Showing items 521 - 540 of 990

Your selections:

Recontextualising issues in the 'NISTCOL" environmental education curriculum module for Primary Diploma by Distance Learning in Zambia

  • Authors: Moose, John
  • Date: 2009
  • Subjects: Environmental education -- Zambia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1722 , http://hdl.handle.net/10962/d1003605
  • Description: This study investigated the recontextualising of the NISTCOL environmental education curriculum module for the Primary Teachers’ Diploma by Distance Learning (PTDDL) in Zambia. It focused on three case sites, the NISTCOL EE curriculum module for PTDDL and the University of Zambia, the National In-Service Teacher’s College (NISTCOL) and four basic schools: chalimbana, Bimbe, Chongwe and Silver Rest. The study looked at teacher professional development in environmental education in Zambia. The aims and goals were to investigate the NISTCOL EE curriculum and identifying issues that were associated with lecturers in the recontextualising process and further examine what issues were associated with curriculum recontextualisation in Zambian schools. For the conceptual constructs, the research drew on Bernstein’s (1990) framework of pedagogic discourse, it traced how the pedagogic discourse was de-located from the field of production and re-located into the pedagogic practice of each stated case above. It further examined the continuities, discontinuities and changes in the official environmental discourse as it was recontextualised. The study particularly focused on Bernstein’s conceptual constructs of selective appropriation and ideological transformation. In each case the Bernstein framework is used to analyze the process to identify recontextualising issues influencing pedagogical practice in the Zambian schools and college. The study revealed that each case under focus was unique but through examining the environmental discourse and pedagogical discourse in each case recontextalising issues were identified. Each case was influenced by different factors, such as lack of policy synergy, lack of EE vision at national level in Zambia, experience and knowledge, ideologies and emphasis, and depth of engagement. These factors provided me with a deeper insight into the curriculum recontextualising processes in Zambian schools.
  • Full Text:
  • Date Issued: 2009

School grounds as a place for environmental learning in the life skills learning programme

  • Authors: Mambinja, Sindiswa
  • Date: 2009
  • Subjects: Environmental education -- Study and teaching (Elementary) -- South Africa --Grahamstown Life skills -- Study and teaching (Elementary) -- South Africa Education -- South Africa -- Curricula Education, Elementary -- South Africa School grounds -- South Africa -- Grahamstown Curriculum-based assessment -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1757 , http://hdl.handle.net/10962/d1003642
  • Description: With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.
  • Full Text:
  • Date Issued: 2009

Secondary school learners' perceptions of the value of integrating ICT into the curriculum: an exploratory study in the Grahamstown circuit

  • Authors: Mbane, Nombeko Precious
  • Date: 2009
  • Subjects: Educational technology -- South Africa Information technology -- South Africa Education, Secondary -- Curricula -- South Africa Computer-assisted instruction -- South Africa Educational innovations Information technology -- Study and teaching (Secondary) -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1762 , http://hdl.handle.net/10962/d1003647
  • Description: According to the Draft White Paper on e-Education (DoE, 2003), the objective of ICTs in education is to build digital and information literacy so that all learners become confident and competent in using technology to contribute to an innovative and developing South African society. International researchers have acknowledged that little is known about learners’ perceptions of their own learning, but that learners are aware of how technology can be used and have the potential to contribute ideas about ICTs can be used to support their learning. To add to this growing body of research, this study sought to establish secondary school learners’ experiences and perceptions of the value of integrating ICT into the curriculum and the extent to which they believe that ICT is meaningfully integrated into the curriculum. Although some of the schools do not have the necessary ICT infrastructure, this did not preclude the learners from having opinions about the potential benefits and drawbacks of ICT. The findings display the learners’ perceptions on ICT use within the curriculum and how this relates to the available infrastructure in schools.
  • Full Text:
  • Date Issued: 2009

Social learning processes of HIV/AIDS women caregivers on their use of traditional foods and medicinal plants : the case of Raphael Centre and Keiskamma Art and Health Centre communities of practice, Eastern Cape Province, South Africa

  • Authors: Shonhai, Venencia F
  • Date: 2009
  • Subjects: Keiskamma Art Project (South Africa) , Women caregivers -- South Africa -- Eastern Cape , HIV infections -- Study and teaching -- South Africa , AIDS (Disease) -- Study and teaching -- South Africa , HIV-positive persons -- Care -- South Africa -- Eastern Cape , Medicinal plants -- South Africa , Natural foods -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1768 , http://hdl.handle.net/10962/d1003653
  • Description: The scale of people being infected by HIV/AIDS (Human Immunodeficiency Virus /Acquired Immune Deficiency Syndrome) has meant that the family and the community have had to become involved in caring for the sick (Van Dyk, 2005). This has inevitably led to the emergence of informal caregivers in the form of family members caring for their relatives (Kipp, Nkosi, Laing & Jhangri, 2006). The research investigated the social learning of women caregivers looking after people living with HIV/AIDS, with emphasis on caregiving practices related to how they use traditional foods and medicinal plants. The research was undertaken in Grahamstown at the Raphael Centre and in Hamburg at Keiskkamma Health Centre and Art Project, Eastern Cape, South Africa. Data was collected using interviews, focus group discussions and diaries written by participants. The data was analyzed in two phases: the first phase involved reading the interview transcripts and collating the responses into analytical memos that were captured into broad categories, while the second phase made use of the community of practice analytical framework to further analyze the data to get better understanding of the social learning processes. This study reveals that participating in a community of practice like Raphael Centre and Keiskamma Health Centre enables caregivers to learn about caregiving. It also reveals that within these communities of practice there are varied learning processes that take place, such as observational and collaborative learning. The research also revealed that caregivers learn from the communities from which they come, for example caregivers learn about traditional food and medicinal plants which they use from their family members, friends, other caregivers as well as non governmental organizations. The research found that caregivers are influenced in their learning and practices by a number of factors which include their own experiences, ambivalent messages from different stakeholders concerned with fighting HIV/AIDS and exposure to new information. The research recommends that diverse learning processes in a community of practice and outside a community of practice should be encouraged and strengthened. It also recommends that HIV/AIDS caregiving options should be strengthened by drawing on experience and knowledge of caregivers. Caregivers should be encouraged to be selfsustaining to improve their caregiving practices. Stakeholders in the field of HIV/AIDS should be alert to and address ambivalence on use of medicinal plants. Existing programmes that enable women to learn about new information on HIV/AIDS should be strengthened.
  • Full Text:
  • Date Issued: 2009

The effect of a scientific literacy strategy on grade 6 and 7 learner's general literacy skills

  • Authors: Mayaba, Nokhanyo Nomakhwezi
  • Date: 2009
  • Subjects: Science -- Language , Science -- Study and teaching (Secondary) -- South Africa , Communication in science
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:9519 , http://hdl.handle.net/10948/1012 , Science -- Language , Science -- Study and teaching (Secondary) -- South Africa , Communication in science
  • Description: In this study I investigated the effect of a science literacy strategy on the development of grade six and seven second-language learners’ general literacy skills in both their home language (isiXhosa) and language of instruction (English). The scientific literacy strategy used focuses on reading to learn science, writing to learn science, classroom discussion and argumentation. A mixed method design was used. Quantitative data were collected from baseline and post-testing of language skills of learners. Qualitative measures were generated through interviews of learners and teachers and classroom observations. The sample comprised of seven grades six and seven (multigrade classrooms) classes in seven primary schools situated in the rural areas near Hogsback in the Eastern Cape (five experimental schools and two control schools). Mean differences between the experimental and control groups for the reading, listening, writing and speaking aspects of the literacy tests were computed and the data generated were treated statistically using Analysis of Variance. The qualitative data were used to gain deeper insights into the quantitative results. The data suggest that the science literacy strategy statistically significantly improved the learners reading skills in English, their listening skills in both English and isiXhosa, and their writing skills in isiXhosa over a six-month period. Possible explanations for these results are that the reading material was in English only, extensive use of code-switching from English to Xhosa was made by the teachers while teaching, and that learner classroom discussion and writing in isiXhosa was encouraged.
  • Full Text:
  • Date Issued: 2009

The implementation of project work by selected grade 10 life science teachers in Namibia

  • Authors: Angula, Alina Hambelela
  • Date: 2009
  • Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Project method in teaching -- Namibia School improvement programs -- Namibia Teachers -- Training of -- Namibia Curriculum planning -- Namibia Educational change -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1567 , http://hdl.handle.net/10962/d1003449
  • Description: Prior to independence in Namibia in 1990 the education system of the day did not encourage the majority of Namibian learners to explore and investigate the wonder of the natural and physical world. The post independence education system has nurtured the study of the sciences and has emphasized participation, problem solving and independent studies. The inclusion of projects and other independent studies has been regarded as a key vehicle to develop scientific understanding and competencies related to this understanding. However, very few studies have hitherto investigated the teachers’ understanding and implementation of projects in the Namibian context. This study investigates how Grade 10 Life Science teachers understand and implement projects in selected schools in Namibia. The study focused on two teachers in two schools, a combined and a senior secondary school in the Oshikoto educational region of Namibia. The research was conducted through an interpretive case study aiming to gain a better understanding about the implementation of projects in schools. Data were collected through semi-structured interviews, classroom observation and document analysis. The findings indicate that despite the focus on projects in the Life Science syllabus and broad curriculum, policy documents do not give detailed guidelines on how projects should be planned, organized and assessed. The results revealed that knowledge about projects and their implementation is primarily informed by practical activities rather than the critical enquiries or investigations required by the Life Science curriculum policy. The study also revealed that despite the in-service training received by the two teachers participating in this study on syllabus interpretation, it is apparent from the findings that project work in these in-service programmes was neglected. This has further hampered teachers’ understanding and implementation of projects. The findings of this study point to a need for project guidelines as well as in-service programmes in this area if the stated nature and role of projects in the context of Namibian education policy is to be achieved.
  • Full Text:
  • Date Issued: 2009

The potential of a stratified ontology for developing materials in community-based coastal marine environmental education processes

The role of leadership in a successful rural secondary school in Namibia: a case study

  • Authors: Sinvula, Leonard Masene
  • Date: 2009
  • Subjects: Education and Training Sector Improvement Programme (Namibia) Educational leadership -- Namibia -- Case studies School management and organization -- Namibia -- Case studies Education, Secondary -- Namibia -- Case studies Rural schools -- Namibia -- Case studies Education and state -- Namibia -- Case studies Education -- Parent participation -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1872 , http://hdl.handle.net/10962/d1004925
  • Description: The primary purpose of this qualitative case study research was to examine the role of leadership in a successful rural secondary school in Namibia. In Namibia, the Education and Training Sector Improvement Programme (ESTIP) was initiated to provide, amongst other things, effective leadership in education. In addition, the Ministry developed a policy on the National Standards and Performance Indicators for Schools in Namibia to complement the objectives of ETSIP. The policy emphasizes leadership practices in schools such as professional competence, commitment, ability to direct, inspire and motivate interpersonal relationships and teams. The study drew on leadership theories and findings from related studies to make sense of the role played by leadership in this particular rural school in Namibia. The study uses the interpretive orientation as the methodology for investigating the leadership's role. This is in line with my attempt to determine stakeholder's experiences and perceptions of the leadership in the school. I collected data from three sources: semi-structured interviews, observation and document analysis. The findings of this study suggest that the leadership had a significant influence on the school's success. In particular it emerged that the school leadership played an instructional role to ensure there was effective teaching and learning and that they encouraged teamwork extensively in leading the school. The leadership provided internal support structures as well as external networking to garner support for the school from the wider community. The study has also revealed that there are challenges facing this rural school's leadership in terms of poor parental involvement. Challenges such as lack of parental commitment to the school, illiteracy among adults and a communication breakdown between the school and its parents are still rife. The school leadership addresses this challenge by participating in village meetings and utilizing them as a platform to discuss school matters with parents. Further research on this topic would be useful, including such institutions as rural primary schools, private schools and colleges in the Caprivi Region, as very little research has been done on leadership roles in schools in the rural areas of Namibia.
  • Full Text:
  • Date Issued: 2009

The role of school management teams in selected Northern areas schools in Port Elizabeth in creating a culture of discipline and order

  • Authors: Oosthuizen, Lizette Clarise
  • Date: 2009
  • Subjects: School discipline -- South Africa -- Port Elizabeth , Classroom management , School management teams
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:9524 , http://hdl.handle.net/10948/983 , School discipline -- South Africa -- Port Elizabeth , Classroom management , School management teams
  • Description: Good discipline is one of the key characteristics of an effective school and is a vital prerequisite for a culture of learning and teaching at any school. Despite the requirement that every public school should have a code of conduct and other disciplinary policies to ensure a disciplined environment of teaching and learning, there is a perception that learner discipline at certain schools in the Northern areas of Port Elizabeth is busy eroding the fabric of effective school management. As an educator and more specifically a member of the school management team (SMT) at a Northern areas high school, I elected to investigate the role of SMTs in managing discipline at selected schools in the Northern areas of Port Elizabeth. The research question, which formed the basis of my research, was: What is the role played by SMTs of specific schools in the Northern areas of Port Elizabeth in creating a culture of discipline and order? By investigating how these SMTs cope with the challenge of managing learners’ ill-discipline, I was hoping to provide SMTs with possible solutions and/or guidelines for future use by SMTs facing similar challenges. This study chose the interpretive paradigm in which to conduct its investigation, as the aim was to understand how SMTs experience the phenomenon of school discipline at selected schools in the Northern areas of Port Elizabeth. This was done by means of qualitative research methods, which allowed me to listen to and share the experiences of SMT members in the participating schools. The sample of this investigation comprised of the SMTs of four schools in the Northern areas – three high schools and one primary school. Data were collected by getting the viewpoints of the participants by means of questionnaires as well as individual and group interviews. This data were then analyzed by highlighting significant themes resulting in the formulation of emerging themes, namely: a decline in discipline, socio-economic factors, classroom planning and school management and discipline practices. These four themes were then sub-divided into two categories each and thereafter the experiences of the participants were described in rich, thick detail. The main findings of this research focused on school discipline being the responsibility of all the relevant stakeholders of a school; finding solutions to the discipline problems should be a collective effort of SMT, educators and parents; the Department of Education (DoE) should increase its efforts to assist schools to manage discipline problems more effectively in order to create a culture of discipline and order. The findings of this study resulted in specific recommendations being formulated, e.g. the development of learners’ self-discipline should be high on the priority list of any school, educators need to be trained in effective alternatives to corporal punishment, and parents need to set standards of acceptable behaviour for their children at home, which will automatically spill over to the school. The conclusions from this research are that SMTs need to work as a team and in collaboration with other educators and parents to effectively manage discipline at their respective schools.
  • Full Text:
  • Date Issued: 2009

The role of school management teams in the implementation and maintenance of inclusive education

  • Authors: Geduld, Deidre Chante
  • Date: 2009
  • Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
  • Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
  • Full Text:
  • Date Issued: 2009

The use of the van Hiele theory in investigating teaching strategies used by grade 10 geometry teachers in Namibia

  • Authors: Muyeghu, Augustinus
  • Date: 2009
  • Subjects: Hiele, Pierre M. van Kilpatrick, Jeremy Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics teachers -- Training of -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1817 , http://hdl.handle.net/10962/d1003703
  • Description: This study reports on the extent to which selected mathematics teachers facilitate the teaching and learning of geometry at the van Hiele levels 1 and 2 at a Grade 10 level in selected schools in Namibia. It also addresses and explores the teaching strategies teachers employ in their classrooms. Kilpatrick et al.’s model for proficient teaching and the van Hiele model of geometric thinking were used to explore the type of teaching strategies employed by selected mathematics teachers. These two models served as guidelines from which interview and classroom observation protocols were developed. Given the continuing debate across the world about the learning and teaching of geometry, my thesis aims to contribute to a wider understanding of the teaching of geometry with regard to the van Hiele levels 1 and 2. There are no similar studies on the teaching of geometry in Namibia. My study concentrates on selected Grade 10 mathematics teachers and how they teach geometry using the van Hiele theory and the five Kilpatrick components of proficient teaching. As my research looks at teaching practice it was important to deconstruct teaching proficiency with a view to understanding what makes good teachers effective. The results from this study indicated that the selected Grade 10 mathematics teachers have a good conceptual understanding of geometry as all of them involved in this study were able to facilitate the learning and teaching of geometry that is consistent with the van Hiele levels 1 and 2.
  • Full Text:
  • Date Issued: 2009

Understanding the differences in marking performance of JSC mathematics markers in Namibia : a case study

  • Authors: Mutuku, Elizabeth
  • Date: 2009
  • Subjects: Educational change -- Namibia , Mathematics -- Namibia -- Examinations -- Case studies , Mathematics -- Study and teaching -- Namibia -- Case studies , Grading and marking (Students) -- Namibia -- Case studies
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1999 , http://hdl.handle.net/10962/d1015223
  • Description: Education reform in Namibia brought about changes to mathematics education since independence. This has put pressure on the government to provide both resources and qualified mathematics teachers to help drive the reform process in all teaching and learning activities. This included availing reliable and valid national examination results which is a measure of whether the newly introduced programmes are working or not. For the Ministry of Education this meant training more mathematics teachers and ensuring that competent and reliable teachers are appointed for marking national examination every year. The teachers' training process however, has not been going as fast as it was expected and year after year the Directorate of National Examinations and Assessment experienced problems in obtaining competent teachers for the marking of national examination. The purpose of the study was to understand the differences in marking performances of the JSC mathematics national examination markers. Particularly the study was to create a clear and detailed understanding of different factors that could possibly affect the marking performance of different markers. In addition, the study was to investigate the effect the mathematical content knowledge of the markers has on their marking performance. It was evident from the findings that their mathematical content knowledge had influenced their marking performance. Moreover the research findings also gave a strong indication that there are other factors that were influencing the markers marking performance. These were the markers' knowledge of the assessment and marking process, the markers' marking experience, the markers' socioeconomic background. The difference in their moderators' input has emerged as the other factors that have influenced their performance in marking and consequently contributed to the differences in their marking performances.
  • Full Text:
  • Date Issued: 2009

Using the van Hiele theory to analyse geometrical conceptualisation in grade 12 students: a Namibian perspective

  • Authors: Mateya, Muhongo
  • Date: 2009
  • Subjects: Hiele, Pierre M. van Hiele-Geldof, Dina van Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1820 , http://hdl.handle.net/10962/d1003706
  • Description: The study reported here utilised a theory of levels of geometric thinking. This theory was proposed and developed by two Dutch mathematics educators, Pierre van Hiele and his wife, Dina van Hiele-Geldof. The van Hiele theory enables investigations into why many students experience difficulties in learning geometry. In many nations, such as the UK, the USA, Netherlands, the USSR and to a certain extent, Nigeria and South Africa, research evidence has indicated that the overall students’ mathematical competencies are linked to their geometric thinking levels. This study is the first of its kind to apply the van Hiele theory of geometric thinking in the Namibian context to analyse geometrical conceptualisation in Grade 12 mathematics students. In all, 50 Grade 12 students (20 from School A and 30 from School B) were involved in this study. These students wrote a van Hiele Geometry Test adapted from the Cognitive Development and Achievement in Secondary School Geometry test items. Thereafter, a clinical interview with the aid of manipulatives was conducted. The results from this study indicated that many of the School A and School B students who participated in the research have a weak conceptual understanding of geometric concepts: 35% of the School A and 40% of the School B subsamples were at the prerecognition level. 25% and 30% of the School A, and 20% and 23.3% of the School B students were at van Hiele levels 1 and 2 respectively. An equal number of students but different in percentages, 2 (10%) in School A and 2 (6.7%) in School B, were at van Hiele level 3. Only one student from School B attained van Hiele level 4. These results were found to be consistent with those of previous similar studies in UK, USA, Nigeria and South Africa. The findings of this study also highlight issues of how the Namibian Grade 12 geometry syllabus should be aligned with the van Hiele levels of geometric thinking as well as the use of appropriate and correct language in geometrical thinking and problem solving.
  • Full Text:
  • Date Issued: 2009

Addressing the barriers to learning in the Helenvale area of Port Elizabeth : a school management perspective

  • Authors: Van Heerden, Edward Thomas
  • Date: 2008
  • Subjects: Students -- South Africa -- Port Alizabeth -- Social conditions , Children with social disabilities -- Education -- South Africa -- Port Elizabeth , Learning disabilities -- South Africa , School management and organization -- South Africa -- Port Elizabeth
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:9544 , http://hdl.handle.net/10948/676 , Students -- South Africa -- Port Alizabeth -- Social conditions , Children with social disabilities -- Education -- South Africa -- Port Elizabeth , Learning disabilities -- South Africa , School management and organization -- South Africa -- Port Elizabeth
  • Description: Educational underachievement is a big problem in all schools, but it is especially prevalent in poverty stricken areas. The main objective of this research was to investigate the possible reasons for, consequences of and strategies to address the problem of educational underachievement in poverty stricken areas. The research conducted was based on the interpretive paradigm and a qualitative approach was used to gather data. A case study approach was used as a research design. The data collection methods were questionnaires, interviews and observations. The study found that the home conditions, individual factors, family and psychological factors are the main reasons for academic underachievement. The main consequences of academic underachievement were found to be unemployment, behavioural problems, a negative self-perception, high failure rates, high drop-out rates and teenage pregnancies. The main strategies to address the problem which the study revealed are: teachers familiarising themselves with the home conditions of the child, addressing the problem of overcrowding, and poverty, involving the parents in the education of their children, enhancing the self-esteem of learners, improving teaching, implementing cooperative learning and providing study facilities for these learners at the school after hours.
  • Full Text:
  • Date Issued: 2008

An analysis of the influence of question design on pupils' approaches to number pattern generalisation tasks

  • Authors: Samson, Duncan Alistair
  • Date: 2008
  • Subjects: Mathematics -- Study and teaching Number theory -- Problems, exercises, etc Algebra -- Study and teaching Arithmetic -- Foundations Pattern perception
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1421 , http://hdl.handle.net/10962/d1003302
  • Description: This study is based on a qualitative investigation framed within an interpretive paradigm, and aims to investigate the extent to which question design affects the solution strategies adopted by children when solving linear number pattern generalisation tasks presented in pictorial and numeric contexts. The research tool comprised a series of 22 pencil and paper exercises based on linear generalisation tasks set in both numeric and 2-dimensional pictorial contexts. The responses to these linear generalisation questions were classified by means of stage descriptors as well as stage modifiers. The method or strategy adopted was carefully analysed and classified into one of seven categories. A meta-analysis focused on the formula derived for the nth term in conjunction with its justification. The process of justification proved to be a critical factor in being able to accurately interpret the origin of the sub-structure evident in many of these responses. From a theoretical perspective, the central role of justification/proof within the context of this study is seen as communication of mathematical understanding, and the process of justification/proof proved to be highly successful in providing a window of understanding into each pupil’s cognitive reasoning. The results of this study strongly support the notion that question design can play a critical role in influencing pupils’ choice of strategy and level of attainment when solving pattern generalisation tasks. Furthermore, this study identified a diverse range of visually motivated strategies and mechanisms of visualisation. An awareness and appreciation for such a diversity of visualisation strategies, as well as an understanding of the importance of appropriate question design, has direct pedagogical application within the context of the mathematics classroom.
  • Full Text:
  • Date Issued: 2008

An evaluation of the implementation of the new history curriculum

  • Authors: Mgandela, Luthando Loveth
  • Date: 2008
  • Subjects: Curriculum planning -- South Africa -- Eastern Cape , History -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:9516 , http://hdl.handle.net/10948/1031 , Curriculum planning -- South Africa -- Eastern Cape , History -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Curriculum evaluation -- South Africa -- Eastern Cape
  • Description: The objective of this study was to evaluate the implementation of the new History curriculum at Grade 10 level of Further Education and Training band in the Qumbu district of the Eastern Cape Province. The focus of the study was on evaluating: (a) the extent to which the new History curriculum was implemented as intended; (b) concerns harboured by History educators in relation to the new History curriculum; and the (c) degree of support undertaken by principals in the implementation of the new History curriculum. A review of literature related to the implementation, evaluation and support in curriculum implementation was done. It was the basis for establishing a theoretical framework. The approach used in the study was the survey method. Data was gathered by means of a Stages of Concern (SoC) questionnaire and principal intervention questionnaire. The sample was made up of 15 educators from 15 high schools. The findings indicate that History educators have intense concerns about the new History curriculum. Also, the data shows that principals provide support during the implementation of the new History curriculum. However, the data indicates an occurrence of a disjuncture. It seems that there is no correlation between the intensity of educator concerns and the degree of support undertaken by the principals. It is acknowledged that due to the limitations of this study, further studies on curriculum implementation should be done. It should encapsulate the use of an interview schedule and observation method of data gathering. It is recommended that principals should be trained by the Eastern Cape Department of Education by using stages of concern as the diagnostic tool of evaluating the degree of curriculum implementation. Principals should undertake to provide relevant and effective support to educators during curriculum implementation. Support should be provided according to the findings of the study.
  • Full Text:
  • Date Issued: 2008

An exploration of mathematical concepts embedded in Xhosa beadwork artifacts through an invention programme for Grade 9 learners

  • Authors: Myemane, Dumakazi Margaret
  • Date: 2008
  • Subjects: Mathematics -- Study and teaching -- Psychological aspects Mathematics -- Study and teaching -- Social aspects -- South Africa Mathematics -- Study and teaching (Secondary) -- South Africa Xhosa (African people) Ethnomathematics Beadwork -- South Africa -- Eastern Cape Beadwork, Xhosa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1950 , http://hdl.handle.net/10962/d1008201
  • Description: Mathematics has become increasingly important, as it is a pre-requisite for careers like architecture, science, engineering and medicine. Therefore it becomes imperative for the learners to understand and love it. In other words a sound foundation of mathematical skills and knowledge in the early stages is required. Often we hear learners asking questions like "when and where are we going to use these symbols x and y in our lives? " These questions might indicate that learners cannot link mathematics with daily life occurrences or even their own background experiences. This study is an exploration through hands-on activities of mathematical concepts embedded in beadwork artifacts. Learners' background experiences on bead work artifacts are acknowledged and explored for mathematical understanding. It is a case study, consisting of 44 learners in Grade 9 in two schools in Grahamstown. An interpretive approach is used. In order for the learners to be able to explore beadwork artifacts, they visited the Albany Museum (AM) and Msithandane Women's Project (MWP) in the community. Learners gathered information from these two sources. Beadwork artifacts in this study were used as a mediation and integration tool between culture and mathematics. Beadwork artifacts are found in the learners' cultures serving different purposes. In this study the focus was on Xhosa bead work artifacts. The hands-on activities posed challenges to learners because of their different background experiences. Some were able to draw designs but were unable to thread what they designed, whereas others were able to thread beads but were unable to draw designs. In this study learners had to use both completed bead work artifacts and drawn up designs for the investigation of mathematical concepts. Learners were able to identify symmetries in dress and in South African flag designs. Number patterns discovered were linked to their prior number pattern knowledge. The economic value of beadwork artifacts linked mathematics to the economics learning area. This study ties up with the new curriculum (C2005) and RNCS, which advocate the inclusion and integration of learning areas. In this instance, art and culture were used in mathematical activities. The study also encouraged the inclusion of participants' cultural background as a starting point for motivating them towards utilizing mathematical resources existing in their real life situations. The purpose was to make them aware that mathematics is found everywhere around us.
  • Full Text:
  • Date Issued: 2008

An investigation of student leadership in an independent school in the Eastern Cape: ʺdo alternative forms of leadership (such as servant leadership) emerge through community building?ʺ

  • Authors: Knott-Craig, Ian Duncan
  • Date: 2008
  • Subjects: Kingswood College Private schools -- South Africa -- Eastern Cape Servant leadership -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape Community and school -- South Africa -- Eastern Cape Student volunteers in social service -- South Africa -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1643 , http://hdl.handle.net/10962/d1003525
  • Description: Significant changes have taken place in recent years in leadership theory and practice world wide. Theorizations of effective leadership have evolved from being authoritarian and task-centered to a model in which leaders are encouraged to look beyond their self-interest and prioritize the interests of the group. This study investigates the development of an alternative form of leadership through community building in two male school boarding houses. It attempts to ascertain whether students are able to work collaboratively towards developing an environment conducive to servant leadership. Structured according to the transformative research paradigm, this action research study was conducted in an independent school, Kingswood College, in Grahamstown, South Africa. The College is a traditional independent co-educational school that prides itself on producing leaders. As the school was in the process of reviewing its leadership system, it became an appropriate site to investigate the development of community and to explore possibilities for the emergence of an alternative form of leadership that would reflect the attributes of servant leadership. The participants in the study were volunteers from two boarding houses, who agreed to reflect on their perceptions and experiences of the way in which their houses functioned. My research findings show that through their willingness to engage in moral dialogue, students can transform their boarding houses into closely-knit communities bound together by shared values and beliefs. Closer relationships make for better understanding. As the leaders take on the responsibility of caring for their juniors, a moral obligation begins to manifest itself. Leaders will display the attributes of servant leadership if they are prepared to acknowledge in practice this moral obligation to serve others.
  • Full Text:
  • Date Issued: 2008

An investigation of the educational aspirations of high school female learners

  • Authors: Willemse, Anneley
  • Date: 2008
  • Subjects: Women -- Education Student aspirations Vocational interests High school students Sex discrimination in education Sex differences in education Teenage girls -- Education
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1833 , http://hdl.handle.net/10962/d1004301
  • Description: Researchers hold numerous perceptions of the educational aspirations and future career choices of teenage girls. Studies argue that factors such as the curriculum, teachers' and parents' attitudes, the impact of HIV/AIDS, and teenage pregnancy, influence girls' future educational and occupational hopes and dreams either positively or negatively. Other researchers claim that learners' career choice is limited by their potential and school performance. The existing literature also suggests that girls have lower self-esteem and levels of achievement than boys. This research seeks to gain insight into high school girls' perceived academic and vocational prospects. The research was carried out in an interpretive paradigm. Six secondary school female learners from one school participated in the study. Semistructured interviews were the core method of data collection, supplemented by questionnaires and a focus group interview. As teenagers, the girls were expected to already have started to think about their future hopes and dreams. The findings revealed that all the girls seemed to experience school as a place where they could acquire knowledge about what they needed to make them autonomous and successful in adult life. For them, their parents remained their major significant others. They regarded fear of poverty as a major factor motivating them to achieve their educational and vocational aspirations. Peer pressure appeared not to be a major determinant of these girls' successes in school. The girls believed that there is a relationship between their academic performance and their future vocational choice. In addition, the girls did not see boys as a threat to their climbing the ladder of success.
  • Full Text:
  • Date Issued: 2008

An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study

  • Authors: Amukushu-Niipare, Alina
  • Date: 2008
  • Subjects: Education, Elementary -- Namibia -- Case studies Teaching -- Namibia -- Case studies Education -- Namibia -- Case studies Educational change -- Namibia -- Case studies School integration -- Namibia -- Case studies Curriculum planning -- Namibia
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:1651 , http://hdl.handle.net/10962/d1003534
  • Description: This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
  • Full Text:
  • Date Issued: 2008
  • Disclaimer
  • Privacy
  • Copyright
  • Contact