An exploration of employee readiness for change at Walter Sisulu University
- Authors: Mpepo, Bulelwa N
- Date: 2017
- Subjects: Walter Sisulu University for Technology & Science -- Employees -- Attitudes , Education, Higher -- South Africa -- Case studies , Educational change -- South Africa -- Case studies , Organizational change -- South Africa -- Case studies , Programme and qualification mix
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/4455 , vital:20673
- Description: Higher education institutions are faced with pressure to change to meet academic as well as socio-economic needs. These changes are often aimed at achieving financial viability, increased institutional efficiency, and solving problems of fragmentation in the university. Universities can change in their structure, operations, systems, or and in the use or adoption of technology. The effective implementation and management of these requisite changes is the key challenge to organisations facing change. Walter Sisulu University, a comprehensive university in the Eastern Cape, has formulated a strategy to turn the university around. Included in the strategy is a project on the academic enterprise. The level of readiness for change is viewed to be a determining factor in making any change successful. Since readiness is not automatic, there is a need to prepare individuals to have a positive attitude towards the change and to embrace the proposed change initiative. This study is informed by the quest to know what will encourage and prepare employees for the implementation of the new Programme and Qualification Mix (PQM) at the University. The study therefore sought as its main purpose to explore factors influencing individual readiness for change in the PQM at Walter Sisulu University. A qualitative approach was adopted in the study. Models of change readiness were reviewed to identify themes that would be used to explore the levels of readiness amongst university academic employees who were to implement the new Programme and Qualification Mix. Documents were analysed to understand the change in PQM and face-to-face, semi-structured interviews held to solicit the views of academic employees regarding enablers or inhibiters of their readiness. Results highlighted the poor preparation of academic employees at Walter Sisulu University to support and implement the change. Key concerns of employees included dissatisfaction with the inadequate and inappropriate communication strategies, uncertainty about the suitability of the changed PQM, doubt regarding leadership support for change, as well as the perceived risk of the change. However, the main enablers were the comprehension by WSU employees of the need for a new PQM to address the poor alignment with university vision and HEQSF requirements, an appreciation of the lack of social relevance of the programmes, and confidence that they have the requisite skills and qualifications. The perceived benefits for the institution provided the needed spur for embracing the new PQM.
- Full Text:
- Date Issued: 2017
- Authors: Mpepo, Bulelwa N
- Date: 2017
- Subjects: Walter Sisulu University for Technology & Science -- Employees -- Attitudes , Education, Higher -- South Africa -- Case studies , Educational change -- South Africa -- Case studies , Organizational change -- South Africa -- Case studies , Programme and qualification mix
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/4455 , vital:20673
- Description: Higher education institutions are faced with pressure to change to meet academic as well as socio-economic needs. These changes are often aimed at achieving financial viability, increased institutional efficiency, and solving problems of fragmentation in the university. Universities can change in their structure, operations, systems, or and in the use or adoption of technology. The effective implementation and management of these requisite changes is the key challenge to organisations facing change. Walter Sisulu University, a comprehensive university in the Eastern Cape, has formulated a strategy to turn the university around. Included in the strategy is a project on the academic enterprise. The level of readiness for change is viewed to be a determining factor in making any change successful. Since readiness is not automatic, there is a need to prepare individuals to have a positive attitude towards the change and to embrace the proposed change initiative. This study is informed by the quest to know what will encourage and prepare employees for the implementation of the new Programme and Qualification Mix (PQM) at the University. The study therefore sought as its main purpose to explore factors influencing individual readiness for change in the PQM at Walter Sisulu University. A qualitative approach was adopted in the study. Models of change readiness were reviewed to identify themes that would be used to explore the levels of readiness amongst university academic employees who were to implement the new Programme and Qualification Mix. Documents were analysed to understand the change in PQM and face-to-face, semi-structured interviews held to solicit the views of academic employees regarding enablers or inhibiters of their readiness. Results highlighted the poor preparation of academic employees at Walter Sisulu University to support and implement the change. Key concerns of employees included dissatisfaction with the inadequate and inappropriate communication strategies, uncertainty about the suitability of the changed PQM, doubt regarding leadership support for change, as well as the perceived risk of the change. However, the main enablers were the comprehension by WSU employees of the need for a new PQM to address the poor alignment with university vision and HEQSF requirements, an appreciation of the lack of social relevance of the programmes, and confidence that they have the requisite skills and qualifications. The perceived benefits for the institution provided the needed spur for embracing the new PQM.
- Full Text:
- Date Issued: 2017
An exploration of leadership attributes for good governance in selected public community learning centres in the Eastern Cape province
- Madikiza-Sambane, Ndiliwe Christabell
- Authors: Madikiza-Sambane, Ndiliwe Christabell
- Date: 2017
- Subjects: Human services -- South Africa -- Eastern Cape Political leadership -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/13403 , vital:39658
- Description: The success of any government depends on its leadership’s efficiency and effectiveness in ensuring that government’s vision is realized. It therefore becomes important that all public administration activities are in line with the elements of good governance as reflected on the Constitution of the Republic of South Africa, 1996. These elements include, among others, responsiveness to the needs of the public, accountability, public participation, equity, effectiveness and efficiency. Leadership attributes play a pivotal role in this regard, as all leaders are expected to be able to give guidance and direction towards the vision of government, good communicators, have humble confidence and display exemplary behavior to be successful in their leadership responsibilities. This includes leaders who are assigned responsibilities at all levels and sectors, both in public and private institutions. The purpose of this study therefore, was to explore leadership attributes for good governance in selected Public Community Learning Centres (PCLCs) in the Eastern Cape Province and its focus was in Libode District. It sought to answer a number of questions relating to community participation, policy formulation and implementation, problem solving and the envisaged solutions to address the problems that enhance good governance in the PCLCs. The study is viewed as significant in assisting the process of putting new systems in place for the implementation of new approaches in adult education. The extensive literature review that was conducted before the study resumed contributed tremendously in the success of the study as it provided more insight to the study. The qualitative approach was mainly used and the data was collected through self- administered questionnaires, interviews and observation. The findings of the study revealed challenges that exist with regards to leadership attributes and the enhancement of good governance in Public Community Learning Centres. All participating Ward Councillors (the community leaders) expressed their ignorance about what is happening in the PCLCs. However, they expressed their willingness to work together with the centres for the benefit of all community members within their wards. The recommendations of the study are based on the problems revealed in the findings and provide solutions and answers to the research questions.
- Full Text:
- Date Issued: 2017
- Authors: Madikiza-Sambane, Ndiliwe Christabell
- Date: 2017
- Subjects: Human services -- South Africa -- Eastern Cape Political leadership -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10353/13403 , vital:39658
- Description: The success of any government depends on its leadership’s efficiency and effectiveness in ensuring that government’s vision is realized. It therefore becomes important that all public administration activities are in line with the elements of good governance as reflected on the Constitution of the Republic of South Africa, 1996. These elements include, among others, responsiveness to the needs of the public, accountability, public participation, equity, effectiveness and efficiency. Leadership attributes play a pivotal role in this regard, as all leaders are expected to be able to give guidance and direction towards the vision of government, good communicators, have humble confidence and display exemplary behavior to be successful in their leadership responsibilities. This includes leaders who are assigned responsibilities at all levels and sectors, both in public and private institutions. The purpose of this study therefore, was to explore leadership attributes for good governance in selected Public Community Learning Centres (PCLCs) in the Eastern Cape Province and its focus was in Libode District. It sought to answer a number of questions relating to community participation, policy formulation and implementation, problem solving and the envisaged solutions to address the problems that enhance good governance in the PCLCs. The study is viewed as significant in assisting the process of putting new systems in place for the implementation of new approaches in adult education. The extensive literature review that was conducted before the study resumed contributed tremendously in the success of the study as it provided more insight to the study. The qualitative approach was mainly used and the data was collected through self- administered questionnaires, interviews and observation. The findings of the study revealed challenges that exist with regards to leadership attributes and the enhancement of good governance in Public Community Learning Centres. All participating Ward Councillors (the community leaders) expressed their ignorance about what is happening in the PCLCs. However, they expressed their willingness to work together with the centres for the benefit of all community members within their wards. The recommendations of the study are based on the problems revealed in the findings and provide solutions and answers to the research questions.
- Full Text:
- Date Issued: 2017
An exploration of the effectiveness of social work interventions in assisting children living with HIV/AIDS : the case of Nobuhle Unit 8 Community Clinic, Mdantsane, Eastern Cape
- Authors: Mdlankomo, Andiswa Pamella
- Date: 2017
- Subjects: Social case work -- South Africa -- Eastern Cape Social work with children -- South Africa -- Eastern Cape HIV infections
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/8574 , vital:33137
- Description: Social work practice in South African societies is of paramount importance because of high levels of poverty and various vulnerabilities. Despite the fact that there is much research on social work and children living with HIV/AIDS in South Africa, the link between social work approaches and vulnerable children has remained silent. Therefore, it was necessary to explore the quality of service delivery and understand how effective are social work interventions towards specific vulnerable children with the aim of enhancing their wellbeing. Thus, the study explored social work interventions towards assisting children living with HIV/AIDS. The study adopted qualitative research approach method for the purposes of collecting data. In-depth interviews were used as methods of data collection to find out the effectiveness and relevancy of social work interventions towards assisting children living with HIV/AIDS. The data was thematically analysed. The main findings indicated a lack of commitment in social work practice and that mirrors a lack of adequate Continuous Professional Development Training (CPDT); Social work practice in Mdantsane is overwhelmed by statutory work; and social work practice as associated with monotonous duties or an inescapable boring work routine. Moreover, the study unearthed that social workers‟ interventions towards assisting children living with HIV/AIDS are ineffective in Mdantsane Nobuhle Unit 8 community due to service delivery constraints faced by social workers, such as lack of specific HIV/AIDS proper care work training of social workers, lack of resources, high caseloads, misconceptions, and poor implementation of governmental policies. Hence, the study recommends the need for more social workers to fill up this shortage. Thus, the study recommended that there should be an indigenous social welfare and social work practice of assisting children infected and affected by HIV/AIDs. Furthermore, the study recommended that social workers should be equipped with local based skills and knowledge so as to be able to practice professionally. The study concluded that, there should be practical interventions looking into the socio-economic and political contexts and challenging the theorization of the practice, but adopting a more pragmatic approach through influencing and lobbying the government to respondent to the children needs.
- Full Text:
- Date Issued: 2017
- Authors: Mdlankomo, Andiswa Pamella
- Date: 2017
- Subjects: Social case work -- South Africa -- Eastern Cape Social work with children -- South Africa -- Eastern Cape HIV infections
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/8574 , vital:33137
- Description: Social work practice in South African societies is of paramount importance because of high levels of poverty and various vulnerabilities. Despite the fact that there is much research on social work and children living with HIV/AIDS in South Africa, the link between social work approaches and vulnerable children has remained silent. Therefore, it was necessary to explore the quality of service delivery and understand how effective are social work interventions towards specific vulnerable children with the aim of enhancing their wellbeing. Thus, the study explored social work interventions towards assisting children living with HIV/AIDS. The study adopted qualitative research approach method for the purposes of collecting data. In-depth interviews were used as methods of data collection to find out the effectiveness and relevancy of social work interventions towards assisting children living with HIV/AIDS. The data was thematically analysed. The main findings indicated a lack of commitment in social work practice and that mirrors a lack of adequate Continuous Professional Development Training (CPDT); Social work practice in Mdantsane is overwhelmed by statutory work; and social work practice as associated with monotonous duties or an inescapable boring work routine. Moreover, the study unearthed that social workers‟ interventions towards assisting children living with HIV/AIDS are ineffective in Mdantsane Nobuhle Unit 8 community due to service delivery constraints faced by social workers, such as lack of specific HIV/AIDS proper care work training of social workers, lack of resources, high caseloads, misconceptions, and poor implementation of governmental policies. Hence, the study recommends the need for more social workers to fill up this shortage. Thus, the study recommended that there should be an indigenous social welfare and social work practice of assisting children infected and affected by HIV/AIDs. Furthermore, the study recommended that social workers should be equipped with local based skills and knowledge so as to be able to practice professionally. The study concluded that, there should be practical interventions looking into the socio-economic and political contexts and challenging the theorization of the practice, but adopting a more pragmatic approach through influencing and lobbying the government to respondent to the children needs.
- Full Text:
- Date Issued: 2017
An exploration of the processes that encourage HIV and AIDS affected Basotho female adolescent resilience in Sedibeng West in the Vaal Triangle area of the Gauteng Province
- Authors: De Lange, Une
- Date: 2017
- Subjects: Resilience (Personality trait) in adolescence -- South Africa -- Gauteng Teenage girls -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/22220 , vital:29875
- Description: This study aimed to explore processes encouraging resilience in HIV and AIDS affected Basotho female adolescents in Sedibeng West in the Vaal Triangle area of the Gauteng province; and to identify guidelines to help these individuals to get through their adversities in constructive ways. By using purposive sampling (a non-probability sampling method), 61 high risk, high resilient HIV and AIDS affected Basotho female adolescents in Sedibeng West were identified to participate in the research An extensive literature review revealed the following gaps with regard to the topic of this study: • Shortage of literature regarding the effects that HIV and AIDS have on Basotho female adolescents and how these adolescents cope with these challenges; • Lack of focus on resilience of specific cultural adolescent groups; • Lack of focus on processes that encourage resilience in adolescents; • Need for qualitative studies of resilience and visual qualitative studies in particular. Consequently, a qualitative, visual phenomenological study was done where data was collected by a multi-dimensional data gathering method consisting of open-ended questionnaires, drawings and semi-structured interviews. The findings revealed that HIV and AIDS affected all participants in a substantial way. The following three main processes encourage resilience in Basotho female adolescents: Benefitting from constructive bonds; Making meaning; and Acting constructively. Furthermore, Spiritual beings and Mothers were primarily identified as figures of strength and support during adolescents’ adversity. Based on the findings, the researcher recommends that: • The Department of Education include all aspects concerning HIV and AIDS, as well as aspects concerning Religion and Spirituality in the Life Skills curriculum without making any preference of religion; • a mother figure should be established in every child’s life at a very young age, preferably as early as birth; • young people be taught skills and strategies to build interpersonal relationships and attachment bonds to significant others; • families and schools empower individuals with skills to find meaning in adversity • parents and family members model constructive regulation of behaviour to adolescents.
- Full Text:
- Date Issued: 2017
- Authors: De Lange, Une
- Date: 2017
- Subjects: Resilience (Personality trait) in adolescence -- South Africa -- Gauteng Teenage girls -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/22220 , vital:29875
- Description: This study aimed to explore processes encouraging resilience in HIV and AIDS affected Basotho female adolescents in Sedibeng West in the Vaal Triangle area of the Gauteng province; and to identify guidelines to help these individuals to get through their adversities in constructive ways. By using purposive sampling (a non-probability sampling method), 61 high risk, high resilient HIV and AIDS affected Basotho female adolescents in Sedibeng West were identified to participate in the research An extensive literature review revealed the following gaps with regard to the topic of this study: • Shortage of literature regarding the effects that HIV and AIDS have on Basotho female adolescents and how these adolescents cope with these challenges; • Lack of focus on resilience of specific cultural adolescent groups; • Lack of focus on processes that encourage resilience in adolescents; • Need for qualitative studies of resilience and visual qualitative studies in particular. Consequently, a qualitative, visual phenomenological study was done where data was collected by a multi-dimensional data gathering method consisting of open-ended questionnaires, drawings and semi-structured interviews. The findings revealed that HIV and AIDS affected all participants in a substantial way. The following three main processes encourage resilience in Basotho female adolescents: Benefitting from constructive bonds; Making meaning; and Acting constructively. Furthermore, Spiritual beings and Mothers were primarily identified as figures of strength and support during adolescents’ adversity. Based on the findings, the researcher recommends that: • The Department of Education include all aspects concerning HIV and AIDS, as well as aspects concerning Religion and Spirituality in the Life Skills curriculum without making any preference of religion; • a mother figure should be established in every child’s life at a very young age, preferably as early as birth; • young people be taught skills and strategies to build interpersonal relationships and attachment bonds to significant others; • families and schools empower individuals with skills to find meaning in adversity • parents and family members model constructive regulation of behaviour to adolescents.
- Full Text:
- Date Issued: 2017
An exploration study on the effectiveness of internal offender communication at Mdantsane correctional centre
- Authors: Matanga, Sivuyisiwe
- Date: 2017
- Subjects: South Africa. -- Department of Correctional Services -- Communication Communication in organizations -- South Africa -- East London , Prisoners -- South Africa -- East London -- Communication
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/20209 , vital:29158
- Description: Contributing to a just, peaceful and safer South Africa through effective and humane incarceration of inmates, rehabilitation and social reintegration of offenders is the Department’s mission statement. Correctional Service’s chapter 3 of the white paper on corrections, promotes the spirit and practise of goodwill and sincere interaction between offenders and their communities and families. Furthermore, rehabilitation is the responsibility of all social institutions and individuals, (starting within the family, educational, religious, sporting and cultural institutions), and a range of government departments. The main aim of this research was to explore the effectiveness of internal offender communication at Mdantsane Correctional Centre. The following research objectives were followed: (a). to examine the effectiveness of internal offenders’ communication at the Mdantsane Correctional Centre, (b)to assess challenges in the accessibility and flow of information between the department and offenders in the Mdantsane Correctional Centre and (c)to determine offenders’ preferred mode of communication in the Mdantsane Correctional Centre. A qualitative research design using in-depth interviews with Mdantsane Correctional Centre staff was utilised. A type of non-probability sampling known as purposeful sampling, was used. A total of twenty-five (25) participants were interviewed, using thematic content analysis for the findings and recommendations revealed in chapter 5.
- Full Text:
- Date Issued: 2017
- Authors: Matanga, Sivuyisiwe
- Date: 2017
- Subjects: South Africa. -- Department of Correctional Services -- Communication Communication in organizations -- South Africa -- East London , Prisoners -- South Africa -- East London -- Communication
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/20209 , vital:29158
- Description: Contributing to a just, peaceful and safer South Africa through effective and humane incarceration of inmates, rehabilitation and social reintegration of offenders is the Department’s mission statement. Correctional Service’s chapter 3 of the white paper on corrections, promotes the spirit and practise of goodwill and sincere interaction between offenders and their communities and families. Furthermore, rehabilitation is the responsibility of all social institutions and individuals, (starting within the family, educational, religious, sporting and cultural institutions), and a range of government departments. The main aim of this research was to explore the effectiveness of internal offender communication at Mdantsane Correctional Centre. The following research objectives were followed: (a). to examine the effectiveness of internal offenders’ communication at the Mdantsane Correctional Centre, (b)to assess challenges in the accessibility and flow of information between the department and offenders in the Mdantsane Correctional Centre and (c)to determine offenders’ preferred mode of communication in the Mdantsane Correctional Centre. A qualitative research design using in-depth interviews with Mdantsane Correctional Centre staff was utilised. A type of non-probability sampling known as purposeful sampling, was used. A total of twenty-five (25) participants were interviewed, using thematic content analysis for the findings and recommendations revealed in chapter 5.
- Full Text:
- Date Issued: 2017
An explorative study of the current practises of greenwashing in social media
- Authors: Struwig, Zaskia
- Date: 2017
- Subjects: Social media -- Marketing , Green marketing Social networks -- Computer network resources Consumer behavior -- environmental aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/13658 , vital:27262
- Description: The first section of this paper looks specifically at the concept of greenwashing from a theoretical perspective. It aims to establish exactly what greenwashing is, what it involves and how it has been used. The second section incorporates both the first section of this paper, and delves deeper into how greenwashing has been present in social media. The third section of this paper is a case study. This section has been broken down into three categories of industries in consideration of greenwashing practises. The first is ‘The Obvious’ - this looks at the obvious examples of industries that use greenwashing practises. ‘The Overlooked’ looks at the industries which are often disregarded in terms of greenwashing practises. The last is ‘The Unexpected’ which looks into the industries that focus on supporting the environment and would not commonly be associated with any form of greenwashing practises at all. This case study aims to identify how the selected companies chosen for the study have been associated with greenwashing in the past, and how their current social presence may still be contributing to greenwashed advertising. As the concept of greenwashing is based on a theory developed around two decades ago and mostly consisted of very direct claims and statements using traditional advertising mediums such as billboards and magazine adverts, and considering the amount of well-known corporations who were proven guilty of such greenwashing practises, it would be ignorant to consider that such practises have simply subsided and ceased to occur. Corporations are aware of being called-out with negative press, especially with regards to issues such as false environmental practises, therefore as the advertising industry has changed with time, wouldn’t such greenwashing practises have adapted as well? Corporations in the past have learnt that direct greenwash statements have backfired negatively, therefore in collaboration with the use of social media, the prospect of using subtle, or even subconscious greenwash strategies seem to create an issue which requires investigation.
- Full Text:
- Date Issued: 2017
- Authors: Struwig, Zaskia
- Date: 2017
- Subjects: Social media -- Marketing , Green marketing Social networks -- Computer network resources Consumer behavior -- environmental aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/13658 , vital:27262
- Description: The first section of this paper looks specifically at the concept of greenwashing from a theoretical perspective. It aims to establish exactly what greenwashing is, what it involves and how it has been used. The second section incorporates both the first section of this paper, and delves deeper into how greenwashing has been present in social media. The third section of this paper is a case study. This section has been broken down into three categories of industries in consideration of greenwashing practises. The first is ‘The Obvious’ - this looks at the obvious examples of industries that use greenwashing practises. ‘The Overlooked’ looks at the industries which are often disregarded in terms of greenwashing practises. The last is ‘The Unexpected’ which looks into the industries that focus on supporting the environment and would not commonly be associated with any form of greenwashing practises at all. This case study aims to identify how the selected companies chosen for the study have been associated with greenwashing in the past, and how their current social presence may still be contributing to greenwashed advertising. As the concept of greenwashing is based on a theory developed around two decades ago and mostly consisted of very direct claims and statements using traditional advertising mediums such as billboards and magazine adverts, and considering the amount of well-known corporations who were proven guilty of such greenwashing practises, it would be ignorant to consider that such practises have simply subsided and ceased to occur. Corporations are aware of being called-out with negative press, especially with regards to issues such as false environmental practises, therefore as the advertising industry has changed with time, wouldn’t such greenwashing practises have adapted as well? Corporations in the past have learnt that direct greenwash statements have backfired negatively, therefore in collaboration with the use of social media, the prospect of using subtle, or even subconscious greenwash strategies seem to create an issue which requires investigation.
- Full Text:
- Date Issued: 2017
An exploratory study of female South African university students’ knowledge and perceptions of subdermal contraceptive implants
- Kalla, Sikander Abdul Razaak
- Authors: Kalla, Sikander Abdul Razaak
- Date: 2017
- Subjects: Contraceptives -- South Africa -- Psychological aspects , Birth control -- South Africa -- Students Contraception -- South Africa -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/17691 , vital:28437
- Description: South Africa‟s recent efforts to improve contraceptive uptake include the public launch of the subdermal contraceptive implant (branded Implanon NXT®). The launch of this modern contraceptive was welcomed as an initiative that holds promise in addressing elevated unintended pregnancy rates in the country. However, a paucity of research regarding the uptake of this contraceptive exists. This study sought to narrow this research gap by exploring the knowledge and perceptions that young female South African university students have of contraceptive implants, as well as investigate how these views may shape the willingness for these females to incorporate contraceptive implants into their birth control regimen. Semi-structured interviews were conducted with young female students enrolled at Nelson Mandela University and data from these interviews was analysed using thematic analysis. Findings were examined through a lens of social constructionism and critical psychology. Analysis revealed the following key findings: the function, suitability, and negative perceptions, of a particular contraceptive are notable considerations taken into account by young female university students when investigating contraceptives; psychosocial challenges are prominent in the arena of contraception; contraceptive implants possess the potential to reduce stigmatisation and empower women; however, participants asserted that there are significant psychosocial and structural barriers to the uptake of this contraceptive. These findings highlighted that contraceptive knowledge and perceptions are influenced by an interplay of psychosocial and structural factors. These factors were ultimately noted to influence young female South African university students‟ willingness to incorporate contraceptive implants into their birth control regimen.
- Full Text:
- Date Issued: 2017
- Authors: Kalla, Sikander Abdul Razaak
- Date: 2017
- Subjects: Contraceptives -- South Africa -- Psychological aspects , Birth control -- South Africa -- Students Contraception -- South Africa -- Psychological aspects
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/17691 , vital:28437
- Description: South Africa‟s recent efforts to improve contraceptive uptake include the public launch of the subdermal contraceptive implant (branded Implanon NXT®). The launch of this modern contraceptive was welcomed as an initiative that holds promise in addressing elevated unintended pregnancy rates in the country. However, a paucity of research regarding the uptake of this contraceptive exists. This study sought to narrow this research gap by exploring the knowledge and perceptions that young female South African university students have of contraceptive implants, as well as investigate how these views may shape the willingness for these females to incorporate contraceptive implants into their birth control regimen. Semi-structured interviews were conducted with young female students enrolled at Nelson Mandela University and data from these interviews was analysed using thematic analysis. Findings were examined through a lens of social constructionism and critical psychology. Analysis revealed the following key findings: the function, suitability, and negative perceptions, of a particular contraceptive are notable considerations taken into account by young female university students when investigating contraceptives; psychosocial challenges are prominent in the arena of contraception; contraceptive implants possess the potential to reduce stigmatisation and empower women; however, participants asserted that there are significant psychosocial and structural barriers to the uptake of this contraceptive. These findings highlighted that contraceptive knowledge and perceptions are influenced by an interplay of psychosocial and structural factors. These factors were ultimately noted to influence young female South African university students‟ willingness to incorporate contraceptive implants into their birth control regimen.
- Full Text:
- Date Issued: 2017
An intergrated continuous flow system for the manufacture of biodiesel from waste cooking oil using a heterogeneous acid catalyst and homogeneous base catalyst
- Authors: Mathe,Francis Matota
- Date: 2017
- Subjects: Biodiesel fuels industry , Catalysis , Vegetable oils as fuel
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/44460 , vital:37837
- Description: The continuous flow production of biodiesel from waste cooking oil (WCO) was investigated in this study. Two different methods of biodiesel production were investigated. The first method involved the acid esterification of free fatty acids (FFAs). In the biodiesel community, the esterification of FFAs in WCO is usually regarded as the pre-treatment stage of biodiesel production using low-quality feedstock.The second method involved the transesterification of triglycerides in WCO. Homogeneous catalysts (NaOH or H2SO4) and heterogeneous catalysts (NaOH/ZnO, Sn/ZnO, Amberlyst-15, Amberlite-IRA 904, Fe/Bentonite and Amberlite IRN 78) were evaluated in the transesterification reaction. Catalyst screening was done using a batch reactor. NaOH gave a high úME content of 96.7% and was chosen as the optimum catalyst for the reaction.The main aim of the project was to make an integrated system that incorporates the esterification and transesterification reaction in the flow production of biodiesel using WCO. The system was developed using the conditions obtained from optimum studies of the separate reactions. Slight adjustments based on further experimental work were made to create an efficient system. The effect of excess methanol from the first step on the concentration of NaOH in the second phase was investigated. It was shown that the excess methanol decreases the concentration of the NaOH and this decreases the úMEs in the final mixture of biodiesel.
- Full Text:
- Date Issued: 2017
- Authors: Mathe,Francis Matota
- Date: 2017
- Subjects: Biodiesel fuels industry , Catalysis , Vegetable oils as fuel
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/44460 , vital:37837
- Description: The continuous flow production of biodiesel from waste cooking oil (WCO) was investigated in this study. Two different methods of biodiesel production were investigated. The first method involved the acid esterification of free fatty acids (FFAs). In the biodiesel community, the esterification of FFAs in WCO is usually regarded as the pre-treatment stage of biodiesel production using low-quality feedstock.The second method involved the transesterification of triglycerides in WCO. Homogeneous catalysts (NaOH or H2SO4) and heterogeneous catalysts (NaOH/ZnO, Sn/ZnO, Amberlyst-15, Amberlite-IRA 904, Fe/Bentonite and Amberlite IRN 78) were evaluated in the transesterification reaction. Catalyst screening was done using a batch reactor. NaOH gave a high úME content of 96.7% and was chosen as the optimum catalyst for the reaction.The main aim of the project was to make an integrated system that incorporates the esterification and transesterification reaction in the flow production of biodiesel using WCO. The system was developed using the conditions obtained from optimum studies of the separate reactions. Slight adjustments based on further experimental work were made to create an efficient system. The effect of excess methanol from the first step on the concentration of NaOH in the second phase was investigated. It was shown that the excess methanol decreases the concentration of the NaOH and this decreases the úMEs in the final mixture of biodiesel.
- Full Text:
- Date Issued: 2017
An Internet of things model for field service automation
- Authors: Kapeso, Mando Mulabita
- Date: 2017
- Subjects: Internet of things Manufacturing processes -- Automation , Automation
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/18641 , vital:28698
- Description: Due to the competitive nature of the global economy, organisations are continuously seeking ways of cutting costs and increasing efficiency to gain a competitive advantage. Field service organisations that offer after sales support seek to gain a competitive advantage through downtime minimisation. Downtime is the time between service requests made by a customer or triggered by equipment failure and the completion of the service to rectify the problem by the field service team. Researchers have identified downtime as one of the key performance indicators for field service organisations. The lack of real-time access to information and inaccuracy of information are factors which contribute to the poor management of downtime. Various technology advancements have been adopted to address some of the challenges faced by field service organisations through automation. The emergence of an Internet of Things (IoT), has brought new enhancement possibilities to various industries, for instance, the manufacturing industry. The main research question that this study aims to address is “How can an Internet of Things be used to optimise field service automation?” The main research objective was to develop and evaluate a model for the optimisation of field services using an IoT’s features and technologies. The model aims at addressing challenges associated with the inaccuracy or/and lack of real-time access to information during downtime. The model developed is the theoretical artefact of the research methodology used in this study which is the Design Science Research Methodology (DSRM). The DSRM activities were adopted to fulfil the research objectives of this research. A literature review in the field services domain was conducted to establish the problems faced by field service organisations. Several interviews were held to verify the problems of FSM identified in literature and some potential solutions. During the design and development activity of the DSRM methodology, an IoT model for FSA was designed. The model consists of:The Four Layered Architecture; The Three Phase Data Flow Process; and Definition and descriptions of IoT-based elements and functions. The model was then used to drive the design, development, and evaluation of “proof of concept” prototype, the KapCha prototype. KapCha enables the optimisation of FSA using IoT techniques and features. The implementation of a sub-component of the KapCha system, in fulfilment of the research. The implementation of KapCha was applied to the context of a smart lighting environment in the case study. A two-phase evaluation was conducted to review both the theoretical model and the KapCha prototype. The model and KapCha prototype were evaluated using the Technical and Risk efficacy evaluation strategy from the Framework for Evaluation of Design Science (FEDS). The Technical Risk and Efficacy strategy made use of formative, artificial-summative and summative-naturalistic methods of evaluation. An artificial-summative evaluation was used to evaluate the design of the model. Iterative formative evaluations were conducted during the development of the KapCha. KapCha was then placed in a real-environment conditions and a summative-naturalistic evaluation was conducted. The summative-naturalistic evaluation was used to determine the performance of KapCha under real-world conditions to evaluate the extent it addresses FSA problems identified such as real-time communication and automated fault detection.
- Full Text:
- Date Issued: 2017
- Authors: Kapeso, Mando Mulabita
- Date: 2017
- Subjects: Internet of things Manufacturing processes -- Automation , Automation
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10948/18641 , vital:28698
- Description: Due to the competitive nature of the global economy, organisations are continuously seeking ways of cutting costs and increasing efficiency to gain a competitive advantage. Field service organisations that offer after sales support seek to gain a competitive advantage through downtime minimisation. Downtime is the time between service requests made by a customer or triggered by equipment failure and the completion of the service to rectify the problem by the field service team. Researchers have identified downtime as one of the key performance indicators for field service organisations. The lack of real-time access to information and inaccuracy of information are factors which contribute to the poor management of downtime. Various technology advancements have been adopted to address some of the challenges faced by field service organisations through automation. The emergence of an Internet of Things (IoT), has brought new enhancement possibilities to various industries, for instance, the manufacturing industry. The main research question that this study aims to address is “How can an Internet of Things be used to optimise field service automation?” The main research objective was to develop and evaluate a model for the optimisation of field services using an IoT’s features and technologies. The model aims at addressing challenges associated with the inaccuracy or/and lack of real-time access to information during downtime. The model developed is the theoretical artefact of the research methodology used in this study which is the Design Science Research Methodology (DSRM). The DSRM activities were adopted to fulfil the research objectives of this research. A literature review in the field services domain was conducted to establish the problems faced by field service organisations. Several interviews were held to verify the problems of FSM identified in literature and some potential solutions. During the design and development activity of the DSRM methodology, an IoT model for FSA was designed. The model consists of:The Four Layered Architecture; The Three Phase Data Flow Process; and Definition and descriptions of IoT-based elements and functions. The model was then used to drive the design, development, and evaluation of “proof of concept” prototype, the KapCha prototype. KapCha enables the optimisation of FSA using IoT techniques and features. The implementation of a sub-component of the KapCha system, in fulfilment of the research. The implementation of KapCha was applied to the context of a smart lighting environment in the case study. A two-phase evaluation was conducted to review both the theoretical model and the KapCha prototype. The model and KapCha prototype were evaluated using the Technical and Risk efficacy evaluation strategy from the Framework for Evaluation of Design Science (FEDS). The Technical Risk and Efficacy strategy made use of formative, artificial-summative and summative-naturalistic methods of evaluation. An artificial-summative evaluation was used to evaluate the design of the model. Iterative formative evaluations were conducted during the development of the KapCha. KapCha was then placed in a real-environment conditions and a summative-naturalistic evaluation was conducted. The summative-naturalistic evaluation was used to determine the performance of KapCha under real-world conditions to evaluate the extent it addresses FSA problems identified such as real-time communication and automated fault detection.
- Full Text:
- Date Issued: 2017
An intervention on how using easily accessible resources to carry out hands-on practical activities in science influences science teachers’ conceptual development and dispositions
- Authors: Asheela, Eva Ndagwedha
- Date: 2017
- Subjects: Science teachers -- In-service training -- Namibia , Science teachers -- Namibia -- Case studies , Science -- Study and teaching -- Activity programs -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8330 , vital:21385
- Description: The reform and transformation of education systems in terms of enhancing Science, Technology Engineering and Mathematics (STEM) education in the schooling systems is gaining momentum in different parts of the world. It is argued that there is a need to enhance science education, particularly in Africa, because science education is considered to be the main vehicle through which the greater objectives such as national development and improvement in the quality of life can be realised. Namibia as a country is no exception. A key way through which science education can be enhanced is through carrying out practical activities during teaching and learning. Despite the crucial role that practical activities play in science subjects, it appears that they are not carried out in most of the Namibian science classrooms. It is against this background that this study explored an intervention on how easily accessible resources to carry out hands-on practical activities in science, influenced science teachers’ conceptual development and dispositions towards the use of practical activities in science. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 21 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on practical activities, lesson observations, which were videotaped, as well as teacher reflections were used. Conceptual development, disposition and professional development served as the conceptual lenses. Vygotsky’s sociocultural theory in conjunction with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study.The findings showed that there was a general perception among the participants before the intervention that in order to carry out practical activities, well-equipped laboratories, conventional chemicals and equipment are needed. Some teachers had never used practical activities in their science classes with a range of constraints or hindrances provided as reasons. The findings additionally showed that for teachers to use easily accessible resources to carry out practical activities in their science classrooms, they need the knowledge and exposure on how to use these resources. The findings thus showed that this professional development approach raised motivation, knowledge and the skills of the science teacher participants to include practical activities in their science lessons using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms to engage in hands- on practical activities using easily accessible resources, they can be enabled and motivated to implement these in their science classrooms.
- Full Text:
- Date Issued: 2017
- Authors: Asheela, Eva Ndagwedha
- Date: 2017
- Subjects: Science teachers -- In-service training -- Namibia , Science teachers -- Namibia -- Case studies , Science -- Study and teaching -- Activity programs -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8330 , vital:21385
- Description: The reform and transformation of education systems in terms of enhancing Science, Technology Engineering and Mathematics (STEM) education in the schooling systems is gaining momentum in different parts of the world. It is argued that there is a need to enhance science education, particularly in Africa, because science education is considered to be the main vehicle through which the greater objectives such as national development and improvement in the quality of life can be realised. Namibia as a country is no exception. A key way through which science education can be enhanced is through carrying out practical activities during teaching and learning. Despite the crucial role that practical activities play in science subjects, it appears that they are not carried out in most of the Namibian science classrooms. It is against this background that this study explored an intervention on how easily accessible resources to carry out hands-on practical activities in science, influenced science teachers’ conceptual development and dispositions towards the use of practical activities in science. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 21 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on practical activities, lesson observations, which were videotaped, as well as teacher reflections were used. Conceptual development, disposition and professional development served as the conceptual lenses. Vygotsky’s sociocultural theory in conjunction with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study.The findings showed that there was a general perception among the participants before the intervention that in order to carry out practical activities, well-equipped laboratories, conventional chemicals and equipment are needed. Some teachers had never used practical activities in their science classes with a range of constraints or hindrances provided as reasons. The findings additionally showed that for teachers to use easily accessible resources to carry out practical activities in their science classrooms, they need the knowledge and exposure on how to use these resources. The findings thus showed that this professional development approach raised motivation, knowledge and the skills of the science teacher participants to include practical activities in their science lessons using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms to engage in hands- on practical activities using easily accessible resources, they can be enabled and motivated to implement these in their science classrooms.
- Full Text:
- Date Issued: 2017
An investigation into academic dishonesty at the University of Fort Hare
- Authors: Mapetere, Gabriel Talent
- Date: 2017
- Subjects: Cheating (Education) Education, Higher -- Moral and ethical aspects Cheating (Education) -- Prevention
- Language: English
- Type: Thesis , Masters , M. Soc. Sc
- Identifier: http://hdl.handle.net/10353/9588 , vital:34795
- Description: This study investigated the phenomenon of academic dishonesty among university students using a case study of the University of Fort Hare in South Africa. Objectives of this study were to find out the incidence of academic dishonesty, factors associated with academic dishonesty, the frequency of academic dishonesty and mitigation measures placed to curb academic dishonesty at the University of Fort Hare. A mixed methods approach was used to collect data, which was then interpreted using the social learning theory. The study argues that, academic dishonesty at the University of Fort Hare is mainly entrenched in the dynamic transformations brought about by technological advancement, which has given rise to new forms of academic dishonesty and as well facilitated the existent forms of academic dishonesty. The social learning theory offers an explanation of the acquisition of new behaviour and its maintenance thereof hence it has been adopted as the theoretical framework in this study. Findings of the current study indicated that the institution, like many other institutions globally is affected by academic dishonesty. Apart from that, academic dishonesty in its various forms is significantly high and it continues to soar. Moreover, the study revealed that the institution has adopted a diverse array of measures to curb academic dishonesty. Nevertheless, students continue to engage in academic dishonesty regardless of efforts made by institutions to reduce this epidemic. There is therefore a need to revisit the policies and measures implemented by institutions to curb academic dishonesty in a bid to come up with effective solutions to this problem.
- Full Text:
- Date Issued: 2017
- Authors: Mapetere, Gabriel Talent
- Date: 2017
- Subjects: Cheating (Education) Education, Higher -- Moral and ethical aspects Cheating (Education) -- Prevention
- Language: English
- Type: Thesis , Masters , M. Soc. Sc
- Identifier: http://hdl.handle.net/10353/9588 , vital:34795
- Description: This study investigated the phenomenon of academic dishonesty among university students using a case study of the University of Fort Hare in South Africa. Objectives of this study were to find out the incidence of academic dishonesty, factors associated with academic dishonesty, the frequency of academic dishonesty and mitigation measures placed to curb academic dishonesty at the University of Fort Hare. A mixed methods approach was used to collect data, which was then interpreted using the social learning theory. The study argues that, academic dishonesty at the University of Fort Hare is mainly entrenched in the dynamic transformations brought about by technological advancement, which has given rise to new forms of academic dishonesty and as well facilitated the existent forms of academic dishonesty. The social learning theory offers an explanation of the acquisition of new behaviour and its maintenance thereof hence it has been adopted as the theoretical framework in this study. Findings of the current study indicated that the institution, like many other institutions globally is affected by academic dishonesty. Apart from that, academic dishonesty in its various forms is significantly high and it continues to soar. Moreover, the study revealed that the institution has adopted a diverse array of measures to curb academic dishonesty. Nevertheless, students continue to engage in academic dishonesty regardless of efforts made by institutions to reduce this epidemic. There is therefore a need to revisit the policies and measures implemented by institutions to curb academic dishonesty in a bid to come up with effective solutions to this problem.
- Full Text:
- Date Issued: 2017
An Investigation into learner drop-out and sustainable community development in Kwazakhele Township, Nelson Mandela Bay Municipality
- Authors: Lupondwana, Masiza Howard
- Date: 2017
- Subjects: High school dropouts -- South Africa -- Port Elizabeth Community education -- Development -- South Africa -- Port Elizabeth , Democracy and education -- South Africa -- Port Elizabeth Community development -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10948/18310 , vital:28617
- Description: The objective of the study was to investigate learner drop-out and sustainable community development. The study was conducted in Kwazakhele Township in Nelson Mandela Bay. This study used qualitative research approach- interviews and structured questionnaires were used to collect data from the participants. The sample consisted of 40 respondents both Females and Males between the age 15 and 35 years. In Kwazakhele Township most of the youth are learner drop-outs who exited educational system before attaining National Certificate (Matric). This had an effect on the acquisition of skills for sustainable development. United Nations report on Sustainable Development requires members of the community to be able to handle matters concerning their own development. This means community members should possess skills that would enable them to cope with constant demands of development. In the same Kwazakhele Township the consequences of the learner drop-out phenomenon is that lot of girls get pregnant at an adolescence stage. In most cases the boys who impregnate these girls are not working, they themselves depend on their parents for living. Because of the poor socio-economic status and high rate of unemployment of households in the area, this result in a situation where both girl child and their babies depends on the old age social grant for basic needs such as food etc. These dropouts are political risks in a sense that they are sometimes being used in community protesting marches which are unnecessarily hindering community development projects aimed at enhancing and promoting general welfare including better life for all. So the study will investigate and examine effect of learner drop-out in the community and recommends on what to be done in order to address shortfalls and challenges faced by the Kwazakhele community members. This will enable local authorities to be proactive in establishing programs that brings directive and solutions to the existing problems.
- Full Text:
- Date Issued: 2017
- Authors: Lupondwana, Masiza Howard
- Date: 2017
- Subjects: High school dropouts -- South Africa -- Port Elizabeth Community education -- Development -- South Africa -- Port Elizabeth , Democracy and education -- South Africa -- Port Elizabeth Community development -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10948/18310 , vital:28617
- Description: The objective of the study was to investigate learner drop-out and sustainable community development. The study was conducted in Kwazakhele Township in Nelson Mandela Bay. This study used qualitative research approach- interviews and structured questionnaires were used to collect data from the participants. The sample consisted of 40 respondents both Females and Males between the age 15 and 35 years. In Kwazakhele Township most of the youth are learner drop-outs who exited educational system before attaining National Certificate (Matric). This had an effect on the acquisition of skills for sustainable development. United Nations report on Sustainable Development requires members of the community to be able to handle matters concerning their own development. This means community members should possess skills that would enable them to cope with constant demands of development. In the same Kwazakhele Township the consequences of the learner drop-out phenomenon is that lot of girls get pregnant at an adolescence stage. In most cases the boys who impregnate these girls are not working, they themselves depend on their parents for living. Because of the poor socio-economic status and high rate of unemployment of households in the area, this result in a situation where both girl child and their babies depends on the old age social grant for basic needs such as food etc. These dropouts are political risks in a sense that they are sometimes being used in community protesting marches which are unnecessarily hindering community development projects aimed at enhancing and promoting general welfare including better life for all. So the study will investigate and examine effect of learner drop-out in the community and recommends on what to be done in order to address shortfalls and challenges faced by the Kwazakhele community members. This will enable local authorities to be proactive in establishing programs that brings directive and solutions to the existing problems.
- Full Text:
- Date Issued: 2017
An investigation into Science teachers’ conceptions of and dispositions towards the implementation of ‘assessment for learning’ (formative assessment) during science practical activities
- Authors: Sheehama, Felisia Nauyele
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50166 , vital:25964
- Description: Assessment is an integral part of the teaching and learning process. Research by the Assessment Reform Group (ARG) (1999) and others has shown that assessment for learning, or formative assessment, is one of the most powerful educational tools for promoting effective learning and improving performance. Assessment for learning (formative assessment) and summative assessment form part of most national education policies and is advocated in the Namibian curricula. However, most of the focus of official programs in Namibia has been on summative assessment resulting in assessment for learning being neglected. It is against this backdrop that this study investigated science teachers’ conceptions of, and dispositions towards, the implementation of assessment for learning during science practical lessons. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 25 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered at NIED in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on assessment for learning, practical activities, lesson observations (which were videotaped), as well as teacher reflections were used. The lesson observations were conducted in two schools in the Omusati region of Namibia. The theoretical frameworks guiding the study were Vygotsky’s social constructivist theory and Shulman’s pedagogical content knowledge (PCK). The findings of the study revealed that teachers held different notions toward assessment for learning before the intervention in the form of a workshop. However, after the workshop the teachers demonstrated understanding of what assessment for learning entails and how it can be implemented during hands-on practical activities using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms, to engage in hands-on practical activities using easily accessible resources and an appropriate orientation towards assessment for learning that includes model strategies they can be enabled and motivated to research and begin to implement assessment for learning in their science classrooms.
- Full Text:
- Date Issued: 2017
- Authors: Sheehama, Felisia Nauyele
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50166 , vital:25964
- Description: Assessment is an integral part of the teaching and learning process. Research by the Assessment Reform Group (ARG) (1999) and others has shown that assessment for learning, or formative assessment, is one of the most powerful educational tools for promoting effective learning and improving performance. Assessment for learning (formative assessment) and summative assessment form part of most national education policies and is advocated in the Namibian curricula. However, most of the focus of official programs in Namibia has been on summative assessment resulting in assessment for learning being neglected. It is against this backdrop that this study investigated science teachers’ conceptions of, and dispositions towards, the implementation of assessment for learning during science practical lessons. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 25 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered at NIED in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on assessment for learning, practical activities, lesson observations (which were videotaped), as well as teacher reflections were used. The lesson observations were conducted in two schools in the Omusati region of Namibia. The theoretical frameworks guiding the study were Vygotsky’s social constructivist theory and Shulman’s pedagogical content knowledge (PCK). The findings of the study revealed that teachers held different notions toward assessment for learning before the intervention in the form of a workshop. However, after the workshop the teachers demonstrated understanding of what assessment for learning entails and how it can be implemented during hands-on practical activities using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms, to engage in hands-on practical activities using easily accessible resources and an appropriate orientation towards assessment for learning that includes model strategies they can be enabled and motivated to research and begin to implement assessment for learning in their science classrooms.
- Full Text:
- Date Issued: 2017
An investigation into the causes of disparities in literacy readiness of learners: perceptions of pre-primary teachers
- Authors: Haingura, Hildefonsia
- Date: 2017
- Subjects: Early childhood education -- South Africa , Language arts (Early childhood) -- South Africa , Literacy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7854 , vital:21311
- Description: This study investigated pre-primary teachers’ perceptions of the causes of disparities in the literacy readiness of pre-primary learners. The aim was to understand the reasons that teachers ascribe to differences in literacy readiness; ways in which teachers’ understanding of the causes may relate to their practices and to learners’ literacy readiness levels. The study drew from Bernstein’s pedagogic discourse as the theoretical framing and analytical tool for engaging with the data. The participants in the study were three pre-primary teachers practising in a variety of schooling contexts. In a quest for a deeper understanding of the causes, data for the study was generated using multiple sources. Structured interviews were employed to get the teachers perceptions, while classroom observations were aimed at discovering ways in which the teachers’ points of view related to their practices in the actual classroom. An analysis of documentary evidence was carried out to understand ways in which teachers’ practices adhered to the curriculum intentions, as well as ways in which their plans and curriculum documents supported the development of the emerging literacy skills of the learners. Findings of this study indicated that teachers attributed disparities in the literacy readiness of learners to factors external to the classroom and it was found that their pedagogic practices, as a result of these perceptions, were not supportive to the development of literacy skills that are pivotal for transitioning to Grade 1. The study has implications for curriculum reform, sensitization of stakeholders and teacher training in order to ensure a solid and promising academic foundation, and consequently, a successful academic future for all pre-primary learners.
- Full Text:
- Date Issued: 2017
- Authors: Haingura, Hildefonsia
- Date: 2017
- Subjects: Early childhood education -- South Africa , Language arts (Early childhood) -- South Africa , Literacy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7854 , vital:21311
- Description: This study investigated pre-primary teachers’ perceptions of the causes of disparities in the literacy readiness of pre-primary learners. The aim was to understand the reasons that teachers ascribe to differences in literacy readiness; ways in which teachers’ understanding of the causes may relate to their practices and to learners’ literacy readiness levels. The study drew from Bernstein’s pedagogic discourse as the theoretical framing and analytical tool for engaging with the data. The participants in the study were three pre-primary teachers practising in a variety of schooling contexts. In a quest for a deeper understanding of the causes, data for the study was generated using multiple sources. Structured interviews were employed to get the teachers perceptions, while classroom observations were aimed at discovering ways in which the teachers’ points of view related to their practices in the actual classroom. An analysis of documentary evidence was carried out to understand ways in which teachers’ practices adhered to the curriculum intentions, as well as ways in which their plans and curriculum documents supported the development of the emerging literacy skills of the learners. Findings of this study indicated that teachers attributed disparities in the literacy readiness of learners to factors external to the classroom and it was found that their pedagogic practices, as a result of these perceptions, were not supportive to the development of literacy skills that are pivotal for transitioning to Grade 1. The study has implications for curriculum reform, sensitization of stakeholders and teacher training in order to ensure a solid and promising academic foundation, and consequently, a successful academic future for all pre-primary learners.
- Full Text:
- Date Issued: 2017
An investigation into the mathematics knowledge for teaching required to develop grade 2 learners’ number sense through counting
- Authors: Chikiwa, Samukeliso
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Number concept in children -- South Africa , Number concept -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6042 , vital:21019
- Description: Poor learner performance in mathematics has a long-standing record in South Africa. More than two decades after attainment of democracy South Africa is still seeking ways of addressing this crisis. Research around poor mathematics points to a number of factors, however, the dominant being that South African teachers lack both mathematics content and the pedagogical knowledge to teach it effectively. Ball, Thames and Phelps (2008) refer to the knowledge to teach mathematics effectively as Mathematics Knowledge for Teaching [MKfT]. MKfT combines the knowledge of both the content with the pedagogical skills. Mathematics teachers in South Africa are said to lack MKfT to teach mathematics in ways that enhance conceptual understanding and the effect of this deficiency is felt as far back in the education system as Foundation Phase. Research suggests Foundation Phase teachers do not develop the learners’ number sense well enough to equip them with essential mathematical strategies and proficiency that would help them learn mathematics with ease and understanding. This deficit expands as learners move up the grades. My qualitative research, case study approach was employed to investigate MKfT enacted in the teaching of an expert Foundation Phase teacher, which she used while developing number sense in her Grade Two learners. A key aim is to inform fellow Foundation Phase teachers and Foundation Phase teacher educators, both in-service and in-training, of the key aspects of MKfT required in developing number sense. The study found that Foundation Phase teaching requires employment of all the domains of the MKfT to develop number sense to Grade 2 learners. These domains are complexly interconnected and interdependent and the research shows that while one needs the full set to be able to teach effectively, the expertise becomes visible in the seamless and somewhat automated interweaving of these domains. Furthermore, the research will illuminate how such seamless and automated interweaving can render the individual domains difficult to discern.
- Full Text:
- Date Issued: 2017
- Authors: Chikiwa, Samukeliso
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Number concept in children -- South Africa , Number concept -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6042 , vital:21019
- Description: Poor learner performance in mathematics has a long-standing record in South Africa. More than two decades after attainment of democracy South Africa is still seeking ways of addressing this crisis. Research around poor mathematics points to a number of factors, however, the dominant being that South African teachers lack both mathematics content and the pedagogical knowledge to teach it effectively. Ball, Thames and Phelps (2008) refer to the knowledge to teach mathematics effectively as Mathematics Knowledge for Teaching [MKfT]. MKfT combines the knowledge of both the content with the pedagogical skills. Mathematics teachers in South Africa are said to lack MKfT to teach mathematics in ways that enhance conceptual understanding and the effect of this deficiency is felt as far back in the education system as Foundation Phase. Research suggests Foundation Phase teachers do not develop the learners’ number sense well enough to equip them with essential mathematical strategies and proficiency that would help them learn mathematics with ease and understanding. This deficit expands as learners move up the grades. My qualitative research, case study approach was employed to investigate MKfT enacted in the teaching of an expert Foundation Phase teacher, which she used while developing number sense in her Grade Two learners. A key aim is to inform fellow Foundation Phase teachers and Foundation Phase teacher educators, both in-service and in-training, of the key aspects of MKfT required in developing number sense. The study found that Foundation Phase teaching requires employment of all the domains of the MKfT to develop number sense to Grade 2 learners. These domains are complexly interconnected and interdependent and the research shows that while one needs the full set to be able to teach effectively, the expertise becomes visible in the seamless and somewhat automated interweaving of these domains. Furthermore, the research will illuminate how such seamless and automated interweaving can render the individual domains difficult to discern.
- Full Text:
- Date Issued: 2017
An investigation into the origin and evolution of the Tierkloof Wetland, a peatland dominated by Prionium serratum, in the Western Cape
- Authors: Bekker, Debra Jane
- Date: 2017
- Subjects: Prionium serratum , Tierkloof Wetland (Western Cape, South Africa) , Wetlands -- South Africa -- Western Cape , Aquatic plants -- South Africa -- Western Cape Cape , Peatland ecology -- South Africa -- Western Cape , Kromme River (Eastern Cape, South Africa)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/53689 , vital:26311
- Description: The Tierkloof Wetland in the Western Cape has been damaged through erosion down to bedrock with gullies that are up to 50 m wide and 7 m deep. The purpose of this study was to investigate the origin and evolution of the Tierkloof Wetland and consider the role both natural and human-induced processes have played in its degradation. The main methods used were digital mapping using GIS software, satellite and aerial photographic interpretation of past and current land use, detailed topographic surveying, coring to bedrock, stratigraphic analysis of valley-fill sediments, and radio carbon dating of peat samples. Nine GIS-produced topographic profiles across the valley were plotted to analyse downstream changes in valley width and morphology along the length of the Tierkloof valley. Detailed cross sections of the stream channel were produced using topographic survey data. Depth to bedrock analysis indicated that there is evidence of a degree of planing of bedrock over geological time periods. Survey data indicates that the longitudinal slope of the former wetland surface is remarkably uniform over most of its length and there is an overall thinning of the valley fill from the head to the toe of the wetland. The stratigraphy and associated organic matter content of the wetland soils showed that the sedimentary fill varies considerably. There are appreciable accumulations of organic sediment, including sandy peat and peat layers with organic content of up to 50 %. The two radio carbon dates obtained from the gully wall midway down the Tierkloof Wetland suggest that peat accumulation started following the last glacial maximum. The peat has accumulated consistently and is mostly associated with the growth of the palmiet, Prionium serratum. Evidence from past and current land-use activities from aerial photographic interpretation show that natural vegetation in the Tierkloof Wetland has been severely degraded, alien plants are extremely common, and road-building and artificial drainage in the wetland have influenced fluvial processes. It is likely that these activities, exacerbated by the high rainfall events in the early 2000s, have triggered the erosional phase that was initiated a few decades ago. However, longer term processes (thousands to tens-of-thousands of years), such as the planing of the bedrock, also indicate that erosional processes have been a natural part of the Tierkloof Wetland development. A conceptual model of wetland development is thus proposed, based on long-term erosional and depositional processes that are linked with climate change and the current aggradation phase of peat formation that is being driven by the ecosystem engineering processes of palmiet plant growth. It is further suggested that relatively recent land-use activities have resulted in an already vulnerable wetland, in geomorphological terms, to cross a threshold to become a severely degraded, gulley- dominated wetland.
- Full Text:
- Date Issued: 2017
- Authors: Bekker, Debra Jane
- Date: 2017
- Subjects: Prionium serratum , Tierkloof Wetland (Western Cape, South Africa) , Wetlands -- South Africa -- Western Cape , Aquatic plants -- South Africa -- Western Cape Cape , Peatland ecology -- South Africa -- Western Cape , Kromme River (Eastern Cape, South Africa)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/53689 , vital:26311
- Description: The Tierkloof Wetland in the Western Cape has been damaged through erosion down to bedrock with gullies that are up to 50 m wide and 7 m deep. The purpose of this study was to investigate the origin and evolution of the Tierkloof Wetland and consider the role both natural and human-induced processes have played in its degradation. The main methods used were digital mapping using GIS software, satellite and aerial photographic interpretation of past and current land use, detailed topographic surveying, coring to bedrock, stratigraphic analysis of valley-fill sediments, and radio carbon dating of peat samples. Nine GIS-produced topographic profiles across the valley were plotted to analyse downstream changes in valley width and morphology along the length of the Tierkloof valley. Detailed cross sections of the stream channel were produced using topographic survey data. Depth to bedrock analysis indicated that there is evidence of a degree of planing of bedrock over geological time periods. Survey data indicates that the longitudinal slope of the former wetland surface is remarkably uniform over most of its length and there is an overall thinning of the valley fill from the head to the toe of the wetland. The stratigraphy and associated organic matter content of the wetland soils showed that the sedimentary fill varies considerably. There are appreciable accumulations of organic sediment, including sandy peat and peat layers with organic content of up to 50 %. The two radio carbon dates obtained from the gully wall midway down the Tierkloof Wetland suggest that peat accumulation started following the last glacial maximum. The peat has accumulated consistently and is mostly associated with the growth of the palmiet, Prionium serratum. Evidence from past and current land-use activities from aerial photographic interpretation show that natural vegetation in the Tierkloof Wetland has been severely degraded, alien plants are extremely common, and road-building and artificial drainage in the wetland have influenced fluvial processes. It is likely that these activities, exacerbated by the high rainfall events in the early 2000s, have triggered the erosional phase that was initiated a few decades ago. However, longer term processes (thousands to tens-of-thousands of years), such as the planing of the bedrock, also indicate that erosional processes have been a natural part of the Tierkloof Wetland development. A conceptual model of wetland development is thus proposed, based on long-term erosional and depositional processes that are linked with climate change and the current aggradation phase of peat formation that is being driven by the ecosystem engineering processes of palmiet plant growth. It is further suggested that relatively recent land-use activities have resulted in an already vulnerable wetland, in geomorphological terms, to cross a threshold to become a severely degraded, gulley- dominated wetland.
- Full Text:
- Date Issued: 2017
An investigation into the popularity of Latin soap operas among Zambian viewers: a reception study of Lusaka women
- Authors: Mushambatwa, Iñutu
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7702 , vital:21287
- Description: This study explores the way Zambian women make sense of the representations and discourses in the Latin soaps that they watch daily. The study seeks to find out what pleasures and values Zambian women get from these soaps given that the Latin and Zambian cultures are very different. This is in the context of Zambia being a socially conservative patriarchal and Christian nation, where the legal and traditional practices focus on the authority of the man in relationships, particularly in marriages. The lens through which this study is conducted is provided by the media imperialism thesis and its critiques. The study explores the underlying proposition of the thesis that global media are uncritically received by people in the Third World which contributes to global cultural homogenisation. Drawing on ethnographic critiques of this position, my study provides a close examination of actual viewers in actual contexts in order to understand the complex relationships that often exist between global media and local audiences. Using qualitative methods rooted in reception analysis, the study explores the pleasures women get from these soap operas and in particular, the symbolic means that these soaps provide for what has been referred to as ‘symbolic distancing’. Symbolic distancing foregrounds the way local audiences use global media to distance themselves from the cultural confines of their local environments, exposing them to other worldviews and understandings from which they can critique their own lived conditions of existence. In line with this, the study evaluates whether the viewers’ perceptions and values have been changed by the viewing of these Latin soaps.
- Full Text:
- Date Issued: 2017
- Authors: Mushambatwa, Iñutu
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/7702 , vital:21287
- Description: This study explores the way Zambian women make sense of the representations and discourses in the Latin soaps that they watch daily. The study seeks to find out what pleasures and values Zambian women get from these soaps given that the Latin and Zambian cultures are very different. This is in the context of Zambia being a socially conservative patriarchal and Christian nation, where the legal and traditional practices focus on the authority of the man in relationships, particularly in marriages. The lens through which this study is conducted is provided by the media imperialism thesis and its critiques. The study explores the underlying proposition of the thesis that global media are uncritically received by people in the Third World which contributes to global cultural homogenisation. Drawing on ethnographic critiques of this position, my study provides a close examination of actual viewers in actual contexts in order to understand the complex relationships that often exist between global media and local audiences. Using qualitative methods rooted in reception analysis, the study explores the pleasures women get from these soap operas and in particular, the symbolic means that these soaps provide for what has been referred to as ‘symbolic distancing’. Symbolic distancing foregrounds the way local audiences use global media to distance themselves from the cultural confines of their local environments, exposing them to other worldviews and understandings from which they can critique their own lived conditions of existence. In line with this, the study evaluates whether the viewers’ perceptions and values have been changed by the viewing of these Latin soaps.
- Full Text:
- Date Issued: 2017
An investigation into the utility of the ImPACT neurocognitive screening tool with patients diagnosed with multiple sclerosis
- Authors: Wurz, Carl
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5366 , vital:20918
- Description: Objective: The objective of this study was to investigate the utility of the Immediate Post Concussion Assessment and Cognitive Testing (ImPACT) assessment tool in the neurocognitive screening of patients with Multiple Sclerosis (MS). Participants and Method: Patients diagnosed with Multiple Sclerosis (n = 29) were compared with a healthy control group (n = 20) of equivalent age, years of education, quality of education and estimated premorbid IQ. Measures included five ImPACT composite scores, the ImPACT Design Memory Delayed Recall subtest, the Symbol Digit Modalities Test (SDMT) that has shown prior sensitivity to cognitive dysfunction in MS groups, and the SDMT Delayed Recall test. T-test analyses compared test performances of the MS patient group with the control group; correlational analyses investigated the construct similarities between the ImPACT and SDMT tests. Results: There was a consistent trend for the MS patient group to perform worse than controls on all the neurocognitive tests. Significant differences accompanied by medium to high effect sizes were in evidence for ImPACT Reaction Time, ImPACT Cognitive Efficiency Index, ImPACT Design Memory Delayed Recall, SDMT, and SDMT Delayed Recall test. Correlational analyses revealed construct comparability between the ImPACT tests calling upon processing speed and the SDMT, as well as the IMPACT and SDMT delayed recall tasks. Conclusions: The results support the utility of the ImPACT test as a screening instrument for the detection of cognitive dysfunction in patients with MS. Tests tapping general cognitive efficiency, processing speed, reaction time, and delayed recall rather than immediate recall reveal particular utility as neurocognitive screening aids for patients with MS.
- Full Text:
- Date Issued: 2017
- Authors: Wurz, Carl
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/5366 , vital:20918
- Description: Objective: The objective of this study was to investigate the utility of the Immediate Post Concussion Assessment and Cognitive Testing (ImPACT) assessment tool in the neurocognitive screening of patients with Multiple Sclerosis (MS). Participants and Method: Patients diagnosed with Multiple Sclerosis (n = 29) were compared with a healthy control group (n = 20) of equivalent age, years of education, quality of education and estimated premorbid IQ. Measures included five ImPACT composite scores, the ImPACT Design Memory Delayed Recall subtest, the Symbol Digit Modalities Test (SDMT) that has shown prior sensitivity to cognitive dysfunction in MS groups, and the SDMT Delayed Recall test. T-test analyses compared test performances of the MS patient group with the control group; correlational analyses investigated the construct similarities between the ImPACT and SDMT tests. Results: There was a consistent trend for the MS patient group to perform worse than controls on all the neurocognitive tests. Significant differences accompanied by medium to high effect sizes were in evidence for ImPACT Reaction Time, ImPACT Cognitive Efficiency Index, ImPACT Design Memory Delayed Recall, SDMT, and SDMT Delayed Recall test. Correlational analyses revealed construct comparability between the ImPACT tests calling upon processing speed and the SDMT, as well as the IMPACT and SDMT delayed recall tasks. Conclusions: The results support the utility of the ImPACT test as a screening instrument for the detection of cognitive dysfunction in patients with MS. Tests tapping general cognitive efficiency, processing speed, reaction time, and delayed recall rather than immediate recall reveal particular utility as neurocognitive screening aids for patients with MS.
- Full Text:
- Date Issued: 2017
An investigation of a Systemic Functional Linguistic approach for teaching Energy to grade 7 Natural Science and Health Education Learners: a Namibian case study
- Authors: Silvanus, Secilia Tulikefo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8165 , vital:21361
- Description: Learners’ general poor performance in science is a concern in science education. The literature mentions pedagogic strategies such as the use of practical activities and inclusion of indigenous knowledge, which are now acknowledged in various science curricula. In addition, many science educators and researchers are exploring innovative pedagogical approaches which may possibly help learners understand science better in order to improve their performance in the subject. Learners’ poor performance in science and possible strategies for improving this, are also a concern in Namibia. The Namibian national examination results (MoE, 2010-2014) revealed that the topic of Energy is one of those in which learners perform poorly. Energy is an important scientific concept that is widely used in various disciplines and it is thus problematic when science learners struggle to make sense of the scientific description of energy and related concepts. This triggered my interest to conduct a study focusing on the topic of energy. The study involved functional recasting from Systemic Functional Linguistic theory, as an intervention during my teaching the topic of energy to English second language grade 7 Natural Science and Health Education learners. The influence of the approach was investigated through the lens of social constructivism. The interpretive paradigm was adopted in order to make meaning of the learners’ experiences, during and after the intervention. Data collection instruments such as pre and post test, stimulated recall interviews, observation and learners’ journals were used. A qualitative approach was used to analyze the data. The pretest and post test results showed that a noticeable shift had occurred in learners’ understanding - the functional recasting teaching approach positively influenced learners’ sense making of energy concepts. Sense-making of energy concepts was evident in learners’ demonstrating the ability to construct and deconstruct technicality, making comprehensible output, meaningful use of gestures, scientific reasoning and asking relevant questions. The results also revealed dialogic discourse and positive attitudes as factors enabling learners’ progress. The language of learning and teaching, and negative attitudes were found to be constraining factors for learners’ progress. Functional recasting might be useful to science teachers and science teacher training programs as the finding for this study revealed that it enabled learners to make sense of energy concepts using scientific English. When using functional recasting, science teachers should consider the constraining factors and possibly avoid or minimize the impact.
- Full Text:
- Date Issued: 2017
- Authors: Silvanus, Secilia Tulikefo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8165 , vital:21361
- Description: Learners’ general poor performance in science is a concern in science education. The literature mentions pedagogic strategies such as the use of practical activities and inclusion of indigenous knowledge, which are now acknowledged in various science curricula. In addition, many science educators and researchers are exploring innovative pedagogical approaches which may possibly help learners understand science better in order to improve their performance in the subject. Learners’ poor performance in science and possible strategies for improving this, are also a concern in Namibia. The Namibian national examination results (MoE, 2010-2014) revealed that the topic of Energy is one of those in which learners perform poorly. Energy is an important scientific concept that is widely used in various disciplines and it is thus problematic when science learners struggle to make sense of the scientific description of energy and related concepts. This triggered my interest to conduct a study focusing on the topic of energy. The study involved functional recasting from Systemic Functional Linguistic theory, as an intervention during my teaching the topic of energy to English second language grade 7 Natural Science and Health Education learners. The influence of the approach was investigated through the lens of social constructivism. The interpretive paradigm was adopted in order to make meaning of the learners’ experiences, during and after the intervention. Data collection instruments such as pre and post test, stimulated recall interviews, observation and learners’ journals were used. A qualitative approach was used to analyze the data. The pretest and post test results showed that a noticeable shift had occurred in learners’ understanding - the functional recasting teaching approach positively influenced learners’ sense making of energy concepts. Sense-making of energy concepts was evident in learners’ demonstrating the ability to construct and deconstruct technicality, making comprehensible output, meaningful use of gestures, scientific reasoning and asking relevant questions. The results also revealed dialogic discourse and positive attitudes as factors enabling learners’ progress. The language of learning and teaching, and negative attitudes were found to be constraining factors for learners’ progress. Functional recasting might be useful to science teachers and science teacher training programs as the finding for this study revealed that it enabled learners to make sense of energy concepts using scientific English. When using functional recasting, science teachers should consider the constraining factors and possibly avoid or minimize the impact.
- Full Text:
- Date Issued: 2017
An investigation of an innovative teaching approach to explore how Grade 11 Physical Science learners make sense of the topic light
- Mutikisha, Nghidixumo Jeremia
- Authors: Mutikisha, Nghidixumo Jeremia
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8055 , vital:21340
- Description: In the Namibian education curriculum the topic light is offered in Grade 7 Natural Science and Health Education (NSHE) and in Grades 10, 11 and 12 Physical Science. The Namibian junior secondary certificate (JSC) Examiners’ reports for 2011 to 2013 indicate that more than 50% of learners have been performing poorly on questions on the topic light particularly on the questions related to the properties of light. Similarly, the Namibian senior secondary certificate ordinary (NSSCO) level Examiners’ reports for2011 to 2013indicate that many learners struggled to answer questions related to reflection and refraction of light. These results triggered my interest to investigate how Grade 11Physical Science learners make sense of the topic light based on their conceptions, experiences, prior knowledge as well as looking into factors that enable or constrain them in making sense of the topic light. This research was a case study of one secondary school in Namibian urban area. It was carried out with 22 Grade 11 Physical Science learners through a designed ASEI-PDSI (Activities, Students, Experiment, Improvisation-Plan, Do, See, Improve) teaching intervention to explore how they make sense of the topic light. Underpinned by an interpretive paradigm, the study tried to explore how learners make sense of the topic light through ASEI-PDSI teaching approach. Within the interpretive paradigm, a mixed method case study approach was adopted. In the context of this study the quan→QUAL design was applied. The study was informed by constructivism consisting of both cognitive and social constructivism as a theoretical framework looking into learners’ sense making, prior knowledge and social interaction as well as knowledge construction. Convenience and purposive sampling were used to select those 22 grade 11 Physical Science learners. The data were generated using tests (pre-test and post-test), questionnaires, stimulated recall interviews, lesson observations and video-stimulated recall interviews. Triangulation of data was employed to ensure validity and trustworthiness of the research findings. Prior the commencement of the study, informed consents were obtained in writing from the Director of Ohangwena Directorate of Education, school principal, Grade 11Physical Science teacher, learners as well as from the parents of the learners involved in the study. The findings of the study revealed that there was a positive shift in learners’ sense making as it was reflected by the learners’ post-test scores in comparison to the pre-test scores. The post test scores were higher than the pre-test scores. The study thus recommends for the adoption of an ASEI teaching approach to be used during science lessons in schools in Namibia for better academic improvement.
- Full Text:
- Date Issued: 2017
- Authors: Mutikisha, Nghidixumo Jeremia
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8055 , vital:21340
- Description: In the Namibian education curriculum the topic light is offered in Grade 7 Natural Science and Health Education (NSHE) and in Grades 10, 11 and 12 Physical Science. The Namibian junior secondary certificate (JSC) Examiners’ reports for 2011 to 2013 indicate that more than 50% of learners have been performing poorly on questions on the topic light particularly on the questions related to the properties of light. Similarly, the Namibian senior secondary certificate ordinary (NSSCO) level Examiners’ reports for2011 to 2013indicate that many learners struggled to answer questions related to reflection and refraction of light. These results triggered my interest to investigate how Grade 11Physical Science learners make sense of the topic light based on their conceptions, experiences, prior knowledge as well as looking into factors that enable or constrain them in making sense of the topic light. This research was a case study of one secondary school in Namibian urban area. It was carried out with 22 Grade 11 Physical Science learners through a designed ASEI-PDSI (Activities, Students, Experiment, Improvisation-Plan, Do, See, Improve) teaching intervention to explore how they make sense of the topic light. Underpinned by an interpretive paradigm, the study tried to explore how learners make sense of the topic light through ASEI-PDSI teaching approach. Within the interpretive paradigm, a mixed method case study approach was adopted. In the context of this study the quan→QUAL design was applied. The study was informed by constructivism consisting of both cognitive and social constructivism as a theoretical framework looking into learners’ sense making, prior knowledge and social interaction as well as knowledge construction. Convenience and purposive sampling were used to select those 22 grade 11 Physical Science learners. The data were generated using tests (pre-test and post-test), questionnaires, stimulated recall interviews, lesson observations and video-stimulated recall interviews. Triangulation of data was employed to ensure validity and trustworthiness of the research findings. Prior the commencement of the study, informed consents were obtained in writing from the Director of Ohangwena Directorate of Education, school principal, Grade 11Physical Science teacher, learners as well as from the parents of the learners involved in the study. The findings of the study revealed that there was a positive shift in learners’ sense making as it was reflected by the learners’ post-test scores in comparison to the pre-test scores. The post test scores were higher than the pre-test scores. The study thus recommends for the adoption of an ASEI teaching approach to be used during science lessons in schools in Namibia for better academic improvement.
- Full Text:
- Date Issued: 2017