A review of factors influencing poor performance in matric examinations in Libode District, Eastern Cape
- Authors: Tsama, Vuyani
- Date: 2020-02
- Subjects: High school students , School improvement programs , Education--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20506 , vital:46029
- Description: The researcher reviewed the factors that influence poor performance in matriculation examinations in the Libode District, also referred to as the OR Tambo Coastal District. Okoye (1982) defines poor academic performance of the individual or candidate in the learning situation as one in which a candidate fails to attain a set standard of performance in a given evaluation exercise such as a test, an examination or a series of continuous assessment. The research used a mixed method approach in an explanatory and case study research design. A purposive sampling of sixty (60) participants, who were the principals in the schools selected, was used. The researcher distributed forty-five (45) questionnaires and fifteen (15) interviews were conducted. The data analysis was done using Microsoft Excel for the quantitative data and thematic analysis for the qualitative data. Furthermore, inferential statistics were done, validating some statements in the research, and approving or disproving statements in the findings of the research. The perceptions of the causes of poor performance showed that forty percent (40 percent) of respondents disagreed that good planning was being done by the Department of Basic Education. Thirty-eight (38 percent ) percent of the participants also disagreed that low motivation on the part of the children was a factor in the poor results, followed by thirty-five percent (35 percent ) who slightly agreed that matric learners are failing because of socio-economic factors. Furthermore, on the challenges affecting the Department of Education, eight-seven percent (87 percent ) of the respondents supported the impact of drugs on poor performance, sixty-nine percent (69 percent) cited the issue of shortages of Learner Teaching and Support Material (LTSM) and sixty-five percent (65 percent) of respondents attributed the erratic and unfair progression of learners at grade eight (8), nine (9) and ten (10) level, which ultimately affected the grade twelve (12) results. The interview findings showed that the average pass rate was fifty percent (50 percent) in most schools, and the administration and leadership issues of the schools had been poorly managed. This, coupled with a shortage of LTSM and societal issues, such as drugs, negatively affected the matriculates. The research findings pointed to the challenge of drugs as being the biggest societal contributor to poor performance in matriculation results in OR Tambo Coastal District. The inferential statistics showed that gender could not affect the principal’s role as administrators and leader. However, gender did impact on leadership style. Women’s leadership style, which was more participative and consultative, was found to produce lower results; while male principals, who used a more bureaucratic, authoritative style, tended to produce higher results. Among other issues, the task-oriented, emotional nature of the principal’s job showed effects on school performance overall and the education level of the grade twelves (12), but educators alone could not affect the matric results. Furthermore, alone, the department’s efforts to improve results were not found to be productive; rather a number of factors could be combined to produce results. Lastly, the researcher recommended that the OR Tambo Coastal District should train teachers through development programmes, adjust the leadership style to one that is situational and transformational, and improve dialogue with school principals through regular school visits. Again, underperforming schools should be provided with LTSM, and teachers should be recruited and deployed on time. , Thesis (MPA) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2020-02
- Authors: Tsama, Vuyani
- Date: 2020-02
- Subjects: High school students , School improvement programs , Education--South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20506 , vital:46029
- Description: The researcher reviewed the factors that influence poor performance in matriculation examinations in the Libode District, also referred to as the OR Tambo Coastal District. Okoye (1982) defines poor academic performance of the individual or candidate in the learning situation as one in which a candidate fails to attain a set standard of performance in a given evaluation exercise such as a test, an examination or a series of continuous assessment. The research used a mixed method approach in an explanatory and case study research design. A purposive sampling of sixty (60) participants, who were the principals in the schools selected, was used. The researcher distributed forty-five (45) questionnaires and fifteen (15) interviews were conducted. The data analysis was done using Microsoft Excel for the quantitative data and thematic analysis for the qualitative data. Furthermore, inferential statistics were done, validating some statements in the research, and approving or disproving statements in the findings of the research. The perceptions of the causes of poor performance showed that forty percent (40 percent) of respondents disagreed that good planning was being done by the Department of Basic Education. Thirty-eight (38 percent ) percent of the participants also disagreed that low motivation on the part of the children was a factor in the poor results, followed by thirty-five percent (35 percent ) who slightly agreed that matric learners are failing because of socio-economic factors. Furthermore, on the challenges affecting the Department of Education, eight-seven percent (87 percent ) of the respondents supported the impact of drugs on poor performance, sixty-nine percent (69 percent) cited the issue of shortages of Learner Teaching and Support Material (LTSM) and sixty-five percent (65 percent) of respondents attributed the erratic and unfair progression of learners at grade eight (8), nine (9) and ten (10) level, which ultimately affected the grade twelve (12) results. The interview findings showed that the average pass rate was fifty percent (50 percent) in most schools, and the administration and leadership issues of the schools had been poorly managed. This, coupled with a shortage of LTSM and societal issues, such as drugs, negatively affected the matriculates. The research findings pointed to the challenge of drugs as being the biggest societal contributor to poor performance in matriculation results in OR Tambo Coastal District. The inferential statistics showed that gender could not affect the principal’s role as administrators and leader. However, gender did impact on leadership style. Women’s leadership style, which was more participative and consultative, was found to produce lower results; while male principals, who used a more bureaucratic, authoritative style, tended to produce higher results. Among other issues, the task-oriented, emotional nature of the principal’s job showed effects on school performance overall and the education level of the grade twelves (12), but educators alone could not affect the matric results. Furthermore, alone, the department’s efforts to improve results were not found to be productive; rather a number of factors could be combined to produce results. Lastly, the researcher recommended that the OR Tambo Coastal District should train teachers through development programmes, adjust the leadership style to one that is situational and transformational, and improve dialogue with school principals through regular school visits. Again, underperforming schools should be provided with LTSM, and teachers should be recruited and deployed on time. , Thesis (MPA) -- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2020-02
School managers as catalysts of innovative culture and academic performance: A case of selected schools in the Cofimvaba District in the Eastern Cape Province
- Authors: Langa, Vuyani Goodman
- Date: 2020-02
- Subjects: School management and organization , Organizational change , Management
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20318 , vital:45650
- Description: School managers have always been on the forefront of the administration of education system since they are the active agents who lead their schools towards wider goals of improving access and quality of education. The contemporary world has had a great deal of surmounting pressure from globalisation and other forces of a universalised society. These influences have become more and more pronounced with the inevitable influences of digitalisation and in the fourth industrial revolution. Information and Communication Technologies have transformed how things are done even within the settings of schools. Attempting to ignore this bold revolution for the so-called ‘tried and tested’ conventional methods of school management, assessment, learning, teaching and monitoring does not only leave a school or education system behind but inhibits leaners and stakeholders from enjoying the many benefits of innovation, creativity and flexibility. This study explores the role of school managers in creating and maintaining an innovative culture and academic performance in selected public schools of the Cofimvaba Education District which has become synonymous with declining pass rates post-1994. A qualitative research approach was used where existing literature collected, collated and thematically analysed. The findings of the study indicated that the school principals are not empowered or willing enough to catalyse the creation and sustaining of innovative cultures in schools. There was also a political willingness of the leaders of the education sector in the Cofimvaba Education District is deficient, the absence of sanctions for failure to innovate is a challenge to innovation. Other findings include evidence policy gaps on what is innovation and who must do what in schools which affects the efficacy of school managers. The study also established that the bureaucratisation of the education sector has done nothing by crippled school managers’ ability to innovate by school managers. The study recommends strategies on how school managers can become that active catalyst that they should be, to drive innovation include in-service training and setting minimum benchmarks for school managers eligibility. Also, policy interventions such as 4th industrial revolution aligned innovation regulations, exchange of ideas with countries which successful school innovation formulating a sanction model of non-performers, towards improving access and quality of education in the Cofimvaba Education District. , Thesis (PhD) -- Faculty of Management and Commerce, 2020
- Full Text:
- Date Issued: 2020-02
- Authors: Langa, Vuyani Goodman
- Date: 2020-02
- Subjects: School management and organization , Organizational change , Management
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20318 , vital:45650
- Description: School managers have always been on the forefront of the administration of education system since they are the active agents who lead their schools towards wider goals of improving access and quality of education. The contemporary world has had a great deal of surmounting pressure from globalisation and other forces of a universalised society. These influences have become more and more pronounced with the inevitable influences of digitalisation and in the fourth industrial revolution. Information and Communication Technologies have transformed how things are done even within the settings of schools. Attempting to ignore this bold revolution for the so-called ‘tried and tested’ conventional methods of school management, assessment, learning, teaching and monitoring does not only leave a school or education system behind but inhibits leaners and stakeholders from enjoying the many benefits of innovation, creativity and flexibility. This study explores the role of school managers in creating and maintaining an innovative culture and academic performance in selected public schools of the Cofimvaba Education District which has become synonymous with declining pass rates post-1994. A qualitative research approach was used where existing literature collected, collated and thematically analysed. The findings of the study indicated that the school principals are not empowered or willing enough to catalyse the creation and sustaining of innovative cultures in schools. There was also a political willingness of the leaders of the education sector in the Cofimvaba Education District is deficient, the absence of sanctions for failure to innovate is a challenge to innovation. Other findings include evidence policy gaps on what is innovation and who must do what in schools which affects the efficacy of school managers. The study also established that the bureaucratisation of the education sector has done nothing by crippled school managers’ ability to innovate by school managers. The study recommends strategies on how school managers can become that active catalyst that they should be, to drive innovation include in-service training and setting minimum benchmarks for school managers eligibility. Also, policy interventions such as 4th industrial revolution aligned innovation regulations, exchange of ideas with countries which successful school innovation formulating a sanction model of non-performers, towards improving access and quality of education in the Cofimvaba Education District. , Thesis (PhD) -- Faculty of Management and Commerce, 2020
- Full Text:
- Date Issued: 2020-02
Special Economic Zones and Employment in Sub-Saharan Africa
- Mongi, Tshaka https://orcid.org/0000-0003-1492-5584
- Authors: Mongi, Tshaka https://orcid.org/0000-0003-1492-5584
- Date: 2020-02
- Subjects: Africa, Sub-Saharan -- Economic policy , Free ports and zones
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20230 , vital:45434
- Description: Developing countries, especially those in the Sub-Saharan African region are still marked with high and increasing rate of unemployment. To counter this, countries in the African countries introduced the Special Economic Zones programme in the 1970s which proliferated during the 1990s to date. However, there is scant academic literature on the role of SEZs’ contribution to job creation. Against this background, this study investigated the contribution of the SEZs to job creation in the SSA region in general and South Africa in particular. A mixed method approach was used wherein the qualitative data focused on the South Africa and the quantitative data focused on SSA in general. In-depth interviews with key informants in four operational SEZs and DTI in South Africa were complimented with document reviews and direct observation. Inductive thematic analysis was also used to analyse qualitative data, while the Panel Corrected Standard Errors was used to analyse the qualitative data. The results show that SEZs have made a positive contribution to job creation in South Africa. This contribution is constrained, inter alia, by stringent visa regulations, an ineffective one-stop-shop model, reliance on government funding and the lag between the signing and operation of investments. Nevertheless, incentives and support services seem to counteract some of these challenges. Similarly, the SEZs have a positive contribution to job creation in SSA. However, this impact has been largely insignificant. , Thesis (MCom) -- Faculty of Management and Commerce, 2020
- Full Text:
- Date Issued: 2020-02
- Authors: Mongi, Tshaka https://orcid.org/0000-0003-1492-5584
- Date: 2020-02
- Subjects: Africa, Sub-Saharan -- Economic policy , Free ports and zones
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20230 , vital:45434
- Description: Developing countries, especially those in the Sub-Saharan African region are still marked with high and increasing rate of unemployment. To counter this, countries in the African countries introduced the Special Economic Zones programme in the 1970s which proliferated during the 1990s to date. However, there is scant academic literature on the role of SEZs’ contribution to job creation. Against this background, this study investigated the contribution of the SEZs to job creation in the SSA region in general and South Africa in particular. A mixed method approach was used wherein the qualitative data focused on the South Africa and the quantitative data focused on SSA in general. In-depth interviews with key informants in four operational SEZs and DTI in South Africa were complimented with document reviews and direct observation. Inductive thematic analysis was also used to analyse qualitative data, while the Panel Corrected Standard Errors was used to analyse the qualitative data. The results show that SEZs have made a positive contribution to job creation in South Africa. This contribution is constrained, inter alia, by stringent visa regulations, an ineffective one-stop-shop model, reliance on government funding and the lag between the signing and operation of investments. Nevertheless, incentives and support services seem to counteract some of these challenges. Similarly, the SEZs have a positive contribution to job creation in SSA. However, this impact has been largely insignificant. , Thesis (MCom) -- Faculty of Management and Commerce, 2020
- Full Text:
- Date Issued: 2020-02
The determinants of the currency deposit ratio of South Africa: an econometric analysis
- Authors: Chiwota, Richard
- Date: 2020-02
- Subjects: Econometricshttp://id.loc.gov/authorities/subjects/sh85040763
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19694 , vital:43169
- Description: The main objective of the study was to investigate the determinants of the currency deposit ratio of South Africa. The stability of the demand for money has been a recurring area of interest of empirical research on the South African economy. Underlying this interest in the behavior of money demand is the potential role of movement in monetary aggregates as indicators of future developments in inflation. Specifically, if a stable relationship exists between the demand for money and its determinants, changes in the money supply can provide useful information in the longer terms. While there has been considerable empirical research on estimating the money demand function for many less developed countries (LDCs), the currency demand function has been largely ignored. The study used secondary data sourced from the South African Reserve Bank, Statistics South Africa and Quantec. It also used annual data from 2000 to 2018 with an autoregressive distributed lag (ARDL) technique used for regression purposes. The study opted for this model because the variables were a mixture of me (0) and me (1). The empirical results show that income had a positive relationship with currency deposit ratio. In other words, when income increases, the amount of currency in circulation increases relative to deposits. Results show that there is a negative relationship between inflation and currency demand ratio. The SARB has to monitor changes in income in order to keep pace with the demand for cash. They must also use other monetary policy operational variables such as M3 to ensure that there is a match between income and money demand and money supply. , Thesis (MCom) -- Faculty of Management and Commerce, 2020
- Full Text:
- Date Issued: 2020-02
- Authors: Chiwota, Richard
- Date: 2020-02
- Subjects: Econometricshttp://id.loc.gov/authorities/subjects/sh85040763
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19694 , vital:43169
- Description: The main objective of the study was to investigate the determinants of the currency deposit ratio of South Africa. The stability of the demand for money has been a recurring area of interest of empirical research on the South African economy. Underlying this interest in the behavior of money demand is the potential role of movement in monetary aggregates as indicators of future developments in inflation. Specifically, if a stable relationship exists between the demand for money and its determinants, changes in the money supply can provide useful information in the longer terms. While there has been considerable empirical research on estimating the money demand function for many less developed countries (LDCs), the currency demand function has been largely ignored. The study used secondary data sourced from the South African Reserve Bank, Statistics South Africa and Quantec. It also used annual data from 2000 to 2018 with an autoregressive distributed lag (ARDL) technique used for regression purposes. The study opted for this model because the variables were a mixture of me (0) and me (1). The empirical results show that income had a positive relationship with currency deposit ratio. In other words, when income increases, the amount of currency in circulation increases relative to deposits. Results show that there is a negative relationship between inflation and currency demand ratio. The SARB has to monitor changes in income in order to keep pace with the demand for cash. They must also use other monetary policy operational variables such as M3 to ensure that there is a match between income and money demand and money supply. , Thesis (MCom) -- Faculty of Management and Commerce, 2020
- Full Text:
- Date Issued: 2020-02
- «
- ‹
- 1
- ›
- »