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Perceptions on future fulfilment of visually impaired adolescent learners at the Khanyisa Special School

  • Authors: Ciyana, Nontobeko Minica
  • Date: 2008
  • Subjects: Blind children -- Education -- South Africa -- Port Elizabeth , Children with visual disabilities -- Education -- South Africa -- Port Elizabeth , Special education -- South Africa -- Port Elizabeth
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:9538 , http://hdl.handle.net/10948/683 , Blind children -- Education -- South Africa -- Port Elizabeth , Children with visual disabilities -- Education -- South Africa -- Port Elizabeth , Special education -- South Africa -- Port Elizabeth
  • Description: This research focuses on the perceptions of future fulfilment of visually impaired adolescent learners at the Khanyisa Special School. The qualitative research was undertaken at the selected special school, which is situated in Nelson Mandela Bay in the western region of the Eastern Cape Province of South Africa, with ten learners, ten parents and five teachers as participants. The concluding chapter suggests ways and recommendations to assist the visually impaired adolescent learners at the Khanyisa Special School financially and academically.
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  • Date Issued: 2008

HIV & AIDS Education: EHV 421

  • Authors: Tyilo, P N , Wood, L
  • Date: 2009-11
  • Subjects: Education
  • Language: English
  • Type: Examination paper
  • Identifier: vital:17338 , http://hdl.handle.net/10353/d1010200
  • Description: Examination on HIV & AIDS Education: EHV 421, November 2009.
  • Full Text: false
  • Date Issued: 2009-11

Foundation phase teachers’ knowledge, attitudes and practices towards inclusive classroom management: a case study of Mthatha district, Eastern Cape, South Africa

  • Authors: Bello, Aishatu Haruna
  • Date: 2012
  • Subjects: Classroom management -- Teachers -- Inclusive education
  • Language: English
  • Type: Thesis , Masters , M Ed
  • Identifier: vital:18439 , http://hdl.handle.net/11260/d1007198
  • Description: This study was carried out in the Mthatha district of the Eastern Cape with the aim of assessing the respondents’ knowledge, attitudes and practices in successful inclusive classroom management at the Foundation Phase in their respective schools. The study adopted a mixed-method approach in which data was collected from secondary and primary sources. Secondary data were collected from literature sources and existing schools’ documents while primary data were collected from the respondents drawn from nine schools in Mthatha area (coded A to I for anonymity) using questionnaire, interview guides and focus group discussions checklists. The nine schools were purposively sampled based on schools with Foundation Phase Programme, while 15 respondents were randomly sampled from among the Foundation Phase teachers in the nine schools for this study. The data collected were subjected to various analytical techniques such as descriptive statistics, frequencies and cross tabulations as well as graphical representations using SPSS to be able to identify and list the main findings from the study. Results from the study based on 75% questionnaire response rate revealed that the respondents had high (79%) self-rating of inclusive education content knowledge despite the fact that they actually had low (over 80%) with poor or fair content knowledge on the knowledge scale. The respondents demonstrated a high degree (over 80%) of positive attitudes and good practices and management approach toward inclusive education despite the fact that they had low inclusive education content knowledge. Over 80% of the respondents revealed that their schools are not ready for inclusive classroom teaching and management due to lack of infrastructure, equipment, training, teacher support and teacher-special assistant. The results from the quantitative data were triangulated and validated by the findings from the qualitative in-depth interviews and focus group discussions which reinforced each other. The findings presented were limited to the respondents in the nine schools used in the study area. This study thus concludes that, a huge gap still exists between the desired level of the state of inclusive education and outcomes as expected from the White Paper 6 2001 in 2012. The study thus recommends the ample need for the departments of education as a matter of urgency, to emphasise the inclusion of inclusive education contents in the training and re-training of educators at the basic education phase. Furthermore, all schools should be provided with adequate infrastructural support in terms of equipment and classroom-friendly environment for learners with special needs.
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  • Date Issued: 2012

Factors contributing to senior secondary school learners' poor performance in science subjects in the Mount Frere Education District of the Eastern Cape Province, South Africa

  • Authors: Dandala, Siyolo Sebastian
  • Date: 2013
  • Subjects: Poor performance -- Science
  • Language: English
  • Type: Thesis , Masters , M Ed
  • Identifier: vital:18462 , http://hdl.handle.net/11260/d1008256
  • Description: The purpose of this study was to investigate the factors contributing to senior secondary school learners’ poor performance in science subjects in the Mount Frere Education District of the Eastern Cape Province, South Africa. The literature analyses critically the existing knowledge based on factors contributing to poor performance of learners in science subjects and those factors that impact on learners’ positive attitudes towards science subjects. The study also identified literature on the following: motivational levels of science learners, teaching and learning strategies used in teaching science subjects, medium of instruction in the teaching and learning of science subjects, parental involvement in children’s learning, effects of lack of instructional materials on learner performance and learners’ attitudes towards science subjects. The study also examined the views of learners, teachers, Head of Department of sciences, parents and principals on factors contributing to poor performance of senior secondary school learners inscience subjects. The population for the study comprised of all principals, science teachers, science Head of Department, parents and science learners of the twenty six (26) senior secondary schools in the Mount Frere Education District. The principals, science teachers, science Head of Departments, parents of science learners and science learners in seven (7) senior secondary schools that offered science subjects were used as a sample in this study. The study employed the mixed method of quantitative and qualitative approaches. The research designs used were the survey and the case study. The instruments used were the questionnaires in which closed-ended questions were used to secure information and the interviews where open ended questions were used to collect data. The questionnaire as an instrument got tested in the pilot study to investigate the validity and reliability and also to identify possible deficiencies so as to rectify them. The responses were analyzed and presented in percentages using the Statistical Package for Social Science (SPSS) in the quantitative approach method of data analysis and in the qualitative data analysis process the researcher read through the data and became familiar with it and then identified the main themes and the next step was to examine the data in-depth and to provide detail descriptions of the participants’ words. The researcher also categorised and coded the data and then grouped them into themes and finally, interpreted the organised data into conclusion. The findings revealed that there was a lack of parental involvement, shortage of instructional materials, shortage of school laboratories, shortage of qualified science teachers and the learners’ negative attitudes towards science subjects. Recommendations were made concerning the above findings.
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  • Date Issued: 2013

Girls here and boys there : participatory visual methodology as pedagogy to facilitate gender sensitive practices with pre-service foundation phase teachers

  • Authors: Notshulwana, Robin Anne
  • Date: 2020
  • Subjects: Gender identity -- Psychological aspects
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10948/49385 , vital:41700
  • Description: This study explores how participatory visual methodology (PVM) might facilitate a deeper understanding of gender sensitive practices (GSP) in Foundation Phase (FP) pre-service teachers. Foundation Phase classrooms are not impervious to unequal gender practices and despite policies that promote gender equitable practices in schools and in society in general, most South African schools still engage in gendered practices that perpetuate inequality and gender based violence (GBV). While the topic of gender currently features in a South African university FP curriculum with the intention of promoting social justice, the pedagogy used to enable pre-service FP teachers to understand how gender works in schools seems to do nothing more than describe the problem and give cursory suggestions for creating gender equitable practices. Teachers are often unaware of how their own gendered identity influences their facilitation of the curriculum in a gendered way. This is important in South Africa, where gender inequality remains a problem and GBV is rife. This study adopted a qualitative approach and is located within the critical paradigm applying the principles of PVM. It drew on feminist poststructuralism and feminist pedagogy as theoretical lenses to frame the study and to make meaning of the data. Participants in the study were five female pre-service FP teachers who were purposively selected. Data were generated through the visual methods of family photo album, drawing and participatory video, which were first analysed using participatory analysis, and then using thematic analysis. The main purpose of the research was to explore how PVM can facilitate a deeper awareness of GSP in pre-service FP teachers. The secondary aim was to explore their understandings of gender and GSP and how these understandings might facilitate or inhibit GSP among pre-service FP teachers. The pre-service FP teachers’ understandings of gender were elicited using the self as an entry point to explore their own gendered identities which demonstrated their somewhat narrow understanding of how gender is reified in society through mechanisms such as dress and particular performances. They further understood that their own gendered selves can shift and change with time and context. Their understanding of gender further informed their understanding of GSP. The pre-service FP teachers understood GSP as going beyond interchanging roles of girls and boys and that it meant constantly engaging with their own understandings of gender; to review their constructions of FP learners, to see pedagogical moments to teach gender sensitivity, and to recognise that GSP extends beyond the classroom. Finally, the pre-service FP teachers articulated the circumstances that might enable or inhibit their GSP in their classrooms. They recognised how the powerful constructions of gender in a society influence their work, and how, in turn their work might influence society. This translated into them understanding how the ethos of the school might mirror and sustain the hegemonic discourse of society and at the same time how they might begin to question and disrupt the discourse sustained in school. The teacher education programme, with a vested interest in gender equality, is an important mechanism to begin disrupting hegemonic discourses perpetuated in schools. The findings suggest that through its potential for reflexivity and criticality, PVM enabled the pre-service FP teachers to see how their constructions of gender influence their own practices in schools. The findings have implications for FP teacher education programmes in the South African context. Faculties of education could revisit their curriculum to ensure that gender is infused throughout the curriculum, but more importantly, could consider ‘starting with the self’ (Kirk, 2009) as an impetus to learn about how gender is reified in society and in schools. In doing so, faculties of education could also consider tools of analysis such as a feminist poststructural theory to enable the pre-service FP teachers to deepen their understandings but also support the potential to articulate and make meaning of their experiences. Teacher educators could revisit their curriculum content to determine whether the content might perpetuate a narrow view of learning and learners especially with regards to gender and considering pedagogical choices that develop pre-service teachers’ ability to cultivate classroom environments that promote gender equality. Starting with the self is an entry point for pre-service FP teachers to examine their own understanding of gender and see how this might enable GSP in their professional work. PVM, aligned with a feminist pedagogy and feminist poststructuralism, facilitated such a process.
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  • Date Issued: 2020

The presentation of African government leaders or Sovereigns' in selected African and mainstream films

  • Authors: Tjalle, Rosalie Olivia Vanessa
  • Date: 2015
  • Subjects: Motion pictures -- Political aspects -- Africa Political science -- Philosophy , Sovereignty
  • Language: English
  • Type: Thesis , Masters , MA
  • Identifier: http://hdl.handle.net/10948/12392 , vital:27062
  • Description: African Cinema is an entity as diverse as the various countries, languages and cultures on this continent. The entertainment value of Cinema has been more popular than the study of its ideological significance, but nevertheless in a contemporary Africa where politics affect the social, cultural and economical survival of its citizens, Cinema can be used as a valuable asset and a powerful means of communication that can conscientize and educate African audiences. Thomas Hobbes’s leadership model and political theory of sovereignty, though a XVIIth century framework, can theoretically contribute in the analysis of the representation of African leadership styles in Cinema. This article analyzes four fiction films representing four different political leaders in, respectively, South Africa, Uganda, Cameroon and Nigeria. A film content analysis will explore the different representation of leadership styles, the personality of each leader, the power struggles in each society and how this may suggest value judgments about African leadership to the films’ various target audiences.
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  • Date Issued: 2015

The impact of mergers on managers and educators in public FET Colleges at Buffalo City College, East London

  • Authors: Magadana, Zukile
  • Date: 2011
  • Subjects: Managers and Educators -- Education
  • Language: English
  • Type: Thesis , Masters , M Ed
  • Identifier: vital:18427 , http://hdl.handle.net/11260/d1006967
  • Description: The merger of higher institutions in South Africa after 1994 was an important change seen by the ANC-led government to break the shackles of the apartheid era. Notwithstanding the many positives that resulted from these mergers a lot of problems were experienced. This research study sets out to investigate the impact of mergers on managers and educators in the Buffalo City Public FET College (BCC) in East London in the Eastern Cape Province. The purpose of the study was to establish whether the working conditions of managers and educators at BCC had improved and whether managers and educators of the Public FET Colleges were able to interpret the FET Act, No. 16 of 2006 properly in order to improve the operational functions of the BCC. It tried to establish what measures were taken to assist managers and educators to improve the participatory decision-making within the structure of management of the college and whether the merger had any influence on the existing human relationship between staff members from different colleges. To this end an exhaustive literature review was conducted looking at an international perspective as well as a national perspective. The empirical design was a case study which made use of structured interviews to collect data from the three satellite campuses of BCC, using managers and educators. Emerging from the case study was that the merger policies within the FET sector have not properly addressed what might be the issues which would be expected to be achieved. The FET Act, Act No. 16 of 2006 affects the operational functions of the college in such a manner that some educators decided not to transfer their services to the College Council. There was a contradiction in terms of accountability, in the sense that when the employees had grievances the Provincial Department of Education referred the matter to the College Council and the College Council referred back to the Provincial Department of Education. It seemed that nobody would like to deal with the challenges of the college. Most of the participants expressed their dissatisfaction that principals and senior managers were remained employees of the Department of Education, while they, the educators, were classified as employees of the College Council. As far as the conditions of service were concerned, the participants mentioned that the qualified educators were not interested to join the FET College sector because of the salary structure; instead they opted to join the industrial sector where they received better salaries and conditions of service than at the college. Based on the findings emerging from the literature and case study it was recommended that the college must formulate credible policies for effective and efficient operations. A committee should be established to deal with fund-raising. The college must be given a chance to govern their affairs (autonomous status) as the FET Act, Act No. 16 of 2006 stipulates very clearly. Transparency in operational issues was seen as an important prerequisite. Transparency in Public FET Colleges means handling matters in such a manner that such as done openly either in the presence of all affected parties or allowing such parties to demand explanations or documentation or both.
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  • Date Issued: 2011

Exploring the perceptions of School Governing Bodies towards foundation phase male teachers in Eastern Cape schools

  • Authors: Kagola, Obakeng
  • Date: 2020
  • Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10948/46239 , vital:39518
  • Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
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  • Date Issued: 2020

HIV & AIDS Education: EHV 421

  • Authors: Tyilo, P N , Wood, L
  • Date: 2010-01
  • Subjects: Education
  • Language: English
  • Type: Examination paper
  • Identifier: vital:17295 , http://hdl.handle.net/10353/d1010133
  • Description: Supplementary examination on HIV & AIDS Education: EHV 421, January 2010.
  • Full Text: false
  • Date Issued: 2010-01

An investigation of strategies used by school principals in promoting professional development among teaching staff in the Keiskammahoek area

  • Authors: Kebeni, Mputumi
  • Date: 2012
  • Language: English
  • Type: Thesis , Masters , M Ed
  • Identifier: vital:16217 , http://hdl.handle.net/10353/d1018603
  • Description: The fusion of the different Departments of Education after 1994 resulted in many changes in the education system of South Africa, which created confusion and uncertainty among educators. Among the changes was the introduction of the National Curriculum Statement and Outcomes-Based Education that was intended to transform teaching and learning in schools. To prepare educators for the myriad of changes, short courses were conducted via the cascade model, but these proved largely ineffective and educators have been crying out for proper Professional Development programmes to better prepare them for their crucial roles in the new South Africa. Amongst the many challenges in rural areas, multi-grade and multi-phase teaching is prevalent. Most educators were not adequately prepared for these during teacher training. The poor quality of training and lack of professional development have resulted in feelings of frustration and inadequacy among educators. To ameliorate the situation, the Department of Education instituted the Integrated Quality Management System (IQMS), aimed at improving the quality of learning and teaching by empowering, motivating and training educators. However, professional development has remained elusive as the IQMS is not properly used since it has been characterised by political interference, and seems almost exclusively focused on salary progression. At the end of the day, it is often the overworked and over-burdened school principal who is attempting to provide professional development for staff, with little or no help from outside sources. Very little research that has been undertaken into what it is that rural school principals actually do to develop staff. The researcher has attempted to understand how principals undertake the professional development of educators, given that many are in remote and resource-poor areas, which makes development very difficult. Added to this is the heavy workload and burden of classroom teaching which many of the principals face, especially those in remote areas, where smaller schools are the norm. The researcher explored different strategies which school principals can use for the professional development of their staff before going to the field to see what it is that principals are actually doing. School principals are strategically situated to play a significant role in improving the quality of teaching and learning, as the success and failure of their schools rest on their shoulders. Every study is located within a paradigm. The paradigm used in this study is the interpretivist one, as it allowed the researcher to investigate the meanings and the interpretation of the social actors in a particular situation. Hermeneutic theory within a qualitative research approach was used, as its main concern is an understanding of the way in which individuals construct, modify and interpret the world in which they find themselves. The research design used was semi-structured interviews, chosen to elicit information from the participants about professional development in their schools. Interview questions were prepared that emanated from the main research question. Through fieldwork, the researcher developed an understanding of the challenges that face the principals, and of the strategies they use to promote professional growth and development. It was discovered that principals in smaller rural schools in Keiskammahoek make extensive use of delegation as a developmental tool, but that while there are other attempts to develop staff, there seems to be very little comprehensive planning or execution of professional development. Recommendations made are that school principals should use workshops regularly, encourage educators to plan together and monitor such planning, delegate duties, encourage group and team work among the teachers, implement the IQMS and encourage mentoring and coaching for development purposes. School principals should jointly form forums and clusters that are aimed at professional growth and development. Principals should also take initiative in professional development, even if they are faced with difficult situations and conditions. The Department of Education should invest in education by ensuring that all educators, no matter where they teach, should enjoy continuous professional development to improve the quality of learning and teaching in schools.
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  • Date Issued: 2012

The training of the non-specialist music teacher in Zimbabwe : a case study

  • Authors: Mufute, Josphat
  • Date: 2007
  • Subjects: Music teachers -- tTraining of -- Zimbabwe , Music -- Instruction and study -- Zimbabwe , School music -- Instruction and study -- Zimbabwe , Music in education
  • Language: English
  • Type: Thesis , Masters , MPhil
  • Identifier: vital:9552 , http://hdl.handle.net/10948/565 , Music teachers -- tTraining of -- Zimbabwe , Music -- Instruction and study -- Zimbabwe , School music -- Instruction and study -- Zimbabwe , Music in education
  • Description: The focus of this study thus was to establish if the training of teachers at a particular teachers’ training college in Zimbabwe is equipping students as future teachers with the required competences to realise the aims and objectives of the Zimbabwe Primary Music Syllabus. This study follows on the above-mentioned initial small-scale investigation conducted in 2002, which revealed that teachers lacked the required competences to implement this particular syllabus effectively (Mufute, 2002:16).
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  • Date Issued: 2007

Exploring National Certificate Vocational (NCV) level two learners’ misconceptions in algebraic functions through integrating GeoGebra during teaching and learning

  • Authors: Ngwabe, Abongile
  • Date: 2018
  • Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching Algebraic fields Mathematical analysis -- Data processing
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: http://hdl.handle.net/10948/33671 , vital:32963
  • Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
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  • Date Issued: 2018

IT Method: MCT 411

  • Authors: Xazela, M W , Cetywayo, N
  • Date: 2011-06
  • Subjects: Education
  • Language: English
  • Type: Examination paper
  • Identifier: vital:17318 , http://hdl.handle.net/10353/d1010165
  • Description: Examination on IT Method: MCT 411, June 2011.
  • Full Text: false
  • Date Issued: 2011-06

Her master's: the experiences of mature women in postgraduate study

  • Authors: Hood, Mary Ann
  • Date: 2008
  • Subjects: Women graduate students -- South Africa , Women scholars -- South Africa , Women -- Education (Graduate)
  • Language: English
  • Type: Thesis , Masters , M Ed
  • Identifier: vital:16159 , http://hdl.handle.net/10353/211 , Women graduate students -- South Africa , Women scholars -- South Africa , Women -- Education (Graduate)
  • Description: This study explored the experiences of mature women undertaking Master’s degrees at a Historically Disadvantaged Institution of Higher Learning in South Africa. Attaining a Master’s degree is a significant milestone in education and the process may take from one to three, or more, years. The study aims to describe aspects of the women’s experiences of their research journeys and the goal of the study is to present descriptions of these experiences. The methodology is qualitative and uses a critical feminist approach, appropriate to exploring the research questions. A critical feminist stance holds that women experience the world differently to men given the patriarchal structure of society. Emphasis is placed on the primacy of the co-researcher’s perceptions of their experiences. A single method research design was followed using semi-structured interviews. The analysis resulted in the emergence of a number of central themes. Together these reflect the experiences of the co-researchers, although they did not automatically share all the experiences. The findings show that postgraduate study, in the form of a Master’s degree, was found to be transformative, meaningful and worthwhile, although not without difficulties; mainly the demands required of multiple roles within home, community, work, and the university. This study contributes towards the larger body of research within education, in particular in the understanding the experiences of mature women within the field of postgraduate study.
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  • Date Issued: 2008

Challenges faced by high school managers in dealing with pregnant learners in their schools: a case study of selected high schools in the Idutywa district, Eastern Cape Region

  • Authors: Tyumre, Nocawe
  • Date: 2012
  • Subjects: School principals -- Pregnant teenagers -- Education (Secondary) , South Africa -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , M Ed
  • Identifier: vital:18448 , http://hdl.handle.net/11260/d1007300
  • Description: The purpose of the study was to investigate the challenges faced by high school managers in dealing with pregnant learners in their schools and also ways of dealing with such challenges in selected Senior Secondary Schools in the Idutywa Education District (IED) in the Eastern Cape Province. The study mainly focused on rural schools. Qualitative research method was used and a Case Study design was used to conduct the study. The sample constituted of 16 high School Management Team (SMT) members from the four chosen high schools. An interview schedule designed by the researcher was used to gather data. The collected data were analysed using codes, segments, categories and themes. The researcher interpreted the data and the findings of the study showed that pregnancy changed the behaviour of female learners as a result, School Management Teams (SMT) found it difficult to deal with pregnant learner behaviours in terms of punishing them or expelling them due to South African Schools Act (1996). The study showed that, the School Management Teams in the four selected high schools felt that there should be parental involvement in schools when dealing with learner behaviours. The study showed that pregnant learners dropout of school before they completed their matriculation and they returned anytime after giving birth and SMT had no choice but to accept them even if they returned in the middle of the year. The study further showed that teachers had to assist pregnant learners by organizing catch up programmes so that they produce good results at the end of the year. According to the findings of the study it was clear that pregnancy really affected school policies in terms of learner discipline, learner absenteeism, school dropout and learner overall results. The researcher recommended that, the Department of Education should formulate a policy on pregnant learners that will not allow pregnant learners to attend school while being pregnant in order to assist School Management Teams in schools. The formulated policy should allow School Management Teams to expel pregnant learners in school.
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  • Date Issued: 2012

Examinee invariant condition of test score equating : the case of school certificate examination in computer studies for examinees across rural and urban areas of selected secondary schools in Malawi

  • Authors: Phiri, Gerson Mutala
  • Date: 2018
  • Subjects: Educational tests and measurements -- Malawi Computer studies -- Malawi -- Examinations Malawi School Certificate of Education
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10353/8507 , vital:32853
  • Description: This study examined the invariant condition of equating test scores of examinees for the Malawi School Certificate of Education (MSCE) Computer Studies test across rural and urban areas of Zomba District in Malawi. Equating of test scores to create comparable and interchangeable scores in assessment is increasingly becoming popular to most examining bodies. However, the Malawi National Examinations Board (MANEB) and many other examining bodies in Africa and Europe do not embrace test score equating in their assessment systems. The consequences of not equating test scores have not been clearly documented. Furthermore, there are no proper equating designs for some agencies to employ because they administer tests annually to different examinee' populations and they disclose all items after each administration. Therefore, the study sought to establish whether the invariant condition of equating test scores of examinees holds for the Malawi School Certificate of Education (MSCE) Computer Studies test across rural and urban areas of Zomba District in Malawi. Data were collected through two Computer Studies tests which were administered to a sample of rural and urban examinees. The data were analysed using means, standard deviations, T-tests and Statistical Package for the Social Sciences (SPSS). The study revealed that score distributions and test difficulties were similar across test forms signifying that test score equating is necessary. The classification of examinees into rural and urban geographical areas across the test forms were different before score equating, but similar after score equating. The equating of scores for the two sub-populations of rural and urban examinees displayed similarities in their Standard Error of Equating (SEE) values but they were not the same. The equated scores for rural examinees displayed more equating errors than the equated scores of urban examinees, indicating a better performance in Computer Studies by urban examinees than the performance of rural examinees. The study further revealed that equating of test scores was necessary because it was almost impossible to construct multiple forms of a test that were completely parallel. Even though test developers use the same test specifications to develop test items and make every effort to develop items in one test form as similar as possible to the items in another test form, the study has shown that there is no guarantee that the difficulty levels of the items would be the same. Among the many recommendations made, one major one is that the Malawi National Examinations Board (MANEB) should embrace the practice of equating test scores to improve fairness of decisions which are made on examination results.
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  • Date Issued: 2018

Technology Learning Area: EDI 312

  • Authors: Caga, N P , Kganedi, R A
  • Date: 2010-06
  • Subjects: Education
  • Language: English
  • Type: Examination paper
  • Identifier: vital:17308 , http://hdl.handle.net/10353/d1010153
  • Description: Examination on Technology Learning Area: EDI 312, June 2010.
  • Full Text: false
  • Date Issued: 2010-06

The influences of substitute care on learner motivation

  • Authors: Johannes, Arnold Marius
  • Date: 2007
  • Subjects: Motivation in education , Kinship care -- South Africa , Foster home care -- South Africa
  • Language: English
  • Type: Thesis , Masters , MEd
  • Identifier: vital:9479 , http://hdl.handle.net/10948/527 , Motivation in education , Kinship care -- South Africa , Foster home care -- South Africa
  • Description: Substitute care is a temporary or permanent placement of children under the supervision of an adult person due to the absence of their biological parents. The escalating divorce rate, increase in extramarital births, high incidence of family violence, the growing number of children orphaned by HIV/AIDS, and the increasing career-orientatedness of parents have led to the development of diverse family structures. Grandparents and other family members are increasingly becoming the primary caretakers for children. Whilst it is generally assumed by society that children’s well-being is better served when they are raised by their biological parents, the purpose of this study is to: • explore what influence substitute care has on learners’ motivation; • formulate guidelines and recommendations for educators to improve the current levels of motivation of learners in substitute care. The literature related to substitute care and motivation were reviewed, with the aim of providing a firm theoretical basis for the study. Concepts related to motivation discussed, included types of and sources of motivation. Concepts related to the second focus of this study included forms of substitute care. Motivational theories related to this study were briefly discussed, namely: the Attribution Theory, the Drive Theory, Goal Theory, and the Self-worth and Selfefficacy Theories. Factors that have a motivational influence on learners, such as acceptance versus rejection, praise versus criticism, success versus failure and positive self-concept versus negative self-concept, were also discussed. A link was then drawn between motivation and substitute care. ii The research design chosen for this study can be described as qualitative, interpretive and constructive in nature. The research study was conducted in two phases: Phase One provided an investigation of the research problem by means of the following open-ended question: What is the influence or impact of your status as a child in substitute care on your motivation? Data were collected by means of eleven unstructured, in-depth personal interviews. Purposeful sampling was undertaken, which included high school learners all in substitute care. Data were analysed, as proposed by the eight steps of Tesch. Discussions between the observer, moderator and an independent re-coder took place to determine the final results of the research through a consensus principle. Key and related concepts were clustered together to formulate themes, categories and sub-categories. The following three themes emerged, based on the results of the data analysis. I. Problems in the close family circle have profound effects on learner motivation. II. Certain motivating forces help learners in substitute care to cope. III. Substitute care does influence learner motivation. Phase Two offered recommendations, derived from the findings of Phase One, to empower teachers in effectively supporting and motivating learners in substitute care. The conclusion was reached that substitute care does have an influence on the motivation of learners. This motivation can either be positive, which means encouraging learners towards their goal, or negative, which implies that it moves learners away from their goal.
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  • Date Issued: 2007

Addressing gender- based violence in the age of Aids: Rural youth engaging peers through social media

  • Authors: Geldenhuys, Martha Maria
  • Date: 2016
  • Subjects: AIDS (Disease) in adolescence -- South Africa -- KwaZulu-Natal -- Attitudes Violence -- Sex differences , Digital storytelling Social media -- South Africa -- KwaZulu-Natal
  • Language: English
  • Type: Thesis , Doctoral , PhD
  • Identifier: http://hdl.handle.net/10948/12469 , vital:27069
  • Description: This study responds to the following research question: How might rural school youth engage peers using social media in a participatory cultures framework to contribute to addressing gender-based violence in their community? This question is supported by the following secondary questions: How do rural school youth understand gender-based violence in their community. how might rural school youth use social media within a participatory cultures framework to engage peers in addressing GBV How can rural school youth engage with their peers via social media to facilitate youth agency in a participatory cultures framework This qualitative study is positioned in a critical paradigm and employs a visual participatory research methodology to contribute to addressing gender-based violence in the age of HIV and AIDS. The participants in this study are five learners (3 boys and 2 girls) with five of their peers (3 boys and 2 girls) from a secondary school in rural Vulindlela in KwaZulu-Natal, purposively selected from Grade 9 classes. Digital storytelling was employed as the main visual method of data generation to express the participants’ understanding of, and solutions to, genderbased violence. The stories were used by the participants to engage their peers around the topic via social media and to enable them to reflect on their own agency. The study draws on Jenkins’ theory of participatory cultures as a heoretical framework. Thematic analysis was applied to make meaning of the findings. The findings show that rural school youth understand gender-based violence (GBV) as a complex problem. Youthful learners are able to competently apply social media to address GBV and engage their peers through social media – hifting the power to participate as agents of change.The findings have implications for youth, the school, and the community. The youth are seen as knowledgeable actors who should inform intervention programmes aimed at social change. Social media can offer an engaging environment for peer learning and support. For digital participation, the youth need to acquire digital skills at school which could be integrated throughout the curriculum, drawing on participatory cultures. In the community, youth as knowledge producers are competent in leading, guiding, and instructing community members using social media spaces as more people have access to inexpensive digital technology that allows them to participate in community intervention programmes aimed at social change. I conclude by arguing that youth can express lived realties on GBV and solutions to GBV through visual methods such as digital storytelling. Their engagement on social media such as Facebook can be viewed as intervention by assuming agency through a guided process of solving community problems collaboratively with peers through the process of participatory cultures. This democratic process strengthens agency for community benefit and highlights a new youth and peer culture where youth circulate new and self-made content aimed at social action through their continuous reflection – a shift in power as the voices and actions of youth are acknowledged.
  • Full Text:
  • Date Issued: 2016

The role of school discipline in combating violence in schools in the East London region

  • Authors: Smit, Marie Elizabeth
  • Date: 2010
  • Subjects: School violence -- South Africa -- Eastern Cape
  • Language: English
  • Type: Thesis , Masters , M Ed
  • Identifier: vital:16164 , http://hdl.handle.net/10353/224 , School violence -- South Africa -- Eastern Cape
  • Description: This study focuses on the role of discipline in the establishment and maintenance of a safe school environment for learners and educators. In a mainly qualitative investigation, empirical data from four primary schools and five high schools in the East London Region of the Eastern Cape Province were collected by means of individual interviews and questionnaires. Historico-legal research also formed part of the literature review, thus law reports and articles from South Africa and other countries were included as part of the research process. This was done to shed light on the legal consequences of school violence and discipline, affecting the safe learning environment of learners. Perceptions of educators and learners in the selected schools regarding discipline and violence at their schools were collected by means of a survey. Three hundred and thirty questionnaires were completed by learners from the selected schools, and nine interviews were conducted with either the principal or a member of the senior management team of each school. The researcher also conducted further in-depth interviews with twenty learners from four schools (two primary and two high schools). These data were analysed in accordance with accepted procedures for qualitative data processing. The data revealed that a culture of violence exists in these schools, and that corporal punishment is still practised. Learners’ perceptions on safety and discipline at their schools revealed that bullying persists, especially when there is no teacher supervision. Participating educators’ experiences suggested the need for promoting positive discipline, and creating a safe learning environment for all, by involving parents in the education process and involving them in drawing up a code of conduct for the school.
  • Full Text:
  • Date Issued: 2010
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