Caregivers’ and parents’ views about preschool education as a school readiness programme in the Queenstown Education District
- Mtyuda, Pamela Nomonde Pettina
- Authors: Mtyuda, Pamela Nomonde Pettina
- Date: 2019
- Subjects: Education, Preschool Readiness for school
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16166 , vital:40674
- Description: The aim of this study was to uncover preschool caregivers’ and parents’ views about preschool education as a preschool readiness programme in the Queenstown education district. The research study addressed the following specific objectives, to determine: the caregivers’ and parents’ understanding of school readiness nature of preschool education; the extent to which the caregivers’ practices can make children ready for formal schooling; the parents’ assessment of the preschool centres as places that make children ready for formal schooling; caregivers’ and parents’ views on the challenges facing preschool centres against making children ready for formal schooling; and lastly, the possible solutions to the challenges facing preschool centres. In the present study, both qualitative and quantitative data were collected. Quantitative data were gathered through questionnaires from 40 preschool caregivers at preschools and 40 parents of the children in those preschools that were chosen by the caregivers on the basis of parents who are highly committed in the education of their children. The qualitative data were gathered through focus group discussions with 2 focus groups located in the Queenstown Education district. Twelve participants were interviewed, and these comprised 6 caregivers that formed the focus group discussion 1 and 6 parents that formed the focus group discussion 2, using the interview schedules as guides. Purposive sampling to select the participants was used. Triangulation design was used to gather both quantitative and qualitative data at the same time and to integrate the two forms of data in order to have a better understanding of the research objectives. The research findings indicated that the most frequently reported issues by the participants were the problems with some caregivers who had limited knowledge to make children ready for formal schooling. Some of the parents and caregivers do not understand the importance of the domains of development in making children fully ready for formal schooling. There is still lack of parental involvement in those centres; no effective communication between parents and staff; caregivers are not aware of the policies that govern the preschools; poverty and unemployment are factors that inhibit the right of young children to education; no proper resources in preschools and the unregistered preschools also still need to be helped by coordinated efforts from communities and the government bodies. It was concluded that the quality of early childhood development(ECD) programmes in Queenstown preschools was still compromised. The study recommended extensive investment in infrastructure and learning and teaching support materials is necessary; there should be sufficient staffing with ECD expertise; programmes should be designed in order to educate and encourage parents to actively involve themselves with preschool activities.
- Full Text:
- Authors: Mtyuda, Pamela Nomonde Pettina
- Date: 2019
- Subjects: Education, Preschool Readiness for school
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/16166 , vital:40674
- Description: The aim of this study was to uncover preschool caregivers’ and parents’ views about preschool education as a preschool readiness programme in the Queenstown education district. The research study addressed the following specific objectives, to determine: the caregivers’ and parents’ understanding of school readiness nature of preschool education; the extent to which the caregivers’ practices can make children ready for formal schooling; the parents’ assessment of the preschool centres as places that make children ready for formal schooling; caregivers’ and parents’ views on the challenges facing preschool centres against making children ready for formal schooling; and lastly, the possible solutions to the challenges facing preschool centres. In the present study, both qualitative and quantitative data were collected. Quantitative data were gathered through questionnaires from 40 preschool caregivers at preschools and 40 parents of the children in those preschools that were chosen by the caregivers on the basis of parents who are highly committed in the education of their children. The qualitative data were gathered through focus group discussions with 2 focus groups located in the Queenstown Education district. Twelve participants were interviewed, and these comprised 6 caregivers that formed the focus group discussion 1 and 6 parents that formed the focus group discussion 2, using the interview schedules as guides. Purposive sampling to select the participants was used. Triangulation design was used to gather both quantitative and qualitative data at the same time and to integrate the two forms of data in order to have a better understanding of the research objectives. The research findings indicated that the most frequently reported issues by the participants were the problems with some caregivers who had limited knowledge to make children ready for formal schooling. Some of the parents and caregivers do not understand the importance of the domains of development in making children fully ready for formal schooling. There is still lack of parental involvement in those centres; no effective communication between parents and staff; caregivers are not aware of the policies that govern the preschools; poverty and unemployment are factors that inhibit the right of young children to education; no proper resources in preschools and the unregistered preschools also still need to be helped by coordinated efforts from communities and the government bodies. It was concluded that the quality of early childhood development(ECD) programmes in Queenstown preschools was still compromised. The study recommended extensive investment in infrastructure and learning and teaching support materials is necessary; there should be sufficient staffing with ECD expertise; programmes should be designed in order to educate and encourage parents to actively involve themselves with preschool activities.
- Full Text:
Case study of the educational experiences of four teenage mothers in two high schools in the Buffalo City Metropole
- Authors: Adams, Hermie E
- Date: 2012
- Subjects: Teenage girls -- Sexual behavior -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16168 , http://hdl.handle.net/10353/468 , Teenage girls -- Sexual behavior -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Social conditions
- Description: Teenage pregnancy is a worldwide phenomenon. World Health Organisation (2009) reports that teenage mothers between the ages of 15-19 years account for 11% of births recorded worldwide. In South Africa it has been estimated that teenagers aged 17-19 account for 93% of all teenage pregnancies. A large proportion of these adolescents return to school after giving birth. Research has shown that there is a great deal of controversy about not only pre-marital sex, but also concerning whether teenage mothers should be allowed back in school at all. The aim of this study was to gain some insights into the lived experiences of teenage mothers in schools with particular reference to how they cope with school work and the responsibilities of motherhood. A case study of four teenage mothers who returned to school after giving birth was carried out. In-depth phenomenological interviewing designed to elicit the voices of the selected adolescents was done. There were five main findings. First, all four teenagers were minors, under the age of 18 when they gave birth. Two of them were even under the statutory age of consent. Second, upon return to school, teenage mothers experienced stigmatisation from peers and teachers and this forced them to continually negotiate their dual identities as mothers and learners. Third, teenage mothers experienced psychological emotions of stress; low self-esteem; shame and depression. Fourth, they also had sociological experiences in the form of material, financial and social support from family and friends. In some cases they experienced rejection from peers and abandonment by boyfriends who had made them pregnant. Some educators discriminated against and ridiculed teenage mothers. Fifth, teenage mothers reorganised their lives after childbirth and established routines that enabled them to cope with the demands of school work and the responsibilities of motherhood. iii The study concludes that, although viewed with scepticism by sections of the community and some educators, and given that some pregnancies are a result of abuse and unequal power relations between men and women in society, the policy of allowing teenage mothers back to school after giving birth gives them another chance to re-focus their lives. It is recommended that the voices of teenage mothers who return to school after childbirth should be taken into account to inform any planning for future policies on teenage pregnancy by schools and the state. It is further recommended that all educators should also be trained to be able to assist the teenage mothers instead of alienating them. There should also be counselling services available for the teenage mothers to enable them to deal with psychological and sociological problems they might encounter. For further research, students from different backgrounds should be the target of similar research. Another area of research should focus on academic performance of teenage mothers who return to school after giving birth. Lastly, there should be research that seeks to link what is taught in the Life Orientation curriculum and voices of teenage mothers.
- Full Text:
- Authors: Adams, Hermie E
- Date: 2012
- Subjects: Teenage girls -- Sexual behavior -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Social conditions
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16168 , http://hdl.handle.net/10353/468 , Teenage girls -- Sexual behavior -- South Africa -- Eastern Cape , High schools -- South Africa -- Eastern Cape -- Social conditions
- Description: Teenage pregnancy is a worldwide phenomenon. World Health Organisation (2009) reports that teenage mothers between the ages of 15-19 years account for 11% of births recorded worldwide. In South Africa it has been estimated that teenagers aged 17-19 account for 93% of all teenage pregnancies. A large proportion of these adolescents return to school after giving birth. Research has shown that there is a great deal of controversy about not only pre-marital sex, but also concerning whether teenage mothers should be allowed back in school at all. The aim of this study was to gain some insights into the lived experiences of teenage mothers in schools with particular reference to how they cope with school work and the responsibilities of motherhood. A case study of four teenage mothers who returned to school after giving birth was carried out. In-depth phenomenological interviewing designed to elicit the voices of the selected adolescents was done. There were five main findings. First, all four teenagers were minors, under the age of 18 when they gave birth. Two of them were even under the statutory age of consent. Second, upon return to school, teenage mothers experienced stigmatisation from peers and teachers and this forced them to continually negotiate their dual identities as mothers and learners. Third, teenage mothers experienced psychological emotions of stress; low self-esteem; shame and depression. Fourth, they also had sociological experiences in the form of material, financial and social support from family and friends. In some cases they experienced rejection from peers and abandonment by boyfriends who had made them pregnant. Some educators discriminated against and ridiculed teenage mothers. Fifth, teenage mothers reorganised their lives after childbirth and established routines that enabled them to cope with the demands of school work and the responsibilities of motherhood. iii The study concludes that, although viewed with scepticism by sections of the community and some educators, and given that some pregnancies are a result of abuse and unequal power relations between men and women in society, the policy of allowing teenage mothers back to school after giving birth gives them another chance to re-focus their lives. It is recommended that the voices of teenage mothers who return to school after childbirth should be taken into account to inform any planning for future policies on teenage pregnancy by schools and the state. It is further recommended that all educators should also be trained to be able to assist the teenage mothers instead of alienating them. There should also be counselling services available for the teenage mothers to enable them to deal with psychological and sociological problems they might encounter. For further research, students from different backgrounds should be the target of similar research. Another area of research should focus on academic performance of teenage mothers who return to school after giving birth. Lastly, there should be research that seeks to link what is taught in the Life Orientation curriculum and voices of teenage mothers.
- Full Text:
Case study of the experiences of former street children as learners: implications for teaching and learning
- Authors: Boyana, Nokwenzeka
- Date: 2013
- Subjects: Street children -- South Africa -- Eastern Cape -- Case studies , School children -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape , Learning -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16188 , http://hdl.handle.net/10353/d1006248 , Street children -- South Africa -- Eastern Cape -- Case studies , School children -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape , Learning -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: In this study the main focus is on the experiences of former street children as learners. The main emphasis of this study is the manner in which such experiences influence these children’s learning towards constructing new identities. By examining the experiences of former street children in a school environment, namely a teaching and learning environment, this study will contribute towards the literature by providing focused and relevant information pertaining to the way former street children experience learning. By focusing on these particular learners from the street, the study attempts to explore and build an insightful knowledge in terms of understanding how former street children perceive learning in relation to their present personal and past life on the streets. Through this study the researcher will hopefully be able to determine how former street children feel, experience and relate to teaching and learning within a school context. Data collection for this study included the researcher’s observations and face-to-face unstructured in-depth phenomenological interviews with learners who are formerly from the streets. Among others, the study found that these particular learners have low self- esteem, a low opinion of themselves, and lack of self- confidence. The study also revealed that some of these learners are struggling academically and would appreciate it if academic was parallel with vocational skills so as to equip them for the world of work. It also transpired that learners who have relationships with those who have not been to the streets changed their lives for the better by learning from their peers but those who have relationships with other former street children at this school continue to engage in deviant behaviour, for many schooling has helped them to reclaim their childhood identity.
- Full Text:
- Authors: Boyana, Nokwenzeka
- Date: 2013
- Subjects: Street children -- South Africa -- Eastern Cape -- Case studies , School children -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape , Learning -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16188 , http://hdl.handle.net/10353/d1006248 , Street children -- South Africa -- Eastern Cape -- Case studies , School children -- South Africa -- Eastern Cape , Teaching -- South Africa -- Eastern Cape , Learning -- South Africa -- Eastern Cape , Eastern Cape -- South Africa
- Description: In this study the main focus is on the experiences of former street children as learners. The main emphasis of this study is the manner in which such experiences influence these children’s learning towards constructing new identities. By examining the experiences of former street children in a school environment, namely a teaching and learning environment, this study will contribute towards the literature by providing focused and relevant information pertaining to the way former street children experience learning. By focusing on these particular learners from the street, the study attempts to explore and build an insightful knowledge in terms of understanding how former street children perceive learning in relation to their present personal and past life on the streets. Through this study the researcher will hopefully be able to determine how former street children feel, experience and relate to teaching and learning within a school context. Data collection for this study included the researcher’s observations and face-to-face unstructured in-depth phenomenological interviews with learners who are formerly from the streets. Among others, the study found that these particular learners have low self- esteem, a low opinion of themselves, and lack of self- confidence. The study also revealed that some of these learners are struggling academically and would appreciate it if academic was parallel with vocational skills so as to equip them for the world of work. It also transpired that learners who have relationships with those who have not been to the streets changed their lives for the better by learning from their peers but those who have relationships with other former street children at this school continue to engage in deviant behaviour, for many schooling has helped them to reclaim their childhood identity.
- Full Text:
Catering for children with special education needs in the provision of early childhood development programme in Zimbabwe : towards a holistic and inclusive framework
- Authors: Chinhara, Henry
- Date: 2016
- Subjects: Children with disabilities -- Education -- Zimbabwe Special education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/3055 , vital:28244
- Description: The study investigated how primary schools in Chiredzi District in Zimbabwe, cater for ECD “A” and “B” children with special education needs. A mixed method design located in the pragmatism paradigm was used to carry out the study. Post-positivist is an interactive process which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding of phenomenon, interpreted through the social and cultural context of respondents’ lives. By adopting quantitative and qualitative approaches, the researcher was able to ensure a high level of reliability in the collected data, at the same time obtaining comprehensive information on how primary schools attaching preschool classes in Chiredzi district cater for ECD “A” and “B” children with special education needs. Purposive sampling and cluster sampling procedures were used to solicit information from ECD teachers, school heads, parents, the District Education Team, NGOs and critical government ministries through semi-structured questionnaires, face-t-face interviews, focus group discussions, observations and document analysis. The study established that, while the government carries out its mandate of providing social services to learners with special education needs, they are incapacitated due to lack of resources. The majority of schools are not providing adequate health facilities for learners with special education needs. Furthermore, most schools are not providing nutritional supplementation to vulnerable learners, situations which deprive the learners with the much needed opportunity to grow and develop to the anticipated potential. In addition, the study noted that, ECD “A” and “B” children with special education needs enrolled in classes attached to primary schools do not access Basic Education Assistance Module (BEAM) or Cash Transfers to alleviate the children that are in need. It came out that such a situation impacts on learners’ attendance and subsequently their learning outcomes. Regardless of the stipulations by international treaties on the nature of inclusive education, the study established that, the education system has not yet modified curriculum to accommodate learners with diversified forms of special education needs. The situation is made worse by the fact that, heads of schools, and teachers are not adequately trained to handle learners with special education needs in early childhood development programmes. In addition, schools face the challenge of scarcity of learning resources that support ECD learners with special education needs which seriously impact on the growth and development of young learners at this critical stage of their development. Regardless of the essence of continuous professional development programs, in schools whose purpose is to redress the professional gap in schools, the study found that the CPD are doing very little to transform the mind-set of teachers. The study concluded that learners with special education needs are not benefiting from the current inclusive education programme. The study recommends that following; Stakeholders work together to promote the health and nutritional needs including other social services of ECD learners in classes attached to primary schools. There be a national teacher in-service programme for those teachers deployed in schools, to equip them with the desired skills, and knowledge to handle learners with special education needs, especially at this critical stage of their development. Teachers’ Colleges redesign their curriculum to address inclusive education in schools. Teachers’ Colleges need to empower new graduates with skills and knowledge to handle children with special education needs in schools. Policy makers to advocate for redesigning the curriculum to include children with special education needs to ensure availability of resources in inclusive schools to alleviate the challenges faced by these children. Those policy makers should advocate for a way to ensure that all children with special education be enrolled in mainstream schools. Thus, the study proposed an alternative, holistic, and inclusive education model for schools attaching ECD “A” and “B”
- Full Text:
- Authors: Chinhara, Henry
- Date: 2016
- Subjects: Children with disabilities -- Education -- Zimbabwe Special education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/3055 , vital:28244
- Description: The study investigated how primary schools in Chiredzi District in Zimbabwe, cater for ECD “A” and “B” children with special education needs. A mixed method design located in the pragmatism paradigm was used to carry out the study. Post-positivist is an interactive process which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding of phenomenon, interpreted through the social and cultural context of respondents’ lives. By adopting quantitative and qualitative approaches, the researcher was able to ensure a high level of reliability in the collected data, at the same time obtaining comprehensive information on how primary schools attaching preschool classes in Chiredzi district cater for ECD “A” and “B” children with special education needs. Purposive sampling and cluster sampling procedures were used to solicit information from ECD teachers, school heads, parents, the District Education Team, NGOs and critical government ministries through semi-structured questionnaires, face-t-face interviews, focus group discussions, observations and document analysis. The study established that, while the government carries out its mandate of providing social services to learners with special education needs, they are incapacitated due to lack of resources. The majority of schools are not providing adequate health facilities for learners with special education needs. Furthermore, most schools are not providing nutritional supplementation to vulnerable learners, situations which deprive the learners with the much needed opportunity to grow and develop to the anticipated potential. In addition, the study noted that, ECD “A” and “B” children with special education needs enrolled in classes attached to primary schools do not access Basic Education Assistance Module (BEAM) or Cash Transfers to alleviate the children that are in need. It came out that such a situation impacts on learners’ attendance and subsequently their learning outcomes. Regardless of the stipulations by international treaties on the nature of inclusive education, the study established that, the education system has not yet modified curriculum to accommodate learners with diversified forms of special education needs. The situation is made worse by the fact that, heads of schools, and teachers are not adequately trained to handle learners with special education needs in early childhood development programmes. In addition, schools face the challenge of scarcity of learning resources that support ECD learners with special education needs which seriously impact on the growth and development of young learners at this critical stage of their development. Regardless of the essence of continuous professional development programs, in schools whose purpose is to redress the professional gap in schools, the study found that the CPD are doing very little to transform the mind-set of teachers. The study concluded that learners with special education needs are not benefiting from the current inclusive education programme. The study recommends that following; Stakeholders work together to promote the health and nutritional needs including other social services of ECD learners in classes attached to primary schools. There be a national teacher in-service programme for those teachers deployed in schools, to equip them with the desired skills, and knowledge to handle learners with special education needs, especially at this critical stage of their development. Teachers’ Colleges redesign their curriculum to address inclusive education in schools. Teachers’ Colleges need to empower new graduates with skills and knowledge to handle children with special education needs in schools. Policy makers to advocate for redesigning the curriculum to include children with special education needs to ensure availability of resources in inclusive schools to alleviate the challenges faced by these children. Those policy makers should advocate for a way to ensure that all children with special education be enrolled in mainstream schools. Thus, the study proposed an alternative, holistic, and inclusive education model for schools attaching ECD “A” and “B”
- Full Text:
Challenges experienced by Economics teachers without specialization in the subject in Amathole West Education District
- Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Authors: Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Date: 2022-05
- Subjects: Economics -- Study and teaching (Secondary) , Economics -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26007 , vital:64780
- Description: The purpose of the study was to investigate the challenges experienced by senior secondary school teachers teaching Economics without specialization in the subject. The study was done in three senior secondary schools in the Amathole West Education District in the Eastern Cape Province in South Africa. The intention of the study was to ascertain the challenges these teachers faced in teaching the subject and come up with strategies that can be used to support them. The study adopted a qualitative research approach that used face-to-face interviews and document reviews to collect the required data. Purposive sampling was used to select those who participated in the study. The participants were four educators who teach Economics without specialization, one School Management Team (SMT) member, one principal, and one subject advisor. Semi-structured interviews were used to collect required data from all the participants. Systems Theory and Pedagogical Content Knowledge are the Theoretical Frameworks that this study aligned itself with and relevant literature was also reviewed in the study. The study revealed reasons for teachers to teach Economics without specialization, challenges faced by these teachers, how these teachers cope with the challenges they face, and the support provided to these teachers. Based on the findings revealed by the study, some recommendations have been made. The major ones are: teachers teaching subjects without specialization in the subject should be reallocated to teach the subjects they specialized in, and/or the teachers should enrol for a study course(s) specially designed for them to capacitate themselves, and the Department of Education must fund these courses for these teachers. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Authors: Williams, Thandile https://orcid.org/0009-0005-4143-4248
- Date: 2022-05
- Subjects: Economics -- Study and teaching (Secondary) , Economics -- Study and teaching
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26007 , vital:64780
- Description: The purpose of the study was to investigate the challenges experienced by senior secondary school teachers teaching Economics without specialization in the subject. The study was done in three senior secondary schools in the Amathole West Education District in the Eastern Cape Province in South Africa. The intention of the study was to ascertain the challenges these teachers faced in teaching the subject and come up with strategies that can be used to support them. The study adopted a qualitative research approach that used face-to-face interviews and document reviews to collect the required data. Purposive sampling was used to select those who participated in the study. The participants were four educators who teach Economics without specialization, one School Management Team (SMT) member, one principal, and one subject advisor. Semi-structured interviews were used to collect required data from all the participants. Systems Theory and Pedagogical Content Knowledge are the Theoretical Frameworks that this study aligned itself with and relevant literature was also reviewed in the study. The study revealed reasons for teachers to teach Economics without specialization, challenges faced by these teachers, how these teachers cope with the challenges they face, and the support provided to these teachers. Based on the findings revealed by the study, some recommendations have been made. The major ones are: teachers teaching subjects without specialization in the subject should be reallocated to teach the subjects they specialized in, and/or the teachers should enrol for a study course(s) specially designed for them to capacitate themselves, and the Department of Education must fund these courses for these teachers. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
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:
- 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:
Child participation in the evaluation of the school nutrition programme: a case study of eight grade 4 learners in Mqanduli village in the Eastern Cape
- Authors: Maxengana, Nomfundiso
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1388 , vital:26551
- Description: This study focuses on child participation in the evaluation of the school nutrition programme. It investigates the SNP exclusively from Grade 4 learners’ perspectives. The main significance of it is that many evaluations of the SNP focus on other stakeholders’ perspectives. The study intends to explore effective methodologies and tools for conducting research with children. Furthermore, this study seeks to contribute to the existing literature on the importance of children’s participation in matters concerning their lives. The study seeks to explore three research questions. Firstly, it seeks to explore how Grade 4 learners describe the purpose of the SNP. Secondly, how do the Grade 4 learners describe their day to day experiences of the SNP. Lastly, how do the Grade 4 learners describe the impact of the SNP. Through this research experience, the study hopes to illuminate recommendations to better align policy and programme design with stated intentions. The study is qualitative, and based on a case study design. The central analysis focuses on eight case studies, each representing the experience of one Grade 4 learner, within the context of two selected schools in the rural areas of Mqanduli. This study underscores the literature on school nutrition programming. Despite severe implementation shortfalls, learners still consider the nutrition programme to be an important aspect of their school day. The experience and analysis of learners in regard to the SNP was relatively consistent. Learners consistently experience the SNP as contributing to temporary hunger alleviation thus enhancing learning capacity. Furthermore, they regarded the SNP to have had positive impact towards enhancing their school attendance and punctuality, and mediation between their home and the school life. The study supports the literature that suggests that, while school nutrition programming represents one of the most promising policy tools for serving the rural poor, unless it is carefully designed to reflect the known requirements of school feeding, the results can be limited. This study further suggests that if a programme is poorly implemented, it runs the risk of undermining the intended policy aims rather than contributing towards their attainment. The study further acknowledges child participation in policy and programme decisions concerning them. The study concludes by making a number of policy and implementation suggestions that may better align policy and practice to the specific context of the rural poor in Mqanduli. While these case studies are too few to suggest generalisability of results, it is hoped that these recommendations will be studied for wider application.
- Full Text:
- Authors: Maxengana, Nomfundiso
- Date: 2012
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/10353/1388 , vital:26551
- Description: This study focuses on child participation in the evaluation of the school nutrition programme. It investigates the SNP exclusively from Grade 4 learners’ perspectives. The main significance of it is that many evaluations of the SNP focus on other stakeholders’ perspectives. The study intends to explore effective methodologies and tools for conducting research with children. Furthermore, this study seeks to contribute to the existing literature on the importance of children’s participation in matters concerning their lives. The study seeks to explore three research questions. Firstly, it seeks to explore how Grade 4 learners describe the purpose of the SNP. Secondly, how do the Grade 4 learners describe their day to day experiences of the SNP. Lastly, how do the Grade 4 learners describe the impact of the SNP. Through this research experience, the study hopes to illuminate recommendations to better align policy and programme design with stated intentions. The study is qualitative, and based on a case study design. The central analysis focuses on eight case studies, each representing the experience of one Grade 4 learner, within the context of two selected schools in the rural areas of Mqanduli. This study underscores the literature on school nutrition programming. Despite severe implementation shortfalls, learners still consider the nutrition programme to be an important aspect of their school day. The experience and analysis of learners in regard to the SNP was relatively consistent. Learners consistently experience the SNP as contributing to temporary hunger alleviation thus enhancing learning capacity. Furthermore, they regarded the SNP to have had positive impact towards enhancing their school attendance and punctuality, and mediation between their home and the school life. The study supports the literature that suggests that, while school nutrition programming represents one of the most promising policy tools for serving the rural poor, unless it is carefully designed to reflect the known requirements of school feeding, the results can be limited. This study further suggests that if a programme is poorly implemented, it runs the risk of undermining the intended policy aims rather than contributing towards their attainment. The study further acknowledges child participation in policy and programme decisions concerning them. The study concludes by making a number of policy and implementation suggestions that may better align policy and practice to the specific context of the rural poor in Mqanduli. While these case studies are too few to suggest generalisability of results, it is hoped that these recommendations will be studied for wider application.
- Full Text:
Classroom Management: EDC 321
- Authors: Caga, N , Sao, Y
- Date: 2010-01
- Subjects: Education -- Management
- Language: English
- Type: Examination paper
- Identifier: vital:17285 , http://hdl.handle.net/10353/d1010031
- Description: Supplementary examination on Classroom Management: EDC 321, January 2010.
- Full Text: false
- Authors: Caga, N , Sao, Y
- Date: 2010-01
- Subjects: Education -- Management
- Language: English
- Type: Examination paper
- Identifier: vital:17285 , http://hdl.handle.net/10353/d1010031
- Description: Supplementary examination on Classroom Management: EDC 321, January 2010.
- Full Text: false
Clothing fashion design students' workplace learning experiences in a university of technology in Zimbabwe : towards an enhanced workplace learning role
- Authors: Tarirai, Dandira
- Date: 2016
- Subjects: Fashion design Fashion--Study and teaching Fashion design--Study and teaching
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/16080 , vital:40662
- Description: The focus of this study was to explore Clothing Fashion Design students’ workplace learning experiences at one university of technology in Zimbabwe. Underpinned by Kolb’s (1984) experiential learning theory, the study was located in the interpretivist research paradigm and followed a qualitative research approach, which utilised a descriptive case study design. The research sample was purposively drawn from third year Clothing Fashion Design students on workplace learning, university lecturers and workplace mentors. It included nine third year students, six workplace mentors and six University lecturers. Two major methods were employed to collect data namely; in-depth face–to-face individual interviews with students, university lecturers and workplace mentors and document analysis as a secondary method of data collection method. The data were analysed for content using thematic data analysis technique. Major findings of the study are that third year Clothing Fashion Design students at the University under study applied knowledge and skills learnt from University in Pattern Design, Garment Cutting and Making, Fashion Illustration, Fashion marketing and Retailing and Communication Skills. However, they did not design new patterns neither were they guided in Fashion Illustration since these were not done in industry as mentors lacked knowledge in these critical areas. In garment cutting and making they did not use specialised machinery due to the scarcity of such machinery and in other cases limited access. Knowledge and skills acquired from workplace learning included pattern design, garment cutting and making, fashion quality management and fashion marketing and retailing. Students did not gain skills in fashion designing and use of specialised machinery since most industries had no such machinery. Students also learnt to value time and put emphasis on production of quality products at the workplace. Dress was also valued but not by all the students since it was not uniformly considered in all industries. The factors that hindered workplace learning included strikes by mentors, shortage of material resources such as fabrics, under qualified mentors, sexual harassment and improper supervision, financial challenges and inadequacy of time to attend to university academic work. Factors that promoted workplace learning included assistance by mentors, availability of basic resources for use, good student-mentor relationships and self- motivation. Findings also reflected the guidance that was offered to students by lecturers and workplace mentors which included preparation of students for workplace learning, discipline, counselling and guidance in research projects and in practical work. Support that was offered to students by lecturers and workplace mentors included assessment, moral support, student welfare and, in some cases material support. There was very little of financial support. The study concludes that while students generally appeared to benefit from workplace learning, there were challenges that negatively affected workplace learning. The study recommends improved university/industry partnership to enhance workplace learning, among other recommendations. A model for enhancing students’ workplace learning is also proposed.
- Full Text:
- Authors: Tarirai, Dandira
- Date: 2016
- Subjects: Fashion design Fashion--Study and teaching Fashion design--Study and teaching
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/16080 , vital:40662
- Description: The focus of this study was to explore Clothing Fashion Design students’ workplace learning experiences at one university of technology in Zimbabwe. Underpinned by Kolb’s (1984) experiential learning theory, the study was located in the interpretivist research paradigm and followed a qualitative research approach, which utilised a descriptive case study design. The research sample was purposively drawn from third year Clothing Fashion Design students on workplace learning, university lecturers and workplace mentors. It included nine third year students, six workplace mentors and six University lecturers. Two major methods were employed to collect data namely; in-depth face–to-face individual interviews with students, university lecturers and workplace mentors and document analysis as a secondary method of data collection method. The data were analysed for content using thematic data analysis technique. Major findings of the study are that third year Clothing Fashion Design students at the University under study applied knowledge and skills learnt from University in Pattern Design, Garment Cutting and Making, Fashion Illustration, Fashion marketing and Retailing and Communication Skills. However, they did not design new patterns neither were they guided in Fashion Illustration since these were not done in industry as mentors lacked knowledge in these critical areas. In garment cutting and making they did not use specialised machinery due to the scarcity of such machinery and in other cases limited access. Knowledge and skills acquired from workplace learning included pattern design, garment cutting and making, fashion quality management and fashion marketing and retailing. Students did not gain skills in fashion designing and use of specialised machinery since most industries had no such machinery. Students also learnt to value time and put emphasis on production of quality products at the workplace. Dress was also valued but not by all the students since it was not uniformly considered in all industries. The factors that hindered workplace learning included strikes by mentors, shortage of material resources such as fabrics, under qualified mentors, sexual harassment and improper supervision, financial challenges and inadequacy of time to attend to university academic work. Factors that promoted workplace learning included assistance by mentors, availability of basic resources for use, good student-mentor relationships and self- motivation. Findings also reflected the guidance that was offered to students by lecturers and workplace mentors which included preparation of students for workplace learning, discipline, counselling and guidance in research projects and in practical work. Support that was offered to students by lecturers and workplace mentors included assessment, moral support, student welfare and, in some cases material support. There was very little of financial support. The study concludes that while students generally appeared to benefit from workplace learning, there were challenges that negatively affected workplace learning. The study recommends improved university/industry partnership to enhance workplace learning, among other recommendations. A model for enhancing students’ workplace learning is also proposed.
- Full Text:
Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Zondo, Sindiswa Silindokuhle
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Zondo, Sindiswa Silindokuhle
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
Contextual factors influencing the use of learner-centred approaches in the teaching of home economics : a case of two universities in Zimbabwe
- Authors: Motsi, Emily
- Date: 2017
- Subjects: Home economics -- Study and teaching (Higher) -- Zimbabwe Student-centered learning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8463 , vital:32834
- Description: This study examined contextual factors influencing the use of learner-centred approaches in the teaching of Home Economics in two universities in Zimbabwe. The sample consisted of eight students and four lecturers who were purposively sampled. The study was anchored in the interpretivist paradigm and it adopted a qualitative approach and case-study design. Data collection instruments consisted of structured in-depth interviews, observations and documents. Interviews were conducted with students and lecturers at their respective universities with observations and document analysis inter-spaced in between. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses and analysed and discussed accordingly, with data from observed and documented analysis being used to buttress/refute observations made from the interviews. A number of findings emanated from the study. Students had varied conceptions of learner-centred approaches. Some viewed learner-centred approaches as methods of teaching that were participatory, while others viewed them as learning situations in which learners were actively engaged and developed specific capabilities such as problem-solving. Lecturers conceptualised learner-centred approaches as methods that led to active learner participation with the lecturer playing more of a facilitative role. The study revealed that contextual factors such as time available in each course, flexibility of content, the use of teaching methods characterised by active learner participation, the use of constructive and interactive learning activities, had facilitative as well as inhibiting influences on the use of learner-centred approaches. Social factors such as cooperativeness within the peer group, lecturer availability for consultations, technical staff support as well as structural factors such as the availability of textbooks and e-resources, provision of materials and tools, and access to the internet had a facilitative influence on use of learner-centred approaches. The main inhibitive structural factors were the absence of purpose-built facilities and limited space that caused overcrowding. University administration support for integration of learner-centred approaches was fairly evident in the two universities. To sustain the use of learner-centred approaches, lecturers required support through professional development. The study recommended that universities have well-articulated commitments to use learner-centred approaches through a Teaching and Learning Policy. Home Economics course designers should consider contextual factors in course design and course delivery to ensure effective implementation of learner-centred approaches in the teaching of the subject. Seminars and workshops should be organised by the University Teaching and Learning Centres to enhance the teacher educators’ knowledge on interactive teaching methodologies and strategies for creating student-centred learning environments.
- Full Text:
- Authors: Motsi, Emily
- Date: 2017
- Subjects: Home economics -- Study and teaching (Higher) -- Zimbabwe Student-centered learning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8463 , vital:32834
- Description: This study examined contextual factors influencing the use of learner-centred approaches in the teaching of Home Economics in two universities in Zimbabwe. The sample consisted of eight students and four lecturers who were purposively sampled. The study was anchored in the interpretivist paradigm and it adopted a qualitative approach and case-study design. Data collection instruments consisted of structured in-depth interviews, observations and documents. Interviews were conducted with students and lecturers at their respective universities with observations and document analysis inter-spaced in between. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses and analysed and discussed accordingly, with data from observed and documented analysis being used to buttress/refute observations made from the interviews. A number of findings emanated from the study. Students had varied conceptions of learner-centred approaches. Some viewed learner-centred approaches as methods of teaching that were participatory, while others viewed them as learning situations in which learners were actively engaged and developed specific capabilities such as problem-solving. Lecturers conceptualised learner-centred approaches as methods that led to active learner participation with the lecturer playing more of a facilitative role. The study revealed that contextual factors such as time available in each course, flexibility of content, the use of teaching methods characterised by active learner participation, the use of constructive and interactive learning activities, had facilitative as well as inhibiting influences on the use of learner-centred approaches. Social factors such as cooperativeness within the peer group, lecturer availability for consultations, technical staff support as well as structural factors such as the availability of textbooks and e-resources, provision of materials and tools, and access to the internet had a facilitative influence on use of learner-centred approaches. The main inhibitive structural factors were the absence of purpose-built facilities and limited space that caused overcrowding. University administration support for integration of learner-centred approaches was fairly evident in the two universities. To sustain the use of learner-centred approaches, lecturers required support through professional development. The study recommended that universities have well-articulated commitments to use learner-centred approaches through a Teaching and Learning Policy. Home Economics course designers should consider contextual factors in course design and course delivery to ensure effective implementation of learner-centred approaches in the teaching of the subject. Seminars and workshops should be organised by the University Teaching and Learning Centres to enhance the teacher educators’ knowledge on interactive teaching methodologies and strategies for creating student-centred learning environments.
- Full Text:
Curriculum Design & Management: EDA 221
- Authors: Kganedi, R A , Sao, Y
- Date: 2010-06
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17303 , http://hdl.handle.net/10353/d1010148
- Description: Examination on Curriculum Design & Management: EDA 221, July 2010.
- Full Text: false
- Authors: Kganedi, R A , Sao, Y
- Date: 2010-06
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17303 , http://hdl.handle.net/10353/d1010148
- Description: Examination on Curriculum Design & Management: EDA 221, July 2010.
- Full Text: false
Curriculum Development 1: CUD 501
- Adendorff, M, Maxakato, P, Pillay, K
- Authors: Adendorff, M , Maxakato, P , Pillay, K
- Date: 2010-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17342 , http://hdl.handle.net/10353/d1010204
- Description: Examination on Curriculum Development 1: CUD 501, November 2010.
- Full Text: false
- Authors: Adendorff, M , Maxakato, P , Pillay, K
- Date: 2010-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17342 , http://hdl.handle.net/10353/d1010204
- Description: Examination on Curriculum Development 1: CUD 501, November 2010.
- Full Text: false
Curriculum Development 1: CUD 501
- Authors: Adendorff, M , Blignaut, S
- Date: 2009-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17324 , http://hdl.handle.net/10353/d1010172
- Description: Examination on Curriculum Development 1: CUD 501, November 2009.
- Full Text: false
- Authors: Adendorff, M , Blignaut, S
- Date: 2009-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17324 , http://hdl.handle.net/10353/d1010172
- Description: Examination on Curriculum Development 1: CUD 501, November 2009.
- Full Text: false
Curriculum Development 2: CUD 502
- Adendorff, M, Mafanya, Z, Blignaut, S
- Authors: Adendorff, M , Mafanya, Z , Blignaut, S
- Date: 2009-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17325 , http://hdl.handle.net/10353/d1010174
- Description: Examination on Curriculum Development 2: CUD 502, November 2009.
- Full Text: false
- Authors: Adendorff, M , Mafanya, Z , Blignaut, S
- Date: 2009-11
- Subjects: Education -- Curriculum
- Language: English
- Type: Examination paper
- Identifier: vital:17325 , http://hdl.handle.net/10353/d1010174
- Description: Examination on Curriculum Development 2: CUD 502, November 2009.
- Full Text: false
Democratic citizenship in mathematics teachers’ preparation in South African Universities
- Olawale, Babawande Emmanuel https://orcid.org/ 0000-0001-5265-1583
- Authors: Olawale, Babawande Emmanuel https://orcid.org/ 0000-0001-5265-1583
- Date: 2021-02
- Subjects: Citizenship -- Study and teaching , Authoritarianism , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20079 , vital:45107
- Description: Promoting a clearer understanding of the role of schools in developing democratic dispositions among young citizens is a matter of importance across the world. This is because school is believed to be the best place where future free and democratic citizens can be prepared. Similarly, it is a place where young people are equipped with the necessary skills and knowledge that will assist them in deliberating democratically, developing a better understanding of political structures and economic and world history, and learning the relevant numeracy, literacy and critical thinking skills. Unfortunately, current teacher education programmes appear to represent potential stumbling blocks to schooling playing a greater role in educating the youth for democracy and democratic citizenship. This study explored two contradictory theoretical roles for mathematics teacher education programmes, in relation to power and control in education and society. The first is that, in reality, mathematics teacher education is essentially re-productive, in that its authoritarian relationship does not encourage confrontational discussion or critique, or challenge existing and dominant practices. The second is that, in a world where democracy is increasingly becoming a global phenomenon central to development, teacher education is (or should be) essentially democratic in nature. Thus, underpinned by the interpretivist paradigm, this study employed a qualitative research approach. It also utilised a case study design as a strategy for data collection, in order to explore how the mathematics teacher education programmes in South African universities prepare learners for democratic citizenship. As such, three universities in two provinces in South Africa participated in the study, and data were collected through interviews, observation and document reviews. At each institution, interviews were carried out with mathematics teacher educators and pre-service mathematics student teachers in their second to fourth year of study. Similarly, observations took place in different teaching sessions at each institution, and in different formats. Relevant documents were also reviewed for the study. The research findings revealed that the concepts of democracy and democratic citizenship are multifaceted. The participants’ understanding of these concepts was influenced by their individual expectations, as well as their social, political and economic environments, among many other factors. In addition, it was evident that mathematics teacher education programmes play a significant role in developing socially active citizens and democratic mathematics teachers. The research findings revealed, however, that contradictions exist between pedagogical approaches that are capable of developing democratic citizens, mathematics teacher educators’ ideal image of their practices within the classroom, and the participants’ conception of mathematics. As a result, no engagement occurs in social and critical pedagogy within mathematics education classrooms, to allow learners to view mathematics as a tool for confronting issues of justice and inequality in their community and the world at large. The research findings also revealed that the practices of the main structures which are tasked with the responsibility of promoting democratic practices within higher education institutions seem ineffective, as a result of favouritism and an autocratic approach to decision making. Based on the research findings, a recommendation is made that mathematics educators democratise their classrooms, in order to develop democratic citizens who are committed to democratic principles. Another recommendation is that, in their mathematics classrooms, educators use a problem-posing pedagogical approach which is capable of challenging power structures, thereby empowering learners as users of mathematics. This will not be possible without a professional development programme guiding mathematics teacher educators in establishing and managing their democratic classrooms. Similarly, it is recommended that student representative councils, as the structures that are best known for supporting democratic citizenship at universities, strive to follow the basic principles of democratic governance. Finally, the researcher concluded that mathematics education and the task of preparing mathematics student teachers for democratic citizenship are of the utmost importance, if South Africans are to cultivate and maintain a democracy that contributes to a culture which fundamentally supports democratic principles. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Authors: Olawale, Babawande Emmanuel https://orcid.org/ 0000-0001-5265-1583
- Date: 2021-02
- Subjects: Citizenship -- Study and teaching , Authoritarianism , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20079 , vital:45107
- Description: Promoting a clearer understanding of the role of schools in developing democratic dispositions among young citizens is a matter of importance across the world. This is because school is believed to be the best place where future free and democratic citizens can be prepared. Similarly, it is a place where young people are equipped with the necessary skills and knowledge that will assist them in deliberating democratically, developing a better understanding of political structures and economic and world history, and learning the relevant numeracy, literacy and critical thinking skills. Unfortunately, current teacher education programmes appear to represent potential stumbling blocks to schooling playing a greater role in educating the youth for democracy and democratic citizenship. This study explored two contradictory theoretical roles for mathematics teacher education programmes, in relation to power and control in education and society. The first is that, in reality, mathematics teacher education is essentially re-productive, in that its authoritarian relationship does not encourage confrontational discussion or critique, or challenge existing and dominant practices. The second is that, in a world where democracy is increasingly becoming a global phenomenon central to development, teacher education is (or should be) essentially democratic in nature. Thus, underpinned by the interpretivist paradigm, this study employed a qualitative research approach. It also utilised a case study design as a strategy for data collection, in order to explore how the mathematics teacher education programmes in South African universities prepare learners for democratic citizenship. As such, three universities in two provinces in South Africa participated in the study, and data were collected through interviews, observation and document reviews. At each institution, interviews were carried out with mathematics teacher educators and pre-service mathematics student teachers in their second to fourth year of study. Similarly, observations took place in different teaching sessions at each institution, and in different formats. Relevant documents were also reviewed for the study. The research findings revealed that the concepts of democracy and democratic citizenship are multifaceted. The participants’ understanding of these concepts was influenced by their individual expectations, as well as their social, political and economic environments, among many other factors. In addition, it was evident that mathematics teacher education programmes play a significant role in developing socially active citizens and democratic mathematics teachers. The research findings revealed, however, that contradictions exist between pedagogical approaches that are capable of developing democratic citizens, mathematics teacher educators’ ideal image of their practices within the classroom, and the participants’ conception of mathematics. As a result, no engagement occurs in social and critical pedagogy within mathematics education classrooms, to allow learners to view mathematics as a tool for confronting issues of justice and inequality in their community and the world at large. The research findings also revealed that the practices of the main structures which are tasked with the responsibility of promoting democratic practices within higher education institutions seem ineffective, as a result of favouritism and an autocratic approach to decision making. Based on the research findings, a recommendation is made that mathematics educators democratise their classrooms, in order to develop democratic citizens who are committed to democratic principles. Another recommendation is that, in their mathematics classrooms, educators use a problem-posing pedagogical approach which is capable of challenging power structures, thereby empowering learners as users of mathematics. This will not be possible without a professional development programme guiding mathematics teacher educators in establishing and managing their democratic classrooms. Similarly, it is recommended that student representative councils, as the structures that are best known for supporting democratic citizenship at universities, strive to follow the basic principles of democratic governance. Finally, the researcher concluded that mathematics education and the task of preparing mathematics student teachers for democratic citizenship are of the utmost importance, if South Africans are to cultivate and maintain a democracy that contributes to a culture which fundamentally supports democratic principles. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
Determinants of cloud computing: adoption and application by high school learners
- Authors: Nyembezi, Nceba
- Date: 2014
- Subjects: Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/1339 , vital:26547 , Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The current study investigated the determinants of Internet services’ adoption and use among high school learners in the East London Education District, in the Eastern Cape. Underpinned by the Unified Theory of Acceptance and Use of Technology, the research questions included: (1) What is the effect of performance expectancy on the learner’s intention to adopt and use Internet services? (2) What degree of variation exists for effort expectancy on the learner’s intention to adopt and use Internet services? (3) How much of the determinants explain the usage of Internet services? (4) Which is (are) the best predictor(s) of Internet service usage given a set of determinants? (5) What is the effect of confounding variables (if any) on Internet services’ adoption and usage? (6) Which model can be designed based on the best predictor(s) of Internet services’ adoption and usage for secondary school learners? A quantitative approach based on the positivist paradigm was used to quantify the relationships among various factors that contribute to Internet services’ adoption and use. The research design used was a survey. Data were collected through structured questionnaires. Out of 286 questionnaires issued, the response rate was 40.6%. The study sample size was 116 high school learners using simple random sampling. The data was analysed using the multiple regression analysis technique, and Pearson correlations. Out of the four determinants from the UTAUT, performance expectancy was the strongest predictor of intention to adopt Internet services. Large positive correlations ranging from r = 0.638 up to r = 0.989 were found among performance expectancy and effort expectancy variables towards the intention to use Internet services, significant at p < 0.05. To enhance the efficiency of the UTAUT model, this study has designed the Adoption and Application of Technology for Learning (AATL) model, which added the price of Internet, persistent use of Internet, and perceptions about Internet use.
- Full Text:
- Authors: Nyembezi, Nceba
- Date: 2014
- Subjects: Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/1339 , vital:26547 , Cloud computing -- Study and teaching -- South Africa -- Eastern Cape , High schools -- Computer networks -- South Africa -- Eastern Cape , High school students -- South Africa -- Eastern Cape
- Description: The current study investigated the determinants of Internet services’ adoption and use among high school learners in the East London Education District, in the Eastern Cape. Underpinned by the Unified Theory of Acceptance and Use of Technology, the research questions included: (1) What is the effect of performance expectancy on the learner’s intention to adopt and use Internet services? (2) What degree of variation exists for effort expectancy on the learner’s intention to adopt and use Internet services? (3) How much of the determinants explain the usage of Internet services? (4) Which is (are) the best predictor(s) of Internet service usage given a set of determinants? (5) What is the effect of confounding variables (if any) on Internet services’ adoption and usage? (6) Which model can be designed based on the best predictor(s) of Internet services’ adoption and usage for secondary school learners? A quantitative approach based on the positivist paradigm was used to quantify the relationships among various factors that contribute to Internet services’ adoption and use. The research design used was a survey. Data were collected through structured questionnaires. Out of 286 questionnaires issued, the response rate was 40.6%. The study sample size was 116 high school learners using simple random sampling. The data was analysed using the multiple regression analysis technique, and Pearson correlations. Out of the four determinants from the UTAUT, performance expectancy was the strongest predictor of intention to adopt Internet services. Large positive correlations ranging from r = 0.638 up to r = 0.989 were found among performance expectancy and effort expectancy variables towards the intention to use Internet services, significant at p < 0.05. To enhance the efficiency of the UTAUT model, this study has designed the Adoption and Application of Technology for Learning (AATL) model, which added the price of Internet, persistent use of Internet, and perceptions about Internet use.
- Full Text:
Determinants of grade 9 learners' intention to select science/applied sciences as curriculum stream for grade 10: an exploratory study of selected secondary schools in Amathole district
- Authors: Komle, Lindumzi Johnson
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16157 , http://hdl.handle.net/10353/223 , Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: In schools in the Amathole District and throughout the rest of South Africa efforts are being made to encourage learners to pursue the Science and Applied Science curriculum stream in Grades 10 to 12. The aim of this study was both to determine and to explore those factors which, according to grade 9 learners, would either attract them to or deter them from following the Science and Applied Science curriculum stream from Grade 10 onwards. The study also sought to ascertain the views of teachers regarding the issues raised by the learners. A sample comprising 346 learners and 3 teachers were involved in the study. Using both quantitative and qualitative methods within the context of a post-positivist paradigm and utilising questionnaires and interviews, the study found that, consistent with existing research, there are both intrinsic and extrinsic related factors which play a role in the intention of learners to consider pursuing the Science and Applied Science curriculum stream. The intrinsic factors include learners‟ enjoyment of practical work and love for the Science and Applied Science. Extrinsic factors include perception that jobs in the field of Science and Applied Science compensate well. However, it was the intrinsic factors that pushed the learners to have the intention to follow the Science and Applied Science curriculum stream. Sociological, economic and personal dynamics seem to account for these patterns in the results. By contrast, two key sets of factors deterred the learners from the Science and Applied Science curriculum stream. One relates to factors in their internal loci of control, and the other to factors in learners‟ external loci of control. The internal locus of control factors had a greater influence, which suggests, according to attribution theorists, that the learners were inclined to look within themselves for the reasons that deterred them from the Science and Applied Science curriculum stream. In addition, a cluster analysis was conducted to ascertain whether the demographic profiles of the learners played a role in respect of their intention to pursue the Science and Applied Science curriculum stream. This cluster analysis revealed that, in terms of gender, males were more inclined than females to follow the Science and Applied Science stream. However, it was also significant that peer influence played an important role in attracting males to the Science and Applied Science curriculum stream, whereas it was career interest factors that attracted the females. In terms of ethnic groups, Indians and blacks were more inclined than coloureds and whites to follow the Science and Applied Science stream with whites being the least attracted to this stream. Career choice dynamics provide some explanations for these outcomes. The key contribution of this study lies in the fact that the study has shown that practical work as a teaching strategy may result in greater learner participation in the Science and Applied Science curriculum stream. The study recommends that, in order to promote greater participation in the Science and Applied Science curriculum stream in schools, strategies related to teaching in terms of which both genders are taken into consideration should be implemented. Other recommendations were also made. Nevertheless, it must be borne in mind that the study is a case study and that it is, therefore, not possible to generalise the findings.
- Full Text:
- Authors: Komle, Lindumzi Johnson
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16157 , http://hdl.handle.net/10353/223 , Curriculum planning -- South Africa -- Eastern Cape , Science -- Study and teaching -- South Africa -- Eastern Cape , Technology -- Study and teaching -- South Africa -- Eastern Cape
- Description: In schools in the Amathole District and throughout the rest of South Africa efforts are being made to encourage learners to pursue the Science and Applied Science curriculum stream in Grades 10 to 12. The aim of this study was both to determine and to explore those factors which, according to grade 9 learners, would either attract them to or deter them from following the Science and Applied Science curriculum stream from Grade 10 onwards. The study also sought to ascertain the views of teachers regarding the issues raised by the learners. A sample comprising 346 learners and 3 teachers were involved in the study. Using both quantitative and qualitative methods within the context of a post-positivist paradigm and utilising questionnaires and interviews, the study found that, consistent with existing research, there are both intrinsic and extrinsic related factors which play a role in the intention of learners to consider pursuing the Science and Applied Science curriculum stream. The intrinsic factors include learners‟ enjoyment of practical work and love for the Science and Applied Science. Extrinsic factors include perception that jobs in the field of Science and Applied Science compensate well. However, it was the intrinsic factors that pushed the learners to have the intention to follow the Science and Applied Science curriculum stream. Sociological, economic and personal dynamics seem to account for these patterns in the results. By contrast, two key sets of factors deterred the learners from the Science and Applied Science curriculum stream. One relates to factors in their internal loci of control, and the other to factors in learners‟ external loci of control. The internal locus of control factors had a greater influence, which suggests, according to attribution theorists, that the learners were inclined to look within themselves for the reasons that deterred them from the Science and Applied Science curriculum stream. In addition, a cluster analysis was conducted to ascertain whether the demographic profiles of the learners played a role in respect of their intention to pursue the Science and Applied Science curriculum stream. This cluster analysis revealed that, in terms of gender, males were more inclined than females to follow the Science and Applied Science stream. However, it was also significant that peer influence played an important role in attracting males to the Science and Applied Science curriculum stream, whereas it was career interest factors that attracted the females. In terms of ethnic groups, Indians and blacks were more inclined than coloureds and whites to follow the Science and Applied Science stream with whites being the least attracted to this stream. Career choice dynamics provide some explanations for these outcomes. The key contribution of this study lies in the fact that the study has shown that practical work as a teaching strategy may result in greater learner participation in the Science and Applied Science curriculum stream. The study recommends that, in order to promote greater participation in the Science and Applied Science curriculum stream in schools, strategies related to teaching in terms of which both genders are taken into consideration should be implemented. Other recommendations were also made. Nevertheless, it must be borne in mind that the study is a case study and that it is, therefore, not possible to generalise the findings.
- Full Text:
Developing Teaching & Learning Programmes: EDT 312
- Authors: Kganedi, R A , Sao, Y
- Date: 2011-07
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17307 , http://hdl.handle.net/10353/d1010152
- Description: Supplementary examination on Developing Teaching & Learning Programmes: EDT 312, July 2011.
- Full Text: false
- Authors: Kganedi, R A , Sao, Y
- Date: 2011-07
- Subjects: Education
- Language: English
- Type: Examination paper
- Identifier: vital:17307 , http://hdl.handle.net/10353/d1010152
- Description: Supplementary examination on Developing Teaching & Learning Programmes: EDT 312, July 2011.
- Full Text: false