structured questionnaires were administered to teachers and learners, individual interviews were conducted with NS head of department, focus group and interviews were held with grade 7 NS learners. Quantitative and qualitative data were independently analysed and merged at the interpretation stage for triangulation of results. The questions were grouped according to their themes. The researcher’s findings revealed that teachers linked the teaching of NS concepts by showing the teaching skills. Teachers used code-switching for learners to understand the scientific concepts for positive attitude to improve the learner performance. Teachers experienced problems using English as a Language of Learning and Teaching (LoLT) while teaching NS concepts, teachers’ understanding of NS influenced their ability to implement of transformational curriculum, but learners did not benefit much when learning science in English Language and those policies were designed by the Department of Education without teacher involvement. The study concluded by noting that It emerged that teachers and learners experienced difficulties in teaching and learning of the NS concepts.
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Implementation of school-based assessment in high schools, Mpumalanga Province, South Africa : implications for teaching and learning
- Authors: Chipfiko, Jack
- Date: 2019
- Subjects: High schools -- Examinations Educational tests and measurements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15892 , vital:40549
- Description: The purpose of any education system is to deliver a quality educational product. Various forms of assessment are used to ensure the suitability of the product and inform decisions. In South Africa, School-Based Assessment(SBA) is one of the tools used to assess the content competences, skills, values and attitudes; to provide learners, parents and teachers with results that are a meaningful indication of what the learners know, understand and can do at the time of assessment (DBE, 2012). Surprisingly, on a yearly basis, Umalusi reports reveal that SBA marks are rejected resulting in the learners being resulted on mostly the year end examination. The purpose of this study was to examine the implementation of SBA with a view to unearth the factors contributing to the perennial rejection of SBA marks, resulting in learners from some schools being unfairly assessed. To explore the research problem, a mixed methods study, employing a concurrent triangulation design, was employed. Total Quality Management theory was the theoretical framework anchoring this study. Sub research questions to interrogate the research problem focused on examining the roles of the teachers, learners and parents in the implementation of SBA; assessing the structures in place to support the implementation of SBA; examining how teachers, learners and parents play complementary roles in the implementation of SBA; and identifying strategies to enhance the implementation of SBA in South African (SA) high schools. Data were collected using Questionnaires, interviews and focus group discussions with purposively selected samples of teachers, learners and SGB chairpersons from high schools in White River Circuit in Mpumalanga Province in South Africa. The use of mixed methods produced quantitative and qualitative data which were independently analysed and merged during interpretation. Findings revealed that: participants and respondents confirmed the various roles of SBA in teaching and learning; structures were in place to support the implementation of SBA in high schools; complementarity of roles were sporadic in the implementation of SBA in high schools; and various strategies were employed to enhance the implementation of SBA in high schools. Implications for teaching and learning focused on realigning the implementation processes in the production of a quality educational product, and maximising its benefits to teachers, learners and parents.
- Full Text:
- Authors: Chipfiko, Jack
- Date: 2019
- Subjects: High schools -- Examinations Educational tests and measurements
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15892 , vital:40549
- Description: The purpose of any education system is to deliver a quality educational product. Various forms of assessment are used to ensure the suitability of the product and inform decisions. In South Africa, School-Based Assessment(SBA) is one of the tools used to assess the content competences, skills, values and attitudes; to provide learners, parents and teachers with results that are a meaningful indication of what the learners know, understand and can do at the time of assessment (DBE, 2012). Surprisingly, on a yearly basis, Umalusi reports reveal that SBA marks are rejected resulting in the learners being resulted on mostly the year end examination. The purpose of this study was to examine the implementation of SBA with a view to unearth the factors contributing to the perennial rejection of SBA marks, resulting in learners from some schools being unfairly assessed. To explore the research problem, a mixed methods study, employing a concurrent triangulation design, was employed. Total Quality Management theory was the theoretical framework anchoring this study. Sub research questions to interrogate the research problem focused on examining the roles of the teachers, learners and parents in the implementation of SBA; assessing the structures in place to support the implementation of SBA; examining how teachers, learners and parents play complementary roles in the implementation of SBA; and identifying strategies to enhance the implementation of SBA in South African (SA) high schools. Data were collected using Questionnaires, interviews and focus group discussions with purposively selected samples of teachers, learners and SGB chairpersons from high schools in White River Circuit in Mpumalanga Province in South Africa. The use of mixed methods produced quantitative and qualitative data which were independently analysed and merged during interpretation. Findings revealed that: participants and respondents confirmed the various roles of SBA in teaching and learning; structures were in place to support the implementation of SBA in high schools; complementarity of roles were sporadic in the implementation of SBA in high schools; and various strategies were employed to enhance the implementation of SBA in high schools. Implications for teaching and learning focused on realigning the implementation processes in the production of a quality educational product, and maximising its benefits to teachers, learners and parents.
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Integration of indigenous knowledge in the intermediate phase school curriculum in a selected education district in the Eastern Cape, South Africa
- Mkosi, Nkosinathi Ndumiso Lizo
- Authors: Mkosi, Nkosinathi Ndumiso Lizo
- Date: 2019
- Subjects: Education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16136 , vital:40671
- Description: The aims and principles of the post-apartheid South African school curricula, ranging from the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12, to include the Curriculum and Assessment Policy Statements (Grades 1-12), have been aligned with the aims and principles of the South African Constitution. The aims and principles, among others, speak to the establishment of human rights, inclusivity, environmental and social justice, and valuing of indigenous knowledge systems. These are the bedrock of all the subjects and do not necessarily confine themselves to the science subjects only; even though the call of inclusion of indigenous knowledge in the sciences is oversubscribed. There has been concerns raised variously that the integration of indigenous knowledge systems in the curriculum, generally, and in the teaching of the respective subjects, particularly, does not necessarily happen as it should be. Thus, the purpose of this mixed methods approach study that adopted a concurrent triangulation mixed methods design and premised on the postpositivist paradigm investigated the integration of indigenous knowledge in the Intermediate Phase school curriculum in a selected Education District in the Eastern Cape Province, South Africa. The guiding lenses adopted for this study were two-fold. The main primary theoretical framework drew from three integration theories: (a) Huang and Newell’s (2003) Knowledge Integration Processes and Dynamics notions; (b) Beane’s (1995) Curriculum Integration and the Disciplines of Knowledge and (c) Harden’s (2000) Integration ladder: A Tool for Curriculum Planning and Evaluation. The ‘secondary’ lens of analysis, which the researcher named, the ‘supplemental framework’, was constituted by notions and constructs derived from the indigenous knowledge systems discourses and postcolonial notions and constructs. The study revealed, among other findings, that (i) whilst a majority of teachers claimed to integrate IK in their classrooms, a significant number did not, and those who claimed to be integrating were unsure about how to integrate (ii) the majority of teachers, HoDs and Subject Advisors were either poorly trained or did not receive any training in the integration of IK (iii) the support and monitoring of IK integration was poor to non-existent. Thus, the study proposes a model, the Integrative Indigenous Knowledge Integration Support and Monitoring Model (IIKISMM), which may act as a framework for the coordination of the support and monitoring of IK integration in the school curriculum. There are significant recommendations offered by the study to teachers and policy makers with regards the integration of indigenous knowledge systems in the school curriculum. Also offered by the study are possibilities for further research in the integration of indigenous knowledge system in the curriculum.
- Full Text:
- Authors: Mkosi, Nkosinathi Ndumiso Lizo
- Date: 2019
- Subjects: Education -- Curricula -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16136 , vital:40671
- Description: The aims and principles of the post-apartheid South African school curricula, ranging from the Revised National Curriculum Statement Grades R-9 and the National Curriculum Statement Grades 10-12, to include the Curriculum and Assessment Policy Statements (Grades 1-12), have been aligned with the aims and principles of the South African Constitution. The aims and principles, among others, speak to the establishment of human rights, inclusivity, environmental and social justice, and valuing of indigenous knowledge systems. These are the bedrock of all the subjects and do not necessarily confine themselves to the science subjects only; even though the call of inclusion of indigenous knowledge in the sciences is oversubscribed. There has been concerns raised variously that the integration of indigenous knowledge systems in the curriculum, generally, and in the teaching of the respective subjects, particularly, does not necessarily happen as it should be. Thus, the purpose of this mixed methods approach study that adopted a concurrent triangulation mixed methods design and premised on the postpositivist paradigm investigated the integration of indigenous knowledge in the Intermediate Phase school curriculum in a selected Education District in the Eastern Cape Province, South Africa. The guiding lenses adopted for this study were two-fold. The main primary theoretical framework drew from three integration theories: (a) Huang and Newell’s (2003) Knowledge Integration Processes and Dynamics notions; (b) Beane’s (1995) Curriculum Integration and the Disciplines of Knowledge and (c) Harden’s (2000) Integration ladder: A Tool for Curriculum Planning and Evaluation. The ‘secondary’ lens of analysis, which the researcher named, the ‘supplemental framework’, was constituted by notions and constructs derived from the indigenous knowledge systems discourses and postcolonial notions and constructs. The study revealed, among other findings, that (i) whilst a majority of teachers claimed to integrate IK in their classrooms, a significant number did not, and those who claimed to be integrating were unsure about how to integrate (ii) the majority of teachers, HoDs and Subject Advisors were either poorly trained or did not receive any training in the integration of IK (iii) the support and monitoring of IK integration was poor to non-existent. Thus, the study proposes a model, the Integrative Indigenous Knowledge Integration Support and Monitoring Model (IIKISMM), which may act as a framework for the coordination of the support and monitoring of IK integration in the school curriculum. There are significant recommendations offered by the study to teachers and policy makers with regards the integration of indigenous knowledge systems in the school curriculum. Also offered by the study are possibilities for further research in the integration of indigenous knowledge system in the curriculum.
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Political education as a determinant of university students’ political participation in the Eastern Cape, South Africa
- Authors: Badaru, Kazeem Ajasa
- Date: 2019
- Subjects: Citizenship -- Study and teaching -- South Africa Democracy and education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15793 , vital:40524
- Description: Globally, there is a downward trend in youths’ political interest and participation in the learning of political education in their school curricula as a measure to combat the apparent dangers posed by the declining young citizens’ participation in the political processes.This study therefore investigated political education as a determinant of university students’ political participation in the Province of the Eastern Cape, South Africa. The study employed a mixed methods design. Using the probability sampling technique, a sample of 375 participants was randomly selected from one university in the Eastern Cape Province while semi-structured interviews were conducted among five (5) purposively selected members of the same university’s Student Representative Council (SRC) executive committee. Simple descriptive statistics such as frequency counts and percentages were used to summarize all categories of variables; while Pearson correlation statistics, Chi-square and Ordinary least square regression were used to examine the relationship between dependent and independent variables at a 95percent confidence interval. Alpha values less than 0.05 were considered to be statistically significant. Thematic content analysis was performed on the qualitative data. The quantitative analysis revealed that students’ level of political awareness was high; 98.1percent of them were aware of their rights to vote and be voted for. Students’ political judgment was positively correlated with participation in campus (r =0.182) and national politics (r = 0.030) respectively. Most of the students agreed to take part in the 2018 SRC (78.8percent) and 2019 national elections (77.9percent) respectively. Political interest was significantly correlated with participation in campus (r = 0.375) and national politics (r =0. 404). The findings from the multivariate analysis showed that political interest (<0.001), parents’ political involvement (<0.001) and year of study (<0.001) were the significant determinants of students’ participation in politics. The qualitative findings also showed that there was a positive relationship between political education and students’ participation in politics. Since political interest and family are element and agent of political education respectively, it is concluded that political education is to a large extent a determinant of university students’ political participation. It is recommended that the universities, the Department of Higher Education and Training (DHET) and other stakeholders should do a thorough review of the university education curricula and programmes to ensure that political education is adequately accommodated and taken care of in a way that would increase students’ interest, awareness and participation in politics. When this is amply done, students’ cognitive skills and capacities would be enhanced to increase their participation in the political processes in South Africa.
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- Authors: Badaru, Kazeem Ajasa
- Date: 2019
- Subjects: Citizenship -- Study and teaching -- South Africa Democracy and education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15793 , vital:40524
- Description: Globally, there is a downward trend in youths’ political interest and participation in the learning of political education in their school curricula as a measure to combat the apparent dangers posed by the declining young citizens’ participation in the political processes.This study therefore investigated political education as a determinant of university students’ political participation in the Province of the Eastern Cape, South Africa. The study employed a mixed methods design. Using the probability sampling technique, a sample of 375 participants was randomly selected from one university in the Eastern Cape Province while semi-structured interviews were conducted among five (5) purposively selected members of the same university’s Student Representative Council (SRC) executive committee. Simple descriptive statistics such as frequency counts and percentages were used to summarize all categories of variables; while Pearson correlation statistics, Chi-square and Ordinary least square regression were used to examine the relationship between dependent and independent variables at a 95percent confidence interval. Alpha values less than 0.05 were considered to be statistically significant. Thematic content analysis was performed on the qualitative data. The quantitative analysis revealed that students’ level of political awareness was high; 98.1percent of them were aware of their rights to vote and be voted for. Students’ political judgment was positively correlated with participation in campus (r =0.182) and national politics (r = 0.030) respectively. Most of the students agreed to take part in the 2018 SRC (78.8percent) and 2019 national elections (77.9percent) respectively. Political interest was significantly correlated with participation in campus (r = 0.375) and national politics (r =0. 404). The findings from the multivariate analysis showed that political interest (<0.001), parents’ political involvement (<0.001) and year of study (<0.001) were the significant determinants of students’ participation in politics. The qualitative findings also showed that there was a positive relationship between political education and students’ participation in politics. Since political interest and family are element and agent of political education respectively, it is concluded that political education is to a large extent a determinant of university students’ political participation. It is recommended that the universities, the Department of Higher Education and Training (DHET) and other stakeholders should do a thorough review of the university education curricula and programmes to ensure that political education is adequately accommodated and taken care of in a way that would increase students’ interest, awareness and participation in politics. When this is amply done, students’ cognitive skills and capacities would be enhanced to increase their participation in the political processes in South Africa.
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Pre-service education students’ application of visualisation strategies to solve mathematical word-problems
- Authors: Shaw, Peter
- Date: 2019
- Subjects: Word problems (Mathematics)
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16604 , vital:40735
- Description: This classroom-based action research dissertation examined visualisation strategies used by pre-service Intermediate Phase PGCE education students to solve mathematical word-problems. The setting was an Eastern Cape university. Previous literature indicated a positive correlation between the use of visual scaffolds and success in solving word problems. However, a gap was found insofar as little research had been published on the application of visualisation to word-problems by student teachers in South Africa. This thesis advances our understanding of the role visualisation may play in assisting student teachers to solve word-problems. The theoretic framework was informed by Bruner’s theory of learning. The research was grounded in the hermeneutic tradition. An interpretivist research paradigm was expedited by using an inductive, naturalistic perspective and relativist ontology. Thirty-eight student-teachers participated in the study. Parallel and convergent qualitative and quantitative data gathering instruments were used, thereby facilitating triangulation and examination for microgenesis. It was found that vestiges of past teaching practices initially limited the participants’ knowledge to a deeply-flawed, banking model of routines and an instrumental perception of mathematics. Disruptive calls for social justice impeded progress. Albeit visualisation strategies liberated understanding, many foundational concepts and skills had to be reconstructed. The confluence of time and rehearsal culminated in some measure of expertise. Sustained effort enabled new knowledge to be compressed and consigned to long-term memory. Salient visual representations assisted participants to conceptualise relational mathematical meta-concepts and reduced the cognitive demands imposed by word-problems but that achievement was a hard-won prize.
- Full Text:
- Authors: Shaw, Peter
- Date: 2019
- Subjects: Word problems (Mathematics)
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16604 , vital:40735
- Description: This classroom-based action research dissertation examined visualisation strategies used by pre-service Intermediate Phase PGCE education students to solve mathematical word-problems. The setting was an Eastern Cape university. Previous literature indicated a positive correlation between the use of visual scaffolds and success in solving word problems. However, a gap was found insofar as little research had been published on the application of visualisation to word-problems by student teachers in South Africa. This thesis advances our understanding of the role visualisation may play in assisting student teachers to solve word-problems. The theoretic framework was informed by Bruner’s theory of learning. The research was grounded in the hermeneutic tradition. An interpretivist research paradigm was expedited by using an inductive, naturalistic perspective and relativist ontology. Thirty-eight student-teachers participated in the study. Parallel and convergent qualitative and quantitative data gathering instruments were used, thereby facilitating triangulation and examination for microgenesis. It was found that vestiges of past teaching practices initially limited the participants’ knowledge to a deeply-flawed, banking model of routines and an instrumental perception of mathematics. Disruptive calls for social justice impeded progress. Albeit visualisation strategies liberated understanding, many foundational concepts and skills had to be reconstructed. The confluence of time and rehearsal culminated in some measure of expertise. Sustained effort enabled new knowledge to be compressed and consigned to long-term memory. Salient visual representations assisted participants to conceptualise relational mathematical meta-concepts and reduced the cognitive demands imposed by word-problems but that achievement was a hard-won prize.
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Selected stakeholders’ views on the use of tablet computers in learning and teaching – a South African case study at a university
- Fernandez, Simon Christopher
- Authors: Fernandez, Simon Christopher
- Date: 2019
- Subjects: Computer-assisted instruction Tablet computers Educational technology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15903 , vital:40553
- Description: The popularity of mobile technologies has greatly influenced the people of all ages, especially adolescents. Tablet computers as part of mobile technologies, were launched in colleges and universities in many countries to supplement and complement learning and teaching. However, research reports based on the effectiveness of the use of tablet computers in higher education institutions in South Africa’s Eastern Cape Province are scarce. In order to address the deficiency, this study examined the views of stakeholders such as students, lecturers and managers on the use of tablet computers for learning and teaching in one of the Eastern Cape universities. The research adopted the Post-Positivist paradigm and mixed method approach. The theoretical frameworks were Constructivism and Technological Pedagogical Content Knowledge. The sample consisted of (a) 155 students from a population of 254 extended-stream National Diploma students in Information and Communication Technology and National Diploma Electrical Engineering cohorts; (b) 14 lecturers from a relevant population of 25; and, (c) 16 managers from a population of 20. Three separate questionnaires as well as interview protocols for each of the stakeholder cohorts provided the core data. All members in the sample were surveyed. The researcher opted to be an outsider and received assistance from a few qualified trained academics to administer the questionnaire to students in different cohorts in order to minimise data bias. Only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24) and they were analysed using descriptive and inferential analysis: Analysis of Variance and Independent Samples t-test. Qualitative data were transcribed and analysed using thematic analysis to generate major themes and sub themes for the sub-research questions. Main strengths of using tablets from the findings of the study were (a) tablets motivated students in learning and lecturers in teaching (b) students understood the different styles of learning (c) enhanced students’ engagement and collaboration in learning. Main weakness of using tablets were students’ use of tablets for personal work and social networking during class hours was causing distractions to lecturers and other students. Generally, the evidence shows that strengths were greater than the weaknesses. It should also be noted that all stakeholders were positive and not statistically significantly different from each other in their views towards the use of tablets for learning and teaching in university classroom. However, students had views different from lecturers on the advantages and disadvantages of using tablets. The variance could be due to new students or new lecturers’ ignorance in the effective use of tablets and this might change as their familiarity in the use of the device improves. The research report makes a few recommendations which include training to all students and lecturers on the effective use of tablet computers for learning and teaching and installation of relevant applications before the commencement of each academic year. Moreover, the Information and communication technology technical staff must prevent students from visiting unwanted and restricted sites by keeping a network based tracker and blocker software application.
- Full Text:
- Authors: Fernandez, Simon Christopher
- Date: 2019
- Subjects: Computer-assisted instruction Tablet computers Educational technology
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/15903 , vital:40553
- Description: The popularity of mobile technologies has greatly influenced the people of all ages, especially adolescents. Tablet computers as part of mobile technologies, were launched in colleges and universities in many countries to supplement and complement learning and teaching. However, research reports based on the effectiveness of the use of tablet computers in higher education institutions in South Africa’s Eastern Cape Province are scarce. In order to address the deficiency, this study examined the views of stakeholders such as students, lecturers and managers on the use of tablet computers for learning and teaching in one of the Eastern Cape universities. The research adopted the Post-Positivist paradigm and mixed method approach. The theoretical frameworks were Constructivism and Technological Pedagogical Content Knowledge. The sample consisted of (a) 155 students from a population of 254 extended-stream National Diploma students in Information and Communication Technology and National Diploma Electrical Engineering cohorts; (b) 14 lecturers from a relevant population of 25; and, (c) 16 managers from a population of 20. Three separate questionnaires as well as interview protocols for each of the stakeholder cohorts provided the core data. All members in the sample were surveyed. The researcher opted to be an outsider and received assistance from a few qualified trained academics to administer the questionnaire to students in different cohorts in order to minimise data bias. Only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24) and they were analysed using descriptive and inferential analysis: Analysis of Variance and Independent Samples t-test. Qualitative data were transcribed and analysed using thematic analysis to generate major themes and sub themes for the sub-research questions. Main strengths of using tablets from the findings of the study were (a) tablets motivated students in learning and lecturers in teaching (b) students understood the different styles of learning (c) enhanced students’ engagement and collaboration in learning. Main weakness of using tablets were students’ use of tablets for personal work and social networking during class hours was causing distractions to lecturers and other students. Generally, the evidence shows that strengths were greater than the weaknesses. It should also be noted that all stakeholders were positive and not statistically significantly different from each other in their views towards the use of tablets for learning and teaching in university classroom. However, students had views different from lecturers on the advantages and disadvantages of using tablets. The variance could be due to new students or new lecturers’ ignorance in the effective use of tablets and this might change as their familiarity in the use of the device improves. The research report makes a few recommendations which include training to all students and lecturers on the effective use of tablet computers for learning and teaching and installation of relevant applications before the commencement of each academic year. Moreover, the Information and communication technology technical staff must prevent students from visiting unwanted and restricted sites by keeping a network based tracker and blocker software application.
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Study habits and learning styles as correlates of grade 11 students’ academic performance in mathematical literacy in the Amathole Education District
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
- Full Text:
- Authors: Yako, Mzwandile John-Mott
- Date: 2019
- Subjects: Academic performance
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16687 , vital:40743
- Description: This study investigated whether there was correlation in study habits and learning styles with Mathematical Literacy among the Grade 11 (eleven) high school learners. The Amatole Education District was chosen for this study since it is composed of urban and rural schools. Since Mathematical Literacy was introduced in the system of education in South Africa with the understanding that learners who are finding it a challenge to study Mathematics be complemented with Mathematical Literacy to provide them with skills that are a prerequisite for tertiary level and participation in the economic development. The study purposed to establish whether there was a relationship between academic performance with study habits and learning styles in Mathematical Literacy. The study used the post-positivistic paradigm; the approach was quantitative and the design was descriptive correlational. In sampling probability, cluster sampling was used based on the number of high schools in the Amatole Education District of the Eastern Cape. It was then followed by sub-sampling of learners in Grade 11 (eleven) whose mathematical Literacy skills and performance were being investigated in this study. The theory of Covey on study habits and Kolb’s theory on learning styles were used as a theoretical framework for the study. The data collection instrument used was a closed-ended questionnaire based on a Likert scale measurement. Confidentiality and anonymity were emphasized with informed consent in place. Data was analyzed using SPSS software and Microsoft Excel. The results showed a significant relationship between note taking, writing skills and Mathematical Literacy skills and performance. The findings on the learning styles indicated no significant relationship between socio-demographic factors (visual language, visual numerical, auditory-numerical e.tc.) and academic performance in Mathematical Literacy. This research revealed that study habits had an impact on the academic performance of learners in mathematical literacy. This relationship between academic performance and study habits is an indication that learners needed to improve in their use of English as a second language, especially on note taking, writing skills and Mathematical Literacy.
- Full Text:
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