The potential of Geography fieldwork projects to develop action competence in response to social-ecological concerns: a case study of two Grade 10 Geography classes in Northern Namibia
- Authors: Mwiila, Modestus
- Date: 2020
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/126563 , vital:35901
- Description: The study explored the potential of Geography fieldwork projects to develop learners’ action competence in response to social-ecological problems in two schools in the Omusati and Oshana Education Regions. The study investigates ways in which learners’ activities create an opportunity for them to act for the environment. That is, to investigate ways in which learners can be shaped into environmentally literate citizens who act for the environment. A total of 43 grade 10 learners and two grade 10 Geography teachers participated in this qualitative, interpretive case study. Data was generated through document analysis, focus group interview with learners, semi-structured interviews with educators, and participant observations. Such data were analysed into three phases, first inductively and then abductively using Jensen’s (2004) Investigations, Visions, Actions and Change (IVAC) model to produce analytic statements that form the basis of the research findings. The study found that Geography fieldwork projects foster understandings of environmental problems in a local area. Through fieldwork projects, schools initiate indirect environmental actions, however, some environmental problems are too large or complex to be resolved by the actions initiated by learners. Based on these findings, the study identifies Geography fieldwork as an opportunity to create a community of practice in effort to address socioecological concerns. The study further recommends that learners should be allowed to engage with both social investigative actions and technical, scientific investigative actions when doing project work.
- Full Text:
- Date Issued: 2020
- Authors: Mwiila, Modestus
- Date: 2020
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/126563 , vital:35901
- Description: The study explored the potential of Geography fieldwork projects to develop learners’ action competence in response to social-ecological problems in two schools in the Omusati and Oshana Education Regions. The study investigates ways in which learners’ activities create an opportunity for them to act for the environment. That is, to investigate ways in which learners can be shaped into environmentally literate citizens who act for the environment. A total of 43 grade 10 learners and two grade 10 Geography teachers participated in this qualitative, interpretive case study. Data was generated through document analysis, focus group interview with learners, semi-structured interviews with educators, and participant observations. Such data were analysed into three phases, first inductively and then abductively using Jensen’s (2004) Investigations, Visions, Actions and Change (IVAC) model to produce analytic statements that form the basis of the research findings. The study found that Geography fieldwork projects foster understandings of environmental problems in a local area. Through fieldwork projects, schools initiate indirect environmental actions, however, some environmental problems are too large or complex to be resolved by the actions initiated by learners. Based on these findings, the study identifies Geography fieldwork as an opportunity to create a community of practice in effort to address socioecological concerns. The study further recommends that learners should be allowed to engage with both social investigative actions and technical, scientific investigative actions when doing project work.
- Full Text:
- Date Issued: 2020
The role of expansive learning in the potential development of rural youth as value creators: a case study of youth farming activity in the Amahlathi Local Municipality in the Eastern Cape
- Authors: Matiwane, Lwazi Mandilive
- Date: 2020
- Subjects: Environmental education -- South Africa -- Lenye , Rural development -- South Africa -- Lenye , Unemployed youth -- South Africa -- Lenye , Social learning -- South Africa -- Lenye , Educational change -- South Africa -- Lenye , Youth in development -- South Africa -- Lenye , Sustainable development -- South Africa -- Lenye , Agriculture -- Study and teaching -- Activity programs , Active learning -- South Africa -- Lenye , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/146034 , vital:38489
- Description: Environmental sustainability and agriculture are key development and transformational concerns in South Africa while rural development and youth unemployment are key national issues pertinent in the Eastern Cape which ranks in the top three provinces for both concerns. As a formative interventionist researcher, working in a singular case study with youth in Lenye village located in the Eastern Cape Province of South Africa, I sought to investigate the following: Can, and if so, how can expansive learning facilitated by a change laboratory intervention contribute to the development of youth as potential value creators for rural development? This was investigated through the following sub questions: 1) What value is created at each point of the expansive learning process of the change laboratory process and for who? 2) What value can still be created at each point of the expansive learning process of the change laboratory? 3) How is that value created via an expansive learning process? I collected data as I participated as a youth member through: extended contextual profiling via a focus group interview, individual interviews, note taking and document analysis. Furthermore, I attended village meetings, youth meetings and emergent youth development/youth in agriculture/agriculture opportunities. Additionally, change laboratory workshops were conducted and I used audio recordings and notes to capture data. The data collected was then analysed through second generation Cultural Historical Activity Theory using the concepts of immediate, potential, applied, realised and reframing value. In conclusion, the expansive learning process may contribute to the development of rural youth as value creators for sustainable development through youth development, agriculture and community development. All forms of value were created along the expansive learning process for the formative interventionist researcher, the Lenye youth and the greater Lenye youth community. All forms of value may still be created for the Lenye youth, the formative interventionist researcher and the greater Lenye youth community.
- Full Text:
- Date Issued: 2020
- Authors: Matiwane, Lwazi Mandilive
- Date: 2020
- Subjects: Environmental education -- South Africa -- Lenye , Rural development -- South Africa -- Lenye , Unemployed youth -- South Africa -- Lenye , Social learning -- South Africa -- Lenye , Educational change -- South Africa -- Lenye , Youth in development -- South Africa -- Lenye , Sustainable development -- South Africa -- Lenye , Agriculture -- Study and teaching -- Activity programs , Active learning -- South Africa -- Lenye , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/146034 , vital:38489
- Description: Environmental sustainability and agriculture are key development and transformational concerns in South Africa while rural development and youth unemployment are key national issues pertinent in the Eastern Cape which ranks in the top three provinces for both concerns. As a formative interventionist researcher, working in a singular case study with youth in Lenye village located in the Eastern Cape Province of South Africa, I sought to investigate the following: Can, and if so, how can expansive learning facilitated by a change laboratory intervention contribute to the development of youth as potential value creators for rural development? This was investigated through the following sub questions: 1) What value is created at each point of the expansive learning process of the change laboratory process and for who? 2) What value can still be created at each point of the expansive learning process of the change laboratory? 3) How is that value created via an expansive learning process? I collected data as I participated as a youth member through: extended contextual profiling via a focus group interview, individual interviews, note taking and document analysis. Furthermore, I attended village meetings, youth meetings and emergent youth development/youth in agriculture/agriculture opportunities. Additionally, change laboratory workshops were conducted and I used audio recordings and notes to capture data. The data collected was then analysed through second generation Cultural Historical Activity Theory using the concepts of immediate, potential, applied, realised and reframing value. In conclusion, the expansive learning process may contribute to the development of rural youth as value creators for sustainable development through youth development, agriculture and community development. All forms of value were created along the expansive learning process for the formative interventionist researcher, the Lenye youth and the greater Lenye youth community. All forms of value may still be created for the Lenye youth, the formative interventionist researcher and the greater Lenye youth community.
- Full Text:
- Date Issued: 2020
The use of drawing to support teaching and learning of an additional language in foundation phase classrooms
- Authors: Macubeni, Sandiswa
- Date: 2020
- Subjects: Language and languages -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49351 , vital:41676
- Description: Parents in South Africa have been given the privilege and right to choose the language of learning and teaching (LoLT) for their children. However, because of the advantages associated with fluency in English, parents tend to choose English as the language of instruction, often without being informed as to the disadvantages of learning in an additional language. The use of an additional language as the main language of instruction can potentially negatively affect the academic performance of learners, as they are often unable to express themselves efficiently and comprehend instructions given in this additional language. In an effort to assist learners who may be struggling with learning in an additional language, this study explored the use of drawing to support the teaching and learning of an additional language in Foundation Phase classrooms. A qualitative approach was adopted in order to gain insights of Foundation Phase teachers regarding the use of drawing to promote the teaching and learning of English as an additional language. The methods that were used to elicit data in this study included focus groups, an open-ended questionnaire, field notes, reflective journal entries, and document analysis. The participants in this research were 18 Foundation Phase teachers from a school in the Northern Areas of Port Elizabeth. The collected data were analysed using thematic analysis. The findings of this study revealed that drawing is both an expressive and receptive visual language that has the potential to promote the teaching and learning of an additional language. However, for this additional language to be effective, teachers should create a stimulating environment and encourage learners to use this language in their classrooms. Teachers should also find creative ways to accommodate drawing within their planned teaching and learning activities in the classroom.
- Full Text:
- Date Issued: 2020
- Authors: Macubeni, Sandiswa
- Date: 2020
- Subjects: Language and languages -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49351 , vital:41676
- Description: Parents in South Africa have been given the privilege and right to choose the language of learning and teaching (LoLT) for their children. However, because of the advantages associated with fluency in English, parents tend to choose English as the language of instruction, often without being informed as to the disadvantages of learning in an additional language. The use of an additional language as the main language of instruction can potentially negatively affect the academic performance of learners, as they are often unable to express themselves efficiently and comprehend instructions given in this additional language. In an effort to assist learners who may be struggling with learning in an additional language, this study explored the use of drawing to support the teaching and learning of an additional language in Foundation Phase classrooms. A qualitative approach was adopted in order to gain insights of Foundation Phase teachers regarding the use of drawing to promote the teaching and learning of English as an additional language. The methods that were used to elicit data in this study included focus groups, an open-ended questionnaire, field notes, reflective journal entries, and document analysis. The participants in this research were 18 Foundation Phase teachers from a school in the Northern Areas of Port Elizabeth. The collected data were analysed using thematic analysis. The findings of this study revealed that drawing is both an expressive and receptive visual language that has the potential to promote the teaching and learning of an additional language. However, for this additional language to be effective, teachers should create a stimulating environment and encourage learners to use this language in their classrooms. Teachers should also find creative ways to accommodate drawing within their planned teaching and learning activities in the classroom.
- Full Text:
- Date Issued: 2020
Towards realising the benefits of citizen participation in environmental monitoring: a case study in an Eastern Cape natural resource management programme
- Authors: Mtati, Nosiseko
- Date: 2020
- Subjects: Tsitsa Project , Rural development projects -- South Africa -- Eastern Cape , Environmental monitoring -- South Africa -- Tsitsa River , Environmental monitoring -- Citizen participation -- South Africa -- Tsitsa River , Water supply, Agricultural -- South Africa -- Tsitsa River , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167562 , vital:41492
- Description: The Tsitsa Project focusses on land use management and rural livelihoods in the Tsitsa River catchment in the Eastern Cape Province of South Africa. It is funded by the Department of Environmental Affairs and the environmental monitoring initiative is implemented by Rhodes University, where I am employed as the catchment coordinator. This study explores the environmental monitoring initiative within the bigger Tsitsa Project. Community members in the catchment monitor sediment transportation in the Tsitsa River and its tributaries, which originally became of interest because it is proposed that a dam (Ntabelanga Dam) be established here. This study aims to understand citizen environmental monitoring in the Tsitsa Project; what the project managers regarded as benefits; and how the monitors themselves perceived benefits of participating as monitors. A realist approach was followed, in order to understand the connections between the context and the mechanisms in the project, and how these combined to result in the outcomes observed. Realist research emphasises the importance of context in shaping outcomes such as the achieved benefits of citizen monitoring. Data was collected using a case study method, where each individual monitor and their particular context, was regarded as a case. Semistructured interviews were conducted with 17 monitors and five Tsitsa Project staff; this was supported by field notes and the reviewing of project documents including field reports. The realist analysis looked at the context of the monitors in general and the mechanisms applied by the project in recruiting, training and managing the monitors. A second layer of mechanisms was identified as those responses from the monitors to what the project was introducing to them. Outcomes were both positive and negative, including how long monitors remained in the initiative, what benefits they derived from the process, and what potential benefits they did not achieve. This included lost opportunities to provide recognition for skills and experience gained. Recommendations are made regarding the recruitment, training and management of monitors, to optimise benefits for the monitors, the host institution and the initiative’s staff. The study is significant because of its particular yet representative characteristics and it will assist both the Tsitsa Project, which aims to expand its citizen environmental monitoring initiative, as well as wider Natural Resource Management Programmes in South Africa. It is also hoped that it will contribute to the literature on environmental monitoring as a little researched form of citizen science globally.
- Full Text:
- Date Issued: 2020
- Authors: Mtati, Nosiseko
- Date: 2020
- Subjects: Tsitsa Project , Rural development projects -- South Africa -- Eastern Cape , Environmental monitoring -- South Africa -- Tsitsa River , Environmental monitoring -- Citizen participation -- South Africa -- Tsitsa River , Water supply, Agricultural -- South Africa -- Tsitsa River , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167562 , vital:41492
- Description: The Tsitsa Project focusses on land use management and rural livelihoods in the Tsitsa River catchment in the Eastern Cape Province of South Africa. It is funded by the Department of Environmental Affairs and the environmental monitoring initiative is implemented by Rhodes University, where I am employed as the catchment coordinator. This study explores the environmental monitoring initiative within the bigger Tsitsa Project. Community members in the catchment monitor sediment transportation in the Tsitsa River and its tributaries, which originally became of interest because it is proposed that a dam (Ntabelanga Dam) be established here. This study aims to understand citizen environmental monitoring in the Tsitsa Project; what the project managers regarded as benefits; and how the monitors themselves perceived benefits of participating as monitors. A realist approach was followed, in order to understand the connections between the context and the mechanisms in the project, and how these combined to result in the outcomes observed. Realist research emphasises the importance of context in shaping outcomes such as the achieved benefits of citizen monitoring. Data was collected using a case study method, where each individual monitor and their particular context, was regarded as a case. Semistructured interviews were conducted with 17 monitors and five Tsitsa Project staff; this was supported by field notes and the reviewing of project documents including field reports. The realist analysis looked at the context of the monitors in general and the mechanisms applied by the project in recruiting, training and managing the monitors. A second layer of mechanisms was identified as those responses from the monitors to what the project was introducing to them. Outcomes were both positive and negative, including how long monitors remained in the initiative, what benefits they derived from the process, and what potential benefits they did not achieve. This included lost opportunities to provide recognition for skills and experience gained. Recommendations are made regarding the recruitment, training and management of monitors, to optimise benefits for the monitors, the host institution and the initiative’s staff. The study is significant because of its particular yet representative characteristics and it will assist both the Tsitsa Project, which aims to expand its citizen environmental monitoring initiative, as well as wider Natural Resource Management Programmes in South Africa. It is also hoped that it will contribute to the literature on environmental monitoring as a little researched form of citizen science globally.
- Full Text:
- Date Issued: 2020
Use of eco-art education in supporting the establishment of sustainability competencies in basic education: an interventionist case study
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
A critical analysis of selected teachers’ perceptions and experiences of the role that visualisation processes play in their Van Hiele level 1 teaching to migrate their learners to the next Van Hiele level
- Authors: Munichinga, Ben Muyambango
- Date: 2019
- Subjects: Hiele, Pierre M. van. Structure and insight , Visualization , Mathematics -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Activity programs -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96735 , vital:31313
- Description: Learning is a process that involves building on prior knowledge, enriching and exchanging existing understanding where learners’ knowledge base is scaffolded in the construction of knowledge. Research on the teaching and learning of geometry in mathematics suggests that physical manipulation experiences, especially of shapes, is an important process in learning at all ages. The focus of the study was the migration of Grade 8 learners from one Van Hiele level to the next as a result of teachers incorporating visualisation processes and Van Hiele phases of instructions in their teaching. The study underpinned by the social constructivist’s theory, therefore aimed at teachers developing visual materials and using Van Hiele’s phases of instruction to teach two dimensional figures in Geometry. The study was carried out in Namibia, Zambezi region in Bukalo circuit. It involved four schools, with 93 learners and three teacher participants. The research is an interpretive case study of a planned intervention programme, which took a four weeks to complete. Participating learners wrote a Van Hiele Geometric test prior and post the intervention programme to determine their geometric level of thought. Participating teachers all received training on visualisation in mathematics and the Van Hiele theory before the intervention. During the intervention, teacher planned and each taught three lessons on two-dimensional figures. Qualitative data was collected from classroom observation, stimulus recall interviews and focus group interviews. Quantitative data came from the pre and post-test of learners. This study found that on average, Grade 8 learners who participated in the study were operating at levels lower than expected of pupils at their stage of schooling. This study also found that, visualisation processes and the Van Hiele phases are effective when used in geometry lessons to migrate learners from lower Van Hiele levels to higher. For teachers in the same circuit, partnership and planning of difficult topics on an agreed regular basis is recommended. When planning lessons teachers are encouraged to take advantage of the Van Hiele phases of instructions. This study thus recommends the incorporation of visualisation strategies of teaching geometry in particular at primary and lower secondary levels. Mathematics teachers are further encouraged to design visual materials such as Geoboards to use for every topic in geometry. Such visual materials should be carefully developed and evaluated to ensure that their use in the classroom is effectively linked to concepts under discussion in a given lesson.
- Full Text:
- Date Issued: 2019
- Authors: Munichinga, Ben Muyambango
- Date: 2019
- Subjects: Hiele, Pierre M. van. Structure and insight , Visualization , Mathematics -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Activity programs -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96735 , vital:31313
- Description: Learning is a process that involves building on prior knowledge, enriching and exchanging existing understanding where learners’ knowledge base is scaffolded in the construction of knowledge. Research on the teaching and learning of geometry in mathematics suggests that physical manipulation experiences, especially of shapes, is an important process in learning at all ages. The focus of the study was the migration of Grade 8 learners from one Van Hiele level to the next as a result of teachers incorporating visualisation processes and Van Hiele phases of instructions in their teaching. The study underpinned by the social constructivist’s theory, therefore aimed at teachers developing visual materials and using Van Hiele’s phases of instruction to teach two dimensional figures in Geometry. The study was carried out in Namibia, Zambezi region in Bukalo circuit. It involved four schools, with 93 learners and three teacher participants. The research is an interpretive case study of a planned intervention programme, which took a four weeks to complete. Participating learners wrote a Van Hiele Geometric test prior and post the intervention programme to determine their geometric level of thought. Participating teachers all received training on visualisation in mathematics and the Van Hiele theory before the intervention. During the intervention, teacher planned and each taught three lessons on two-dimensional figures. Qualitative data was collected from classroom observation, stimulus recall interviews and focus group interviews. Quantitative data came from the pre and post-test of learners. This study found that on average, Grade 8 learners who participated in the study were operating at levels lower than expected of pupils at their stage of schooling. This study also found that, visualisation processes and the Van Hiele phases are effective when used in geometry lessons to migrate learners from lower Van Hiele levels to higher. For teachers in the same circuit, partnership and planning of difficult topics on an agreed regular basis is recommended. When planning lessons teachers are encouraged to take advantage of the Van Hiele phases of instructions. This study thus recommends the incorporation of visualisation strategies of teaching geometry in particular at primary and lower secondary levels. Mathematics teachers are further encouraged to design visual materials such as Geoboards to use for every topic in geometry. Such visual materials should be carefully developed and evaluated to ensure that their use in the classroom is effectively linked to concepts under discussion in a given lesson.
- Full Text:
- Date Issued: 2019
A design experiment exploring the influence of visual and kinesthetic tools in learning Grade 8 linear algebra in a Namibian secondary school
- Authors: Kalua, Enos
- Date: 2019
- Subjects: Algebra -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92683 , vital:30724
- Description: Based on a broad literature review, understanding algebra is a challenge among learners in middle schools around the world. Early researches also indicated that algebra is often taught through inherent symbols and procedures. This does not exclude Namibian learners in secondary schools whom I have worked with for over 10 years. Examination reports (2014, 2016 and 2017) serve as evidence that learners performed poorly (below 45%) in the area of algebra, with these reports indicating that teachers need to strongly emphasise the issue of solving linear equations. Therefore, this study presents a proposed design research in an attempt to help learners develop meaningful understanding of linear algebra at Grade 8 level. Eight learners whose ages ranged from 13 - 14 years from one Namibian secondary school in Oshikoto region, in northern Namibia, were the participants in this study. The learners represented different groups of learning abilities, ranging from low learning abilities to high learning abilities. The designed programme for this intervention consisting of eight lessons was planned for three weeks and the lessons were conducted in the afternoon to avoid any interruption with normal learning hours. The study used four tools for data collection, namely, benchmark tests (pre-test and post-test), observation, focus groups and unstructured interviews. The data collected for this study was inductively analysed. The purpose of this study was to determine whether and how the specific visual and kinaesthetic teaching tools (diagrams, expansion box and balance method) used may have contributed to learners’ understanding of algebraic concepts and techniques (variables, expressions and equations). The study used diagrams (geometrical plane shapes) for separating terms, an expansion box for expanding brackets and the balance method for solving linear equations. The study revealed the use of diagrams helped the learners in understanding the separation of variable and constant terms when simplifying expressions through addition and/or subtraction. Moreover, the study also revealed that the use of an expansion box was useful for the learners in understanding expansion of brackets in expressions with more than one term. Regarding the use of the balance method, the study showed that learners were already able to solve linear equations by the transfer method, hence, the balance method was not necessary.
- Full Text:
- Date Issued: 2019
- Authors: Kalua, Enos
- Date: 2019
- Subjects: Algebra -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92683 , vital:30724
- Description: Based on a broad literature review, understanding algebra is a challenge among learners in middle schools around the world. Early researches also indicated that algebra is often taught through inherent symbols and procedures. This does not exclude Namibian learners in secondary schools whom I have worked with for over 10 years. Examination reports (2014, 2016 and 2017) serve as evidence that learners performed poorly (below 45%) in the area of algebra, with these reports indicating that teachers need to strongly emphasise the issue of solving linear equations. Therefore, this study presents a proposed design research in an attempt to help learners develop meaningful understanding of linear algebra at Grade 8 level. Eight learners whose ages ranged from 13 - 14 years from one Namibian secondary school in Oshikoto region, in northern Namibia, were the participants in this study. The learners represented different groups of learning abilities, ranging from low learning abilities to high learning abilities. The designed programme for this intervention consisting of eight lessons was planned for three weeks and the lessons were conducted in the afternoon to avoid any interruption with normal learning hours. The study used four tools for data collection, namely, benchmark tests (pre-test and post-test), observation, focus groups and unstructured interviews. The data collected for this study was inductively analysed. The purpose of this study was to determine whether and how the specific visual and kinaesthetic teaching tools (diagrams, expansion box and balance method) used may have contributed to learners’ understanding of algebraic concepts and techniques (variables, expressions and equations). The study used diagrams (geometrical plane shapes) for separating terms, an expansion box for expanding brackets and the balance method for solving linear equations. The study revealed the use of diagrams helped the learners in understanding the separation of variable and constant terms when simplifying expressions through addition and/or subtraction. Moreover, the study also revealed that the use of an expansion box was useful for the learners in understanding expansion of brackets in expressions with more than one term. Regarding the use of the balance method, the study showed that learners were already able to solve linear equations by the transfer method, hence, the balance method was not necessary.
- Full Text:
- Date Issued: 2019
A phenomenological study of Senior Primary school teachers’ understandings of an English Across the Curriculum approach to language teaching in Namibia
- Authors: Kambonde, Emily
- Date: 2019
- Subjects: English teachers -- Training of -- Namibia , English language -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92381 , vital:30718
- Description: This is a phenomenological study designed to investigate English teachers’ understandings of the concept of English Across the Curriculum (EAC), and the extent to which such understandings inform their pedagogic practices at the Senior Primary phase, in a Namibian context. The study was located within the qualitative, interpretive paradigm, using a multi-method approach of semi-structured interviews, classroom observations and documentary evidence as research instruments. The participants were three English second-language teachers at a primary school in a suburban area. Findings from the study revealed that there were several understandings of EAC, and though there might have been an underlying understanding of the concept, classroom practices were incongruent with what EAC requires. It was also found that there are documents based on social constructivist and Genre Theory in the National Professional Standards for teachers, but teachers were not familiar with the content of these documents and they were not used by teachers as guiding documents on how they need to implement EAC. It is recommended that English teachers receive continuous professional development courses on language development theories and EAC, as well as specific training to implement EAC so that “every teacher can be a language teacher”.
- Full Text:
- Date Issued: 2019
- Authors: Kambonde, Emily
- Date: 2019
- Subjects: English teachers -- Training of -- Namibia , English language -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92381 , vital:30718
- Description: This is a phenomenological study designed to investigate English teachers’ understandings of the concept of English Across the Curriculum (EAC), and the extent to which such understandings inform their pedagogic practices at the Senior Primary phase, in a Namibian context. The study was located within the qualitative, interpretive paradigm, using a multi-method approach of semi-structured interviews, classroom observations and documentary evidence as research instruments. The participants were three English second-language teachers at a primary school in a suburban area. Findings from the study revealed that there were several understandings of EAC, and though there might have been an underlying understanding of the concept, classroom practices were incongruent with what EAC requires. It was also found that there are documents based on social constructivist and Genre Theory in the National Professional Standards for teachers, but teachers were not familiar with the content of these documents and they were not used by teachers as guiding documents on how they need to implement EAC. It is recommended that English teachers receive continuous professional development courses on language development theories and EAC, as well as specific training to implement EAC so that “every teacher can be a language teacher”.
- Full Text:
- Date Issued: 2019
An analysis of how the use of geoboards as visualisation tools can be utilised in the teaching of quadrilaterals
- Authors: Matengu, Given Kahale
- Date: 2019
- Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96724 , vital:31312
- Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
- Full Text:
- Date Issued: 2019
- Authors: Matengu, Given Kahale
- Date: 2019
- Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96724 , vital:31312
- Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
- Full Text:
- Date Issued: 2019
An analysis of the roles and functions of teachers’ gestures as visualisation tools in the teaching of mathematics at the junior primary phase (Grades 0 –3)
- Authors: Namakalu, Dietlinde Nelao
- Date: 2019
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Education, Elementary -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96713 , vital:31311
- Description: There is ample evidence in the literature that gestures are important hand and bodily actions that play vital roles during interactions between learners and teachers in the mathematics classroom. These gestures enable both the teacher and the learner to visualise mathematical concepts and ideas. The aim of this Namibian interpretive case study, located in enactivist theory, was to analyse the types of gestures that three selected teachers at the junior primary phase (Grades 0–3) used in their teaching of mathematics. The study also interrogated the roles that these gestures played in the teaching process of the three teachers. As I intended to analyse the types of gestures the selected teachers used and understand their views and perceptions of the roles and functions their gestures played as visualisation tools in the teaching of mathematics, I observed ten lessons of each teacher and video recorded them. I then interviewed them (one-on-one stimulus-recall interviews) and interpreted the gestures they used and utterances they made about using these gestures. The types of gestures that the participating teachers used are classified according to McNeill‘s (1992) framework, namely pointing (deictic) gestures, iconic (illustrators) gestures, metaphoric gestures, beat (motor) gestures and symbolic (emblems) gestures. The study found that the participating teachers incorporated a variety of gestures into their lessons and used them strategically. According to the teachers, gestures made the lessons interesting and encouraged active participation of the learners in the lessons. The teachers also revealed that gestures assist in explaining mathematical concepts and thus affected the learners‘ understanding positively. This study strongly suggests that the usefulness and efficacy of employing gestures as visualisation tools in mathematics education should be strategically harnessed.
- Full Text:
- Date Issued: 2019
- Authors: Namakalu, Dietlinde Nelao
- Date: 2019
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Education, Elementary -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96713 , vital:31311
- Description: There is ample evidence in the literature that gestures are important hand and bodily actions that play vital roles during interactions between learners and teachers in the mathematics classroom. These gestures enable both the teacher and the learner to visualise mathematical concepts and ideas. The aim of this Namibian interpretive case study, located in enactivist theory, was to analyse the types of gestures that three selected teachers at the junior primary phase (Grades 0–3) used in their teaching of mathematics. The study also interrogated the roles that these gestures played in the teaching process of the three teachers. As I intended to analyse the types of gestures the selected teachers used and understand their views and perceptions of the roles and functions their gestures played as visualisation tools in the teaching of mathematics, I observed ten lessons of each teacher and video recorded them. I then interviewed them (one-on-one stimulus-recall interviews) and interpreted the gestures they used and utterances they made about using these gestures. The types of gestures that the participating teachers used are classified according to McNeill‘s (1992) framework, namely pointing (deictic) gestures, iconic (illustrators) gestures, metaphoric gestures, beat (motor) gestures and symbolic (emblems) gestures. The study found that the participating teachers incorporated a variety of gestures into their lessons and used them strategically. According to the teachers, gestures made the lessons interesting and encouraged active participation of the learners in the lessons. The teachers also revealed that gestures assist in explaining mathematical concepts and thus affected the learners‘ understanding positively. This study strongly suggests that the usefulness and efficacy of employing gestures as visualisation tools in mathematics education should be strategically harnessed.
- Full Text:
- Date Issued: 2019
An exploration of how Professional Learning Communities can contribute to the development of teachers’ capabilities and valued functionings in teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences
- Authors: Thomas, Kgomotso Emily
- Date: 2019
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Science teachers -- In-service training -- South Africa , Science -- Study and teaching (Secondary) -- South Africa , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92584 , vital:30739
- Description: The study explored how professional learning communities can contribute to the development of teachers’ capabilities and achievement of valued functionings related to teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences. This is in the context of the Curriculum Assessment and Policy Statement (CAPS), which is a content-referenced curriculum that requires active and critical approaches to learning, and to environment and sustainability content. This study is designed as a qualitative case study of a professional support forum (PSF) in the Mahikeng sub-district, in North West. The study made use of questionnaires, observations, interviews and document analysis as data generation methods. The Capability Approach was used as a theoretical and conceptual framework to explore teachers’ valued functionings, as well as the conversion factors related to those functionings. A functioning is defined as what a person values to be or do, hence the term valued beings and doings has been used interchangeably with the term valued functionings throughout the study. The analysis of data was done in three phases. Phase one analysis was inductive with the data from questionnaires, classroom observations, document analysis (work schedules and lesson plans or preparation books). The purpose of this phase was to answer the first research sub-question of how teachers teach environmental content. Phase two was a deductive analysis, and the purpose was to present teachers’ valued beings and doings in teaching environmental content, and in belonging to the PSF. The last phase of analysis was abductive, and it employed the theoretical framework of Sen’s Capability Approach to get a deeper understanding of factors that either enabled or constrained teachers’ valued beings and doings associated with their capabilities. The study found that teachers have gaps in their environmental content knowledge in the Life and Living strand grade 8 Natural Sciences. This was mainly as a result of teachers not having relevant qualifications, and/or not having any professional development in teaching the environmental content knowledge. Secondly, teachers used traditional methods which were teacher-centred to teach environmental content knowledge. The gaps in the environmental content knowledge were constraints to how the teachers taught environmental content in their classrooms. Teachers’ valued beings and doings related to teaching environmental content were discussed under the three conversion factors of the capability approach: personal, social and environmental conversion factors. The study found that teachers’ qualifications, experiences, passion for environmental content topics, level of confidence, teaching and learning resources, learners’ interest and participation, support, classroom and schools’ environment were among conversion factors that either enabled or constrained teachers’ valued functionings in teaching environmental content Findings also revealed that teachers have different valued functionings related to belonging to the PSF: shared responsibilities, shared values and vision, collaboration, and discussion of subject content. The conversion factors related to these functionings were found to be learning space, time and duration of the PSF, activities in the PSF, teaching and learning resources, teaching experience, and facilitation. The study recommends that teachers’ professional development programmes should promote subject content discussions as well as group and individual learning. They should also create supportive conditions that will expand teachers’ capabilities in teaching environmental content knowldge. Lastly, the teachers’ professional development programmes should explicitly take into account teachers’ valued functionings and conversion factors that can enable teachers to develop their professional capabilities.
- Full Text:
- Date Issued: 2019
- Authors: Thomas, Kgomotso Emily
- Date: 2019
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Science teachers -- In-service training -- South Africa , Science -- Study and teaching (Secondary) -- South Africa , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92584 , vital:30739
- Description: The study explored how professional learning communities can contribute to the development of teachers’ capabilities and achievement of valued functionings related to teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences. This is in the context of the Curriculum Assessment and Policy Statement (CAPS), which is a content-referenced curriculum that requires active and critical approaches to learning, and to environment and sustainability content. This study is designed as a qualitative case study of a professional support forum (PSF) in the Mahikeng sub-district, in North West. The study made use of questionnaires, observations, interviews and document analysis as data generation methods. The Capability Approach was used as a theoretical and conceptual framework to explore teachers’ valued functionings, as well as the conversion factors related to those functionings. A functioning is defined as what a person values to be or do, hence the term valued beings and doings has been used interchangeably with the term valued functionings throughout the study. The analysis of data was done in three phases. Phase one analysis was inductive with the data from questionnaires, classroom observations, document analysis (work schedules and lesson plans or preparation books). The purpose of this phase was to answer the first research sub-question of how teachers teach environmental content. Phase two was a deductive analysis, and the purpose was to present teachers’ valued beings and doings in teaching environmental content, and in belonging to the PSF. The last phase of analysis was abductive, and it employed the theoretical framework of Sen’s Capability Approach to get a deeper understanding of factors that either enabled or constrained teachers’ valued beings and doings associated with their capabilities. The study found that teachers have gaps in their environmental content knowledge in the Life and Living strand grade 8 Natural Sciences. This was mainly as a result of teachers not having relevant qualifications, and/or not having any professional development in teaching the environmental content knowledge. Secondly, teachers used traditional methods which were teacher-centred to teach environmental content knowledge. The gaps in the environmental content knowledge were constraints to how the teachers taught environmental content in their classrooms. Teachers’ valued beings and doings related to teaching environmental content were discussed under the three conversion factors of the capability approach: personal, social and environmental conversion factors. The study found that teachers’ qualifications, experiences, passion for environmental content topics, level of confidence, teaching and learning resources, learners’ interest and participation, support, classroom and schools’ environment were among conversion factors that either enabled or constrained teachers’ valued functionings in teaching environmental content Findings also revealed that teachers have different valued functionings related to belonging to the PSF: shared responsibilities, shared values and vision, collaboration, and discussion of subject content. The conversion factors related to these functionings were found to be learning space, time and duration of the PSF, activities in the PSF, teaching and learning resources, teaching experience, and facilitation. The study recommends that teachers’ professional development programmes should promote subject content discussions as well as group and individual learning. They should also create supportive conditions that will expand teachers’ capabilities in teaching environmental content knowldge. Lastly, the teachers’ professional development programmes should explicitly take into account teachers’ valued functionings and conversion factors that can enable teachers to develop their professional capabilities.
- Full Text:
- Date Issued: 2019
An investigation into amaXhosa new initiates’ masculine identity construction, mediation and negotiation: implications for the Life Orientation Curriculum
- Authors: Mdaka, Sizwe
- Date: 2019
- Subjects: Xhosa (African people) -- Rites and ceremonies , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Masculinity -- South Africa -- Eastern Cape , Life skills -- Study and teaching -- South Africa -- Eastern Cape -- Case studies , Life skills -- Study and teaching -- South Africa -- Curricula , Men -- Identity -- South Africa , Boys -- Education -- South Africa , Gender identity in education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94926 , vital:31097
- Description: This study asked questions about dominant discourses shaping new amaXhosa initiates masculine identities. In particular, it asked questions on the interface between tradition and modern values and how the new initiates negotiate these in constructing masculine identities and the implications this has for schooling (and specifically LO classes). This was a qualitative case study that relied on multiple sources of data including individual and focus groups interview with AmaXhosa new initiates as well as individual interviews with teachers. The study also included classroom observations of Life Orientation classes as the selected schools. Initially, informal discussions with the new initiates were held to gain insights on their perspective of initiation schools. The findings of this study revealed three broad themes. The first was that normative masculine conceptions and manhood, with particular attention paid to constructions of manhood and masculine identity and their relation to emotional display, men as breadwinners and family providers, marriage, and heterosexuality and fatherhood. The second one was on gender space and power in the classroom which revealed masculine performance inside and outside the classroom, and the role played by sitting positions and spatial arrangements as a discursive spaces for the construction of particular masculine identities. The third related the curriculum in practice versus the stated LO curriculum and revealed a disjuncture between the two. With teachers tolerating the traditional male structures and behaviours in the classroom, despite being in conflict with the stated LO curriculum core messages on gender, patriarchy and equality, intentionally or unintentionally select a position of collusion rather than disruption of these classroom behaviours. The study results highlight the complex social space that new initiates inhabit in order to make meaning of their masculine identities, and the challenges for teachers and schools in mediating between the traditional values and behaviours of some leaners, some of which are in conflict with the values and behaviours espoused by the LO curriculum and the modernizing project goals of SA education and the Constitution.
- Full Text:
- Date Issued: 2019
- Authors: Mdaka, Sizwe
- Date: 2019
- Subjects: Xhosa (African people) -- Rites and ceremonies , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Masculinity -- South Africa -- Eastern Cape , Life skills -- Study and teaching -- South Africa -- Eastern Cape -- Case studies , Life skills -- Study and teaching -- South Africa -- Curricula , Men -- Identity -- South Africa , Boys -- Education -- South Africa , Gender identity in education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94926 , vital:31097
- Description: This study asked questions about dominant discourses shaping new amaXhosa initiates masculine identities. In particular, it asked questions on the interface between tradition and modern values and how the new initiates negotiate these in constructing masculine identities and the implications this has for schooling (and specifically LO classes). This was a qualitative case study that relied on multiple sources of data including individual and focus groups interview with AmaXhosa new initiates as well as individual interviews with teachers. The study also included classroom observations of Life Orientation classes as the selected schools. Initially, informal discussions with the new initiates were held to gain insights on their perspective of initiation schools. The findings of this study revealed three broad themes. The first was that normative masculine conceptions and manhood, with particular attention paid to constructions of manhood and masculine identity and their relation to emotional display, men as breadwinners and family providers, marriage, and heterosexuality and fatherhood. The second one was on gender space and power in the classroom which revealed masculine performance inside and outside the classroom, and the role played by sitting positions and spatial arrangements as a discursive spaces for the construction of particular masculine identities. The third related the curriculum in practice versus the stated LO curriculum and revealed a disjuncture between the two. With teachers tolerating the traditional male structures and behaviours in the classroom, despite being in conflict with the stated LO curriculum core messages on gender, patriarchy and equality, intentionally or unintentionally select a position of collusion rather than disruption of these classroom behaviours. The study results highlight the complex social space that new initiates inhabit in order to make meaning of their masculine identities, and the challenges for teachers and schools in mediating between the traditional values and behaviours of some leaners, some of which are in conflict with the values and behaviours espoused by the LO curriculum and the modernizing project goals of SA education and the Constitution.
- Full Text:
- Date Issued: 2019
An investigation of learning and emerging knowledge in the Mpophomeni Sanitation Education Project, Howick, KwaZulu-Natal
- Authors: Boothway, Reinetta Louina
- Date: 2019
- Subjects: Environmental education -- South Africa , Mpophomeni Sanitation Education Project (South Africa) , Water quality management -- Study and teaching -- South Africa , Knowledge and learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/115377 , vital:34121
- Description: This study took place within the broader context of water resources management in South Africa. With the democratisation of water stewardship through an enabling international and South African water policy landscape, an opportunity opened up for citizens to participate in the effective management of their own water resources. In this context, a community-engaged citizen science project known as the Mpophomeni Sanitation Education Project emerged to demonstrate how a diverse range of knowledge agents can work and learn together to better manage their water resources and address problems of sewage pollution threatening their provincial water source. The following study aimed to shed light on the learning and emerging knowledge in the MSEP. The study was conducted in three phases. Wenger’s Communities of Practice (CoP) theory provided a lens to look at Phase One, which aimed to answer the following sub-question: Is the MSEP a CoP? Wenger’s CoP theory also assisted with the investigation during Phase Two, which looked at the following question: What is the nature of learning in the MSEP? Social realist theories of knowledge and education, and Tàbara and Chabay with their Ideal Type (IT) worldviews, provided suitable lenses for Phase Three’s investigation of the following question: What is the nature of emerging knowledge in the MSEP? The main finding for Phase One is that the MSEP does function as a CoP. With its strong focus on relationships, it’s clearly defined joint enterprise of solving the problem of sewage pollution, individual and joint commitment to engage with the problem and the sharing of a repertoire of tools, ideas and practices it is cultivating a culture conducive to purposeful learning. Regarding the exploration of the nature of learning in Phase Two, findings confirming the engagement of identity with learning and the importance of context for meaning-making emerged. Finally, study findings about the nature of knowledge in the MSEP found that the knowledge practices in the MSEP that are both social and epistemic in nature are produced by a diverse range of knowledge agents in an open knowledge space.
- Full Text:
- Date Issued: 2019
- Authors: Boothway, Reinetta Louina
- Date: 2019
- Subjects: Environmental education -- South Africa , Mpophomeni Sanitation Education Project (South Africa) , Water quality management -- Study and teaching -- South Africa , Knowledge and learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/115377 , vital:34121
- Description: This study took place within the broader context of water resources management in South Africa. With the democratisation of water stewardship through an enabling international and South African water policy landscape, an opportunity opened up for citizens to participate in the effective management of their own water resources. In this context, a community-engaged citizen science project known as the Mpophomeni Sanitation Education Project emerged to demonstrate how a diverse range of knowledge agents can work and learn together to better manage their water resources and address problems of sewage pollution threatening their provincial water source. The following study aimed to shed light on the learning and emerging knowledge in the MSEP. The study was conducted in three phases. Wenger’s Communities of Practice (CoP) theory provided a lens to look at Phase One, which aimed to answer the following sub-question: Is the MSEP a CoP? Wenger’s CoP theory also assisted with the investigation during Phase Two, which looked at the following question: What is the nature of learning in the MSEP? Social realist theories of knowledge and education, and Tàbara and Chabay with their Ideal Type (IT) worldviews, provided suitable lenses for Phase Three’s investigation of the following question: What is the nature of emerging knowledge in the MSEP? The main finding for Phase One is that the MSEP does function as a CoP. With its strong focus on relationships, it’s clearly defined joint enterprise of solving the problem of sewage pollution, individual and joint commitment to engage with the problem and the sharing of a repertoire of tools, ideas and practices it is cultivating a culture conducive to purposeful learning. Regarding the exploration of the nature of learning in Phase Two, findings confirming the engagement of identity with learning and the importance of context for meaning-making emerged. Finally, study findings about the nature of knowledge in the MSEP found that the knowledge practices in the MSEP that are both social and epistemic in nature are produced by a diverse range of knowledge agents in an open knowledge space.
- Full Text:
- Date Issued: 2019
An investigation of the teaching of writing in Grade-9 English first-language classrooms: a case study of a selected government school in Namibia
- Martins, Simone Alexandra Domingues
- Authors: Martins, Simone Alexandra Domingues
- Date: 2019
- Subjects: English language -- Rhetoric -- Study and teaching -- Namibia , English language -- Study and teaching (Secondary) -- Namibia , English language == Composition and exercises -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92280 , vital:30699
- Description: The pedagogical practice choices teachers make when teaching writing in Grade-9 English first- language classrooms, as well as the extent to which these pedagogical practices appear to enable or constrain learners’ acquisition of writing skills as per grade-specific curricular expectations, are the focus of the study. It draws from Bernstein’s (1971) curriculum and society theory, as well as genre theory. Located within the qualitative case study approach, it is designed to investigate the reasons for Grade-9 English first-language learners’ underperformance in Paper 2, the composition component of the Namibian external examinations. Drawing from the interpretivist paradigm, the study uses one-on-one interviews, semi-structured classroom observations, as well as documentary evidence of the Namibian English first-language syllabus and examples of learners’ written work, to generate data. The research site and study participants were purposefully selected. The study involves two Grade-9 English first-language teachers and classrooms at one Namibian High School, and took place from the second to the third terms of 2017.
- Full Text:
- Date Issued: 2019
- Authors: Martins, Simone Alexandra Domingues
- Date: 2019
- Subjects: English language -- Rhetoric -- Study and teaching -- Namibia , English language -- Study and teaching (Secondary) -- Namibia , English language == Composition and exercises -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92280 , vital:30699
- Description: The pedagogical practice choices teachers make when teaching writing in Grade-9 English first- language classrooms, as well as the extent to which these pedagogical practices appear to enable or constrain learners’ acquisition of writing skills as per grade-specific curricular expectations, are the focus of the study. It draws from Bernstein’s (1971) curriculum and society theory, as well as genre theory. Located within the qualitative case study approach, it is designed to investigate the reasons for Grade-9 English first-language learners’ underperformance in Paper 2, the composition component of the Namibian external examinations. Drawing from the interpretivist paradigm, the study uses one-on-one interviews, semi-structured classroom observations, as well as documentary evidence of the Namibian English first-language syllabus and examples of learners’ written work, to generate data. The research site and study participants were purposefully selected. The study involves two Grade-9 English first-language teachers and classrooms at one Namibian High School, and took place from the second to the third terms of 2017.
- Full Text:
- Date Issued: 2019
An investigation ofthe effectiveness of using analogies to develop a robust understanding of direct current (DC) electric circuits in first-year university students
- Authors: Bacela, Mpathi Collin
- Date: 2019
- Subjects: Physics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42443 , vital:36657
- Description: The effectiveness of using a teaching strategy, based on analogies for direct current electric circuits, to attempt to address first-year underprepared university students was investigated. The study consisted of 53 participants drawn from the Faculty of Health Sciences at Nelson Mandela University. A quantitative research design was adopted using the “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT) version 1.2 as a research instrument. The DIRECT is a 29-item multiple-choice test with only one correct answer in each question. The DIRECT was modified to further probe students’ confidence levels in their answers. The instrument served as a pre-test prior to the start of the formal lessons on direct current electric circuits. At the end of a five-week treatment period, the same instrument was administered to all participants as a post-test. The statistical analysis and interpretation of the preand post-test data were conducted using Software Package for Social Sciences (SPSS) version 23 and STATISTICA version 12. In answering the main research question (How can a misconception-based module, using analogies,positively influence(or not)academically under-prepared first-year non-major Physics students’ conceptual understanding of direct current(DC)electricalcircuits?)and sub-questions thereof, the students’ mean scores between the pre-and posttest were calculate and compared using t-test at a significant level of 0.05. The results revealed a statistically significant difference between the preand post-test mean scores. The pre-test mean score was 22.24 with a standard deviation of 8.07. The post-test mean score was 38.68 with a standard deviation of 13.93. The mean score difference between the post-test and pre-test was 16.44 with a standard deviation of 13.82 at p-value less than 0.05. The results from the pre-test suggest that students held very strong alternative conceptions on direct current electric circuits. The post-test results also revealed that some alternative conceptions were still held onto after the intervention. There wasno statistical significant difference found between the students’ correct answers and their confidence levels. The quantitative analysis of the results suggested that there is a positive change between the post-testmean score and pre-test mean score and this change is statistically significant (p < 0.05). The results showed sufficient evidence to conclude that analogies-based teaching strategy was a vieffective means of reducing the number of alternative conceptions the students held about direct current electric circuits. The study recommended the need to ascertain out what the students felt about the improvement of their understanding of direct current electric circuits concepts. The study suggested a qualitative research methodology as an area for future research.
- Full Text:
- Date Issued: 2019
- Authors: Bacela, Mpathi Collin
- Date: 2019
- Subjects: Physics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42443 , vital:36657
- Description: The effectiveness of using a teaching strategy, based on analogies for direct current electric circuits, to attempt to address first-year underprepared university students was investigated. The study consisted of 53 participants drawn from the Faculty of Health Sciences at Nelson Mandela University. A quantitative research design was adopted using the “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT) version 1.2 as a research instrument. The DIRECT is a 29-item multiple-choice test with only one correct answer in each question. The DIRECT was modified to further probe students’ confidence levels in their answers. The instrument served as a pre-test prior to the start of the formal lessons on direct current electric circuits. At the end of a five-week treatment period, the same instrument was administered to all participants as a post-test. The statistical analysis and interpretation of the preand post-test data were conducted using Software Package for Social Sciences (SPSS) version 23 and STATISTICA version 12. In answering the main research question (How can a misconception-based module, using analogies,positively influence(or not)academically under-prepared first-year non-major Physics students’ conceptual understanding of direct current(DC)electricalcircuits?)and sub-questions thereof, the students’ mean scores between the pre-and posttest were calculate and compared using t-test at a significant level of 0.05. The results revealed a statistically significant difference between the preand post-test mean scores. The pre-test mean score was 22.24 with a standard deviation of 8.07. The post-test mean score was 38.68 with a standard deviation of 13.93. The mean score difference between the post-test and pre-test was 16.44 with a standard deviation of 13.82 at p-value less than 0.05. The results from the pre-test suggest that students held very strong alternative conceptions on direct current electric circuits. The post-test results also revealed that some alternative conceptions were still held onto after the intervention. There wasno statistical significant difference found between the students’ correct answers and their confidence levels. The quantitative analysis of the results suggested that there is a positive change between the post-testmean score and pre-test mean score and this change is statistically significant (p < 0.05). The results showed sufficient evidence to conclude that analogies-based teaching strategy was a vieffective means of reducing the number of alternative conceptions the students held about direct current electric circuits. The study recommended the need to ascertain out what the students felt about the improvement of their understanding of direct current electric circuits concepts. The study suggested a qualitative research methodology as an area for future research.
- Full Text:
- Date Issued: 2019
Assessing teaching capacity of novice teachers through mentoring in primary schools.
- Authors: Mthi,Tanduxolo Nicholas
- Date: 2019
- Subjects: Mentoring in education Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16566 , vital:40732
- Description: The quality of teacher education seems to have become a crucial point of debate worldwide. However, teaching seems to be one of the careers without a recognised apprenticeship. Therefore, mentoring has been seen as an appropriate way for experienced teachers to guide, assist, coach and motivate teachers in their teaching capacity. Teaching capacity is described as having a broad content which can be related to quality teaching, teacher effectiveness and teacher behaviour in the classroom or in the school. The lens with which the study was viewed was through Lave and Wenger’s (1998) theory, Community of Practice (CoP). Community of Practice is defined as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determining solutions and building innovations. The study used mixed methods and concurrent triangulation design in sampling 60 participants for quantitative data and 6 participants for qualitative data. The unit of analysis were novice teachers who were randomly and purposively selected. Data gathering methods included questionnaires, classroom observations and document analysis. The focus was on the primary schools, Foundation Phase (FP) novice teachers. The findings revealed utilisation of different mentoring approaches such as one on one; Foundation Phase Team and school- based mentoring. Although the study reveals that the work of the mentor teachers and novice teachers has evolved to include Learning Teams to improve the teaching capacity of teachers; some mentoring approaches were less effective. The study suggests, therefore, that schoolbased and district-based mentoring programmes to be formally organised as part of developing novice teachers’ teaching capacity.
- Full Text:
- Date Issued: 2019
- Authors: Mthi,Tanduxolo Nicholas
- Date: 2019
- Subjects: Mentoring in education Teachers -- In-service training
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16566 , vital:40732
- Description: The quality of teacher education seems to have become a crucial point of debate worldwide. However, teaching seems to be one of the careers without a recognised apprenticeship. Therefore, mentoring has been seen as an appropriate way for experienced teachers to guide, assist, coach and motivate teachers in their teaching capacity. Teaching capacity is described as having a broad content which can be related to quality teaching, teacher effectiveness and teacher behaviour in the classroom or in the school. The lens with which the study was viewed was through Lave and Wenger’s (1998) theory, Community of Practice (CoP). Community of Practice is defined as a process of social learning that occurs when people who have a common interest in a subject or area collaborate over an extended period of time, sharing ideas and strategies, determining solutions and building innovations. The study used mixed methods and concurrent triangulation design in sampling 60 participants for quantitative data and 6 participants for qualitative data. The unit of analysis were novice teachers who were randomly and purposively selected. Data gathering methods included questionnaires, classroom observations and document analysis. The focus was on the primary schools, Foundation Phase (FP) novice teachers. The findings revealed utilisation of different mentoring approaches such as one on one; Foundation Phase Team and school- based mentoring. Although the study reveals that the work of the mentor teachers and novice teachers has evolved to include Learning Teams to improve the teaching capacity of teachers; some mentoring approaches were less effective. The study suggests, therefore, that schoolbased and district-based mentoring programmes to be formally organised as part of developing novice teachers’ teaching capacity.
- Full Text:
- Date Issued: 2019
Assessing the difficulties in teaching and learning of geometry in grade 9 based on the van hiele theory in Komga, East London Education District in South Africa’s Eastern Cape Province
- Authors: Xakwe, Nomawethu
- Date: 2019
- Subjects: Special education Geometry
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16588 , vital:40734
- Description: Geometry prepares learners by equipping them with the knowledge to use higher order thinking skills. The purpose of this research was to assess the difficulties in the teaching and learning of geometry in Grade 9 based on the van Hiele theory in a rural education district in South Africa’s Eastern Cape Province. van Hiele levels complement each other and therefore, geometry educators need to have good pedagogical content knowledge and apply effective teaching and learning strategies to promote geometry learning. The study adopted the pragmatic paradigm and mixed method approach. Convenient sampling based on proximity to the researcher’s workplace was used to select three schools in Komga education circuit for data collection. The educators’ sample consisted of the Grade 9 mathematics educators from each of the three schools making up a total of 3 educators. The learners’ sample consisted of 27 Grade 9 learners,9 from each of the same three schools from where the educators were selected. Quantitative data were collected from educators and learners using different questionnaires. Qualitative data were collected using different in-depth interview schedules for educators and learners. All members of the sample were interviewed. Observations also were carried out in the classroom during teaching and learning of geometry in order to probe the use of strategies by educators. The quantitative data were subjected to descriptive statistical analysis and tabulated. The qualitative data from interviews were thematically analysed and observation data were transcribed, analysed and tabulated. Final conclusions were drawn through triangulating the different data sets. Findings revealed the strengths and weakenesses of the strategies used by educators and the difficulties faced by the learners. Some of the prominent strengths for educators’ strategies were: ability to promote interactive learning and facilitating a conducive environment, enhancement of critical thinking and development of learners’ confidence through participation. Some of the prominent weakenesses of educators’ strategies were:lack of understanding on how to deal with slow learners and inability to change teaching methods to accommodate all learners, thus inhibiting inclusive education.The prominent strenghts for learners were eagerness to participate in all activities and exhibition of confidence in problem solving. The prominent weakenesses of learners were that the respondents struggled with the P a g e | ii geometrical vocabulary and language needed to express their understanding, deficiency in the understanding of geometric concepts and not having the required understanding of the characteristics of triangles. The study recommends that the geometry educators should plan activities for geometry lessons that will encourage the development of geometric vocabulary among their learners. Geometry educators also need to to include questions in their assessments that test conceptual understanding. In-service workshops should be conducted to equip the educators about how to deal with inclusive education.
- Full Text:
- Date Issued: 2019
- Authors: Xakwe, Nomawethu
- Date: 2019
- Subjects: Special education Geometry
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16588 , vital:40734
- Description: Geometry prepares learners by equipping them with the knowledge to use higher order thinking skills. The purpose of this research was to assess the difficulties in the teaching and learning of geometry in Grade 9 based on the van Hiele theory in a rural education district in South Africa’s Eastern Cape Province. van Hiele levels complement each other and therefore, geometry educators need to have good pedagogical content knowledge and apply effective teaching and learning strategies to promote geometry learning. The study adopted the pragmatic paradigm and mixed method approach. Convenient sampling based on proximity to the researcher’s workplace was used to select three schools in Komga education circuit for data collection. The educators’ sample consisted of the Grade 9 mathematics educators from each of the three schools making up a total of 3 educators. The learners’ sample consisted of 27 Grade 9 learners,9 from each of the same three schools from where the educators were selected. Quantitative data were collected from educators and learners using different questionnaires. Qualitative data were collected using different in-depth interview schedules for educators and learners. All members of the sample were interviewed. Observations also were carried out in the classroom during teaching and learning of geometry in order to probe the use of strategies by educators. The quantitative data were subjected to descriptive statistical analysis and tabulated. The qualitative data from interviews were thematically analysed and observation data were transcribed, analysed and tabulated. Final conclusions were drawn through triangulating the different data sets. Findings revealed the strengths and weakenesses of the strategies used by educators and the difficulties faced by the learners. Some of the prominent strengths for educators’ strategies were: ability to promote interactive learning and facilitating a conducive environment, enhancement of critical thinking and development of learners’ confidence through participation. Some of the prominent weakenesses of educators’ strategies were:lack of understanding on how to deal with slow learners and inability to change teaching methods to accommodate all learners, thus inhibiting inclusive education.The prominent strenghts for learners were eagerness to participate in all activities and exhibition of confidence in problem solving. The prominent weakenesses of learners were that the respondents struggled with the P a g e | ii geometrical vocabulary and language needed to express their understanding, deficiency in the understanding of geometric concepts and not having the required understanding of the characteristics of triangles. The study recommends that the geometry educators should plan activities for geometry lessons that will encourage the development of geometric vocabulary among their learners. Geometry educators also need to to include questions in their assessments that test conceptual understanding. In-service workshops should be conducted to equip the educators about how to deal with inclusive education.
- Full Text:
- Date Issued: 2019
Challenges on learning and teaching of fraction operations in Grade 6 - a case study in a South African primary school
- Authors: Chetty, Ashnee
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics -- Study and teaching (Early childhood)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15869 , vital:40534
- Description: Literature review indicates that world over, fraction operations in primary school are challenging not only for learners but also for teachers and South Africa is not an exception. There have been studies on challenges of fraction operations, but could not locate any study at a Grade 6 level in East London education district. The purpose of this study was to assess the specific strengths and challenges in the learning and teaching of fraction operations in Grade 6 in one of the schools in this district. The research paradigm for this study was post-positivism which adopted a mixed methods approach, utilising both quantitative and qualitative methods. The population consisted of three teachers and 98 Grade 6 learners in one primary school in East London. The learners were under 18 years and in order to comply with South African ethical regulations involving humans, a letter was sent out to all 98 Grade 6 learners’ parents requesting their consent. Only 59 learners brought back the consent letters signed by a parent or legal guardian and hence, the sample consisted of 59 Grade 6 learners. There were two instruments: a survey questionnaire with 15 items for learners and two interview schedules, one for teachers and another for learners. The time to complete the questionnaire was 45 minutes and the time to complete the interviews was less than 20 minutes for learners and 40 minutes for teachers. As part of a pilot study, the questionnaire was given to six learners in 2017 cohort. Also, the questionnaire was given two colleagues teaching Grade 6 from two different schools. Furthermore, two learners from the 2017 cohort and two colleagues from two different schools were interviewed, respectively, to check the validity of the learners’ and teachers’ interview schedules. Based on the feedback, the instruments were modified for use in 2018. The learners were given the questionnaire to answer first before 10 were selected for interviews. Three teachers, one each from Grades 5, 6 and 7 were interviewed. The quantitative data were analysed to lead to a descriptive data presentation. The qualitative data were analysed thematically. It was revealed that there were similarities and differences in the manner in which teachers teach and the challenges they identified. There were similarities and differences among the responses from the learners. They found certain fraction operations challenging and their strengths were similar as well. The common outline of the learners’ strengths were being able to do like-fractions while, their challenges were on doing unlike-fractions. The teachers too concurred with the learners’ views. The learners got confused because they did not understand fractions as part of a whole. The teachers indicated knowledge of more than one teaching method. The teachers also pointed out how times tables is an essential part of being able to do operations of fractions. This study could be beneficial for teachers, learners, parents and curriculum developers. The curriculum developers need to revisit the time frame, the transition between the grades, and how often the concept of fractions appears throughout every term.
- Full Text:
- Date Issued: 2019
- Authors: Chetty, Ashnee
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics -- Study and teaching (Early childhood)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15869 , vital:40534
- Description: Literature review indicates that world over, fraction operations in primary school are challenging not only for learners but also for teachers and South Africa is not an exception. There have been studies on challenges of fraction operations, but could not locate any study at a Grade 6 level in East London education district. The purpose of this study was to assess the specific strengths and challenges in the learning and teaching of fraction operations in Grade 6 in one of the schools in this district. The research paradigm for this study was post-positivism which adopted a mixed methods approach, utilising both quantitative and qualitative methods. The population consisted of three teachers and 98 Grade 6 learners in one primary school in East London. The learners were under 18 years and in order to comply with South African ethical regulations involving humans, a letter was sent out to all 98 Grade 6 learners’ parents requesting their consent. Only 59 learners brought back the consent letters signed by a parent or legal guardian and hence, the sample consisted of 59 Grade 6 learners. There were two instruments: a survey questionnaire with 15 items for learners and two interview schedules, one for teachers and another for learners. The time to complete the questionnaire was 45 minutes and the time to complete the interviews was less than 20 minutes for learners and 40 minutes for teachers. As part of a pilot study, the questionnaire was given to six learners in 2017 cohort. Also, the questionnaire was given two colleagues teaching Grade 6 from two different schools. Furthermore, two learners from the 2017 cohort and two colleagues from two different schools were interviewed, respectively, to check the validity of the learners’ and teachers’ interview schedules. Based on the feedback, the instruments were modified for use in 2018. The learners were given the questionnaire to answer first before 10 were selected for interviews. Three teachers, one each from Grades 5, 6 and 7 were interviewed. The quantitative data were analysed to lead to a descriptive data presentation. The qualitative data were analysed thematically. It was revealed that there were similarities and differences in the manner in which teachers teach and the challenges they identified. There were similarities and differences among the responses from the learners. They found certain fraction operations challenging and their strengths were similar as well. The common outline of the learners’ strengths were being able to do like-fractions while, their challenges were on doing unlike-fractions. The teachers too concurred with the learners’ views. The learners got confused because they did not understand fractions as part of a whole. The teachers indicated knowledge of more than one teaching method. The teachers also pointed out how times tables is an essential part of being able to do operations of fractions. This study could be beneficial for teachers, learners, parents and curriculum developers. The curriculum developers need to revisit the time frame, the transition between the grades, and how often the concept of fractions appears throughout every term.
- Full Text:
- Date Issued: 2019
Concept cartoons as a formative assessment instrument in physics – a case study
- Nwaigwe, Chinelo Georgina Candy
- Authors: Nwaigwe, Chinelo Georgina Candy
- Date: 2019
- Subjects: Comic books, strips, etc., in education , Science -- Study and teaching Educational evaluation Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42759 , vital:36689
- Description: Studies have shown that the practice of formative assessment is a challenge for many teachers in South Africa. Teachers are either entrenched in their old habits and methods of assessment, or they have not been adequately trained and supported to apply formative assessment in the instructional process. The aim of this research was to explore Physical Sciences teachers’ perceptions of formative assessment and the usefulness of Concept Cartoons as a formative assessment instrument to assist teachers in their practice of formative assessment. The perceptions of eight Grade 11 Physical Sciences teachers on formative assessment were sought before and after an intervention. During the intervention, the teachers were trained to use Concept Cartoons as a formative assessment instrument. The teachers’ perceptions were also sought after an implementation phase where they implemented Concept Cartoons as a formative assessment instrument in their own classrooms. The teachers were purposefully selected from six schools in the Port Elizabeth area. A qualitative case study approach, informed by a constructivist perspective, was applied in this study. Data were collected through open-ended questionnaires, semi-structured interviews, and the participants’ post-implementation written reflections. These data were analysed and presented in both narrative and tabular formats, supported by verbatim quotes from the participants. The conclusion that can be drawn from this study is that the use of Concept Cartoons as a formative assessment instrument had a substantially positive influence on the Physical Sciences teachers’ understanding and practice of formative assessment. The data also suggest that Concept Cartoons supported both learner- and teacher learning, thus functioning as an Educative Curriculum Material (ECM). Another finding in this study was that a relatively short intervention (i.e. a workshop) could make a difference in teachers’ learning and professional development. Support, however, is needed, particularly in the form of teaching resources or materials, so as to ensure the translation of knowledge into practice. Though the findings are presented within the context of the six sampled schools, and focussed on Grade 11, further research may determine these findings to be informative for other institutions within similar settings.
- Full Text:
- Date Issued: 2019
- Authors: Nwaigwe, Chinelo Georgina Candy
- Date: 2019
- Subjects: Comic books, strips, etc., in education , Science -- Study and teaching Educational evaluation Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42759 , vital:36689
- Description: Studies have shown that the practice of formative assessment is a challenge for many teachers in South Africa. Teachers are either entrenched in their old habits and methods of assessment, or they have not been adequately trained and supported to apply formative assessment in the instructional process. The aim of this research was to explore Physical Sciences teachers’ perceptions of formative assessment and the usefulness of Concept Cartoons as a formative assessment instrument to assist teachers in their practice of formative assessment. The perceptions of eight Grade 11 Physical Sciences teachers on formative assessment were sought before and after an intervention. During the intervention, the teachers were trained to use Concept Cartoons as a formative assessment instrument. The teachers’ perceptions were also sought after an implementation phase where they implemented Concept Cartoons as a formative assessment instrument in their own classrooms. The teachers were purposefully selected from six schools in the Port Elizabeth area. A qualitative case study approach, informed by a constructivist perspective, was applied in this study. Data were collected through open-ended questionnaires, semi-structured interviews, and the participants’ post-implementation written reflections. These data were analysed and presented in both narrative and tabular formats, supported by verbatim quotes from the participants. The conclusion that can be drawn from this study is that the use of Concept Cartoons as a formative assessment instrument had a substantially positive influence on the Physical Sciences teachers’ understanding and practice of formative assessment. The data also suggest that Concept Cartoons supported both learner- and teacher learning, thus functioning as an Educative Curriculum Material (ECM). Another finding in this study was that a relatively short intervention (i.e. a workshop) could make a difference in teachers’ learning and professional development. Support, however, is needed, particularly in the form of teaching resources or materials, so as to ensure the translation of knowledge into practice. Though the findings are presented within the context of the six sampled schools, and focussed on Grade 11, further research may determine these findings to be informative for other institutions within similar settings.
- Full Text:
- Date Issued: 2019
Educators’ management of the learning environment for enhanced teaching and learning in selected primary schools in the East London Education District
- Olabode, Sadiat Adewumi, Adu, E O
- Authors: Olabode, Sadiat Adewumi , Adu, E O
- Date: 2019
- Subjects: Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16231 , vital:40701
- Description: Classroom environment has been conceptually and practically conceived as a place where learning takes place. However, despite the importance of classrooms in enhancing learning, most classrooms, especially in the sub-Saharan African countries are poorly arranged and situated in noisy and crowded environments. In addition to this, most teachers lack basic skills to manage classrooms. In the light of the above-mentioned issues, the main purpose of this study was to investigate educators’ management of the learning environments for enhanced teaching and learning in selected primary schools in the East London Education District, Eastern Cape Province, South Africa. In achieving this aim, the researcher adopted mixed method research approach. The population for this study was selected from intermediate phase educators in the East London Education District. The sample size was 76 intermediate phase educators, which was conveniently selected. Questionnaire (quantitative), interview and observation (qualitative) research instruments were used to collect the data. A structured questionnaire was administered to 76 respondents; while five Head of Departments (HOD) from study population were interviewed and observed. The SPSS was used to conduct both descriptive and inferential analysis. Quantitative data analysis was used to measure perceived stress level situations among intermediate phase educators, while content analysis was used to analyse narratives of the participants. The study found that giving motivational talks, asking about learners parents/guardians, asking about their experiences at home, knowing their needs, and having discussion with their parents/guardians, telling them interesting stories, learning how to call their names properly, giving them responsibilities in the classroom and motivating them to participate in learning activities are important techniques and approaches for dealing with the emotional problems of the learners in the classroom. This implies that teachers should be more compassionate about their learners, because learners with serious emotional problems cannot learn and be productive in the classroom. The study concludes that involving the learners in the decision-making on the procedures, approaches and strategies to classroom management are fundamental for ensuring efficient and productive classroom. Moreover, the educators should adopt varied approaches in the management of the classroom. This is because an approach that works for one teacher/learner may not work for other teacher/learner. Based on this conclusion, the study recommends that the teachers should set classroom rules and ensure that the learners follow these rules strictly in order to avoid rowdiness in the classroom. Failure to set rules and ensure that the learners follow classroom rules might be counter-productive to learning process.
- Full Text:
- Date Issued: 2019
- Authors: Olabode, Sadiat Adewumi , Adu, E O
- Date: 2019
- Subjects: Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16231 , vital:40701
- Description: Classroom environment has been conceptually and practically conceived as a place where learning takes place. However, despite the importance of classrooms in enhancing learning, most classrooms, especially in the sub-Saharan African countries are poorly arranged and situated in noisy and crowded environments. In addition to this, most teachers lack basic skills to manage classrooms. In the light of the above-mentioned issues, the main purpose of this study was to investigate educators’ management of the learning environments for enhanced teaching and learning in selected primary schools in the East London Education District, Eastern Cape Province, South Africa. In achieving this aim, the researcher adopted mixed method research approach. The population for this study was selected from intermediate phase educators in the East London Education District. The sample size was 76 intermediate phase educators, which was conveniently selected. Questionnaire (quantitative), interview and observation (qualitative) research instruments were used to collect the data. A structured questionnaire was administered to 76 respondents; while five Head of Departments (HOD) from study population were interviewed and observed. The SPSS was used to conduct both descriptive and inferential analysis. Quantitative data analysis was used to measure perceived stress level situations among intermediate phase educators, while content analysis was used to analyse narratives of the participants. The study found that giving motivational talks, asking about learners parents/guardians, asking about their experiences at home, knowing their needs, and having discussion with their parents/guardians, telling them interesting stories, learning how to call their names properly, giving them responsibilities in the classroom and motivating them to participate in learning activities are important techniques and approaches for dealing with the emotional problems of the learners in the classroom. This implies that teachers should be more compassionate about their learners, because learners with serious emotional problems cannot learn and be productive in the classroom. The study concludes that involving the learners in the decision-making on the procedures, approaches and strategies to classroom management are fundamental for ensuring efficient and productive classroom. Moreover, the educators should adopt varied approaches in the management of the classroom. This is because an approach that works for one teacher/learner may not work for other teacher/learner. Based on this conclusion, the study recommends that the teachers should set classroom rules and ensure that the learners follow these rules strictly in order to avoid rowdiness in the classroom. Failure to set rules and ensure that the learners follow classroom rules might be counter-productive to learning process.
- Full Text:
- Date Issued: 2019