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 community's experience of the land claim process: the case study of Cwengcwe village in King Williams Town, Eastern Cape
- Authors: Mgweba, Unati Natashe
- Date: 2017
- Subjects: Land reform -- South Africa , Restitution , Black people -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26808 , vital:66011
- Description: This study examines Cwengcwe community’s experiences of the land claim process. This community is located in King William’s Town, Eastern Cape. The land issue remains unfinished business in the South African context with many land claimants still waiting to receive their land back or to be compensated for their land with money. Cwengcwe community members are not an exception in the channel of claiming back their land and having to wait for a lengthy period of time to be compensated. The main objective of the study was therefore to find out about the experiences of the Cwengcwe community with regards to the land claims process. The study adopted a qualitative research approach and the data was collected by conducting semi-structured interviews and observations. Purposive sampling was used to collect data from community members at Cwengcwe village. The findings of the study reveal that the community members in this village are very disappointed at the slow progress of processing the land claims, as their claims which were lodged in 2015 had not been settled as yet in November 2017. Furthermore, the minimal and/or lack of communication from the Department of Rural Development and Land Reform was a negative indicator in the prioritisation ladder. This study recommends further exploration of the land claim process in order to review its model and come up with alternative processes that might ease the land claim process. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2017
- Full Text:
- Date Issued: 2017
- Authors: Mgweba, Unati Natashe
- Date: 2017
- Subjects: Land reform -- South Africa , Restitution , Black people -- South Africa
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26808 , vital:66011
- Description: This study examines Cwengcwe community’s experiences of the land claim process. This community is located in King William’s Town, Eastern Cape. The land issue remains unfinished business in the South African context with many land claimants still waiting to receive their land back or to be compensated for their land with money. Cwengcwe community members are not an exception in the channel of claiming back their land and having to wait for a lengthy period of time to be compensated. The main objective of the study was therefore to find out about the experiences of the Cwengcwe community with regards to the land claims process. The study adopted a qualitative research approach and the data was collected by conducting semi-structured interviews and observations. Purposive sampling was used to collect data from community members at Cwengcwe village. The findings of the study reveal that the community members in this village are very disappointed at the slow progress of processing the land claims, as their claims which were lodged in 2015 had not been settled as yet in November 2017. Furthermore, the minimal and/or lack of communication from the Department of Rural Development and Land Reform was a negative indicator in the prioritisation ladder. This study recommends further exploration of the land claim process in order to review its model and come up with alternative processes that might ease the land claim process. , Thesis (MSoc) -- Faculty of Social Sciences and Humanities, 2017
- Full Text:
- Date Issued: 2017
An investigation into the effect of an Extensive Reading Programme on bilingual Grade 3 learners’ reading attitudes in two primary schools in Grahamstown
- Authors: Nkomo, Sibhekinkosi Anna
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD , text
- Identifier: http://hdl.handle.net/10962/7723 , vital:21289
- Description: The focus of this study is to explore formative intervention of a bilingual Extensive Reading Programme (ERP) in two Grade 3 classes in Grahamstown, South Africa. ERP involves access to large quantities of reading materials for pleasure and to reading opportunities (Bamford & Day, 2002; Krashen 2004). The current focus on measurable reading achievement in clearly defined areas such as vocabulary, fluency and comprehension has resulted in reduced attention towards the affective component in relation to literacy development, and links attitudes to reading success. This study helps to fill this gap by examining the effect of an ERP on the reading attitudes of Grade 3 learners. The study draws on Cultural Historical Activity Theory (CHAT) to make sense of learning and social change through mediation, scaffolding, interaction and collaboration learning. The ERP is located within a broad framework of literacy and incorporates a balanced reading approach implemented in an informal reading setting so as to motivate, encourage and nurture reading for enjoyment. This formative intervention used expansive learning cycles to develop a responsive ERP that was implemented and evaluated to investigate its effects on learners’ reading attitude. There were three phases (pre-, during- and post- intervention) that were designed over 31 weeks where rich, qualitative data was collected from questionnaires, observations, learners’ drawings and interviews. To make sense of this data, concepts from CHAT such as contradictions, expansive learning, double stimulation, transformative agency and sustainability were used (Engestrom & Sannino, 2010; Haapasaari & Kerosuo, 2015; Saninno, 2015). In addition, Mathewson’s (1994) reading attitude model addressed the attitudinal aspects of the study whilst a multimodal social semiotic perspective (Kress & Van Leeuwen, 1996) was used to analyse learners’ drawings. The findings of this study demonstrate the effectiveness of combining top-down and bottom-up reading methodologies. In both research sites there was appreciable change in the number of books learners read. Learners also began to volunteer to read and participated in book talks. Through access to a variety of reading materials and reading opportunities, learners demonstrated agency, criticising some ERP practices and modelling new ways, thus claiming and sustaining the reading programme. Being provided with a safe, informal learning context where reading was presented as a social activity, learners gained confidence, engaged in meaningful discussions and improved their self- esteem. Finally, learners continue to access these resources even beyond the research programme.
- Full Text:
- Date Issued: 2017
- Authors: Nkomo, Sibhekinkosi Anna
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD , text
- Identifier: http://hdl.handle.net/10962/7723 , vital:21289
- Description: The focus of this study is to explore formative intervention of a bilingual Extensive Reading Programme (ERP) in two Grade 3 classes in Grahamstown, South Africa. ERP involves access to large quantities of reading materials for pleasure and to reading opportunities (Bamford & Day, 2002; Krashen 2004). The current focus on measurable reading achievement in clearly defined areas such as vocabulary, fluency and comprehension has resulted in reduced attention towards the affective component in relation to literacy development, and links attitudes to reading success. This study helps to fill this gap by examining the effect of an ERP on the reading attitudes of Grade 3 learners. The study draws on Cultural Historical Activity Theory (CHAT) to make sense of learning and social change through mediation, scaffolding, interaction and collaboration learning. The ERP is located within a broad framework of literacy and incorporates a balanced reading approach implemented in an informal reading setting so as to motivate, encourage and nurture reading for enjoyment. This formative intervention used expansive learning cycles to develop a responsive ERP that was implemented and evaluated to investigate its effects on learners’ reading attitude. There were three phases (pre-, during- and post- intervention) that were designed over 31 weeks where rich, qualitative data was collected from questionnaires, observations, learners’ drawings and interviews. To make sense of this data, concepts from CHAT such as contradictions, expansive learning, double stimulation, transformative agency and sustainability were used (Engestrom & Sannino, 2010; Haapasaari & Kerosuo, 2015; Saninno, 2015). In addition, Mathewson’s (1994) reading attitude model addressed the attitudinal aspects of the study whilst a multimodal social semiotic perspective (Kress & Van Leeuwen, 1996) was used to analyse learners’ drawings. The findings of this study demonstrate the effectiveness of combining top-down and bottom-up reading methodologies. In both research sites there was appreciable change in the number of books learners read. Learners also began to volunteer to read and participated in book talks. Through access to a variety of reading materials and reading opportunities, learners demonstrated agency, criticising some ERP practices and modelling new ways, thus claiming and sustaining the reading programme. Being provided with a safe, informal learning context where reading was presented as a social activity, learners gained confidence, engaged in meaningful discussions and improved their self- esteem. Finally, learners continue to access these resources even beyond the research programme.
- 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
An investigation of experiences encountered by female adults living with HIV/AIDS and taking ARV treatment: the case of Ntselanzi location, Raymond Mhlaba municipality, Alice Eastern Cape
- Authors: Matumelo, Nobuhle
- Date: 2017
- Subjects: AIDS (Disease) -- South Africa -- Eastern Cape -- Prevention , HIV-positive persons -- South Africa -- Eastern Cape , HIV infections -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/15012 , vital:40132
- Description: The study investigated the experiences encountered by female adults from Ntselamanzi living with Human Immunodeficiency Virus/ Acquired Immune Deficiency Syndrome (HIV/AIDS) and using Anti-retroviral (ARV) treatment. The study used a qualitative approach as well as a case study design that was descriptive explorative and explanative. The sample size or the unit of analysis consisted of 29 participants who included 12 female adults living with HIV/AIDS and having used ARVs for a minimum of three months; six nurses directly serving the people living with HIV/AIDS (PLWHA); six family members catering for the infected members within their family setting; and five key informants that included a social worker, a community leader, a health promoter, a community developer, and an HIV co-ordinator situated within the community of Ntselamanzi. A non-probability sampling method was adopted, specifically incorporating both snowball and purposive sampling techniques to select the sample. Significantly, the study was led by the following objectives: (1) To explore the experiences of female adults living with HIV/AIDS in Ntselamanzi, (2) To establish the coping mechanisms adopted by the PLWHA (3) To determine the effects of coping challenges and the adherence to ARVs. The data was collected by means of face-toface in-depth interviews in tandem with focus group discussion (FGD); and it was analysed qualitatively using content thematic analysis. The findings of the study revealed that all female adults living with HIV/AIDS and using ARVs encountered innumerable challenges that impaired their coping. The findings also indicated that malfunctioning and interruption of PLWHA coping was influenced by social factors such as unemployment, high level of poverty, low educational levels, lack of information sharing programmes and dependency on social grants. Lastly, the support to PLWHA especially by family members was highly indicated in the study’s findings. The following recommendations emanated from the study: strengthening research on coping challenges of female adults using ARVs in rural areas; empowering and training more caregivers for PLWHA by the Health Department; more involvement of social workers in helping the PLWHA; more involvement of government in the HIV/AIDS campaign in rural settings; and government facilitation and support to the PLWHA to form and belong to support groups.
- Full Text:
- Date Issued: 2017
- Authors: Matumelo, Nobuhle
- Date: 2017
- Subjects: AIDS (Disease) -- South Africa -- Eastern Cape -- Prevention , HIV-positive persons -- South Africa -- Eastern Cape , HIV infections -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/15012 , vital:40132
- Description: The study investigated the experiences encountered by female adults from Ntselamanzi living with Human Immunodeficiency Virus/ Acquired Immune Deficiency Syndrome (HIV/AIDS) and using Anti-retroviral (ARV) treatment. The study used a qualitative approach as well as a case study design that was descriptive explorative and explanative. The sample size or the unit of analysis consisted of 29 participants who included 12 female adults living with HIV/AIDS and having used ARVs for a minimum of three months; six nurses directly serving the people living with HIV/AIDS (PLWHA); six family members catering for the infected members within their family setting; and five key informants that included a social worker, a community leader, a health promoter, a community developer, and an HIV co-ordinator situated within the community of Ntselamanzi. A non-probability sampling method was adopted, specifically incorporating both snowball and purposive sampling techniques to select the sample. Significantly, the study was led by the following objectives: (1) To explore the experiences of female adults living with HIV/AIDS in Ntselamanzi, (2) To establish the coping mechanisms adopted by the PLWHA (3) To determine the effects of coping challenges and the adherence to ARVs. The data was collected by means of face-toface in-depth interviews in tandem with focus group discussion (FGD); and it was analysed qualitatively using content thematic analysis. The findings of the study revealed that all female adults living with HIV/AIDS and using ARVs encountered innumerable challenges that impaired their coping. The findings also indicated that malfunctioning and interruption of PLWHA coping was influenced by social factors such as unemployment, high level of poverty, low educational levels, lack of information sharing programmes and dependency on social grants. Lastly, the support to PLWHA especially by family members was highly indicated in the study’s findings. The following recommendations emanated from the study: strengthening research on coping challenges of female adults using ARVs in rural areas; empowering and training more caregivers for PLWHA by the Health Department; more involvement of social workers in helping the PLWHA; more involvement of government in the HIV/AIDS campaign in rural settings; and government facilitation and support to the PLWHA to form and belong to support groups.
- Full Text:
- Date Issued: 2017
An investigation of how code switching between English and Oshiwambo enables or constrains teaching and learning of ‘force’ in Grade 7 Natural Science and Health Education in a rural Namibian school
- Nambahu, Paulus Tulimekondjo
- Authors: Nambahu, Paulus Tulimekondjo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7622 , vital:21279
- Description: Anecdotal evidence over the years of my teaching reveals the use of code switching to be a regular practice in rural schools in the northern part of Namibia. Some recent studies focused on how Namibian teachers mediate specific science topics through code switching. However, although the 2013 Grade 10 examiners’ report and the latest (2014) Grade 7 National Standardized Achievement Test (NSAT) indicate that learners performed poorly in the important science topic Force, no literature could be found which explored this problem in Namibian science education. This triggered my interest to investigate how the use of code switching between English and Oshiwambo enables or constrains teaching and learning of the topic Force in Natural Science and Health Education (NSHE) lessons at a rural Namibian school. I accomplished this by implementing strategic code switching as an intervention in my own teaching with a class of Grade 7 NSHE learners and with the participation of a critical friend. An initial action research cycle of teaching was done in the medium of instruction (English) without any code switching and a Pre-test was then administered to assess learners understanding prior to the intervention. After this first cycle, code switching was integrated into the teaching as an intervention in the second cycle of teaching in the action research and a Post test was then administered. This research study is informed by social constructivism theory of Vygotsky (1978) with a focus on the concept of Zone of Proximal Development (ZPD) using language as a tool for mediating learning through strategic code switching as an aspect of Pedagogical Content Knowledge (PCK). The two action research cycles included me undertaking regular and in-depth reflections after my teaching of each lesson. Data were also collected through document analysis, learners’ responses to tests, lesson observation with video recording and stimulated recall interviews. The analysis of the data involved qualitative coding of data. Informed consent of all participants was sought by obtaining signed written informed consent letters from parents of learners taking part in the study, as well as from the teacher participating as a critical friend, the school governing body and the regional director of education, arts and culture. Findings from this study revealed that code switching between English and Oshiwambo as a teaching intervention influenced learners performance positively. The results reveal that when code switching, linguistic, dispositional, hands-on experience and relating abstract concepts to everyday life experience were either enabling or constraining factors for learning the concept Force. Furthermore, the study reveals reinforcement and relating abstract concepts to everyday life world as an enabling factor for teaching the concept Force, when code switching. Linguistic and time have been identified as constrain factors when teaching Force through code switching. Finally, it was evident that when teaching and learning is mediated through code switching some factors are enabling when/if present but constraining when/if they are absent. The results from this study have the potential to enhance my own teaching practice as well the practice of other science teachers in similar education contexts.
- Full Text:
- Date Issued: 2017
- Authors: Nambahu, Paulus Tulimekondjo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7622 , vital:21279
- Description: Anecdotal evidence over the years of my teaching reveals the use of code switching to be a regular practice in rural schools in the northern part of Namibia. Some recent studies focused on how Namibian teachers mediate specific science topics through code switching. However, although the 2013 Grade 10 examiners’ report and the latest (2014) Grade 7 National Standardized Achievement Test (NSAT) indicate that learners performed poorly in the important science topic Force, no literature could be found which explored this problem in Namibian science education. This triggered my interest to investigate how the use of code switching between English and Oshiwambo enables or constrains teaching and learning of the topic Force in Natural Science and Health Education (NSHE) lessons at a rural Namibian school. I accomplished this by implementing strategic code switching as an intervention in my own teaching with a class of Grade 7 NSHE learners and with the participation of a critical friend. An initial action research cycle of teaching was done in the medium of instruction (English) without any code switching and a Pre-test was then administered to assess learners understanding prior to the intervention. After this first cycle, code switching was integrated into the teaching as an intervention in the second cycle of teaching in the action research and a Post test was then administered. This research study is informed by social constructivism theory of Vygotsky (1978) with a focus on the concept of Zone of Proximal Development (ZPD) using language as a tool for mediating learning through strategic code switching as an aspect of Pedagogical Content Knowledge (PCK). The two action research cycles included me undertaking regular and in-depth reflections after my teaching of each lesson. Data were also collected through document analysis, learners’ responses to tests, lesson observation with video recording and stimulated recall interviews. The analysis of the data involved qualitative coding of data. Informed consent of all participants was sought by obtaining signed written informed consent letters from parents of learners taking part in the study, as well as from the teacher participating as a critical friend, the school governing body and the regional director of education, arts and culture. Findings from this study revealed that code switching between English and Oshiwambo as a teaching intervention influenced learners performance positively. The results reveal that when code switching, linguistic, dispositional, hands-on experience and relating abstract concepts to everyday life experience were either enabling or constraining factors for learning the concept Force. Furthermore, the study reveals reinforcement and relating abstract concepts to everyday life world as an enabling factor for teaching the concept Force, when code switching. Linguistic and time have been identified as constrain factors when teaching Force through code switching. Finally, it was evident that when teaching and learning is mediated through code switching some factors are enabling when/if present but constraining when/if they are absent. The results from this study have the potential to enhance my own teaching practice as well the practice of other science teachers in similar education contexts.
- Full Text:
- Date Issued: 2017
An investigation of how Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips on mobile phones can be used by student teachers as a visualisation tool in the teaching of Number Sense: a case study
- Authors: Kangwa, Lemmy
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Zambia -- Case studies , Visualization , Number concept , Mobile communication systems in education , Mathematics -- Study and teaching -- Software , Telecommunications in education , Educational innovations , VITALmaths
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6930 , vital:21201
- Description: Visualisation is increasingly being recognised as having a significant role in the learning of mathematics especially when students are solving mathematical problems (Thornton, 2001). It is argued that visualisation is a powerful tool for learners to construct mental and physical representations that correctly mirror mathematical relationships and concepts. To gain a thorough understanding of the scope of visualisation, three Visual Technology for Autonomous Learning of Mathematics (VITALmaths) (www.vitalmaths.com) video clips were uploaded on mobile phones of each of the eleven participating student teachers who used them in their teaching practice. This is in cognisance of the educational potential offered by mobile phones and their current pervasiveness in the daily lives of both teachers and learners in Zambia (Zambia. Ministry of Education [M.O.E], 2013]). This study sought to investigate how VITALmaths video clips on mobile phones could be used by student teachers as a visualisation tool in the teaching of Number Sense. The videos of the lessons formed the core of my analysis. The study was conducted at four primary schools by eleven student teachers of a public university in Zambia. The study is framed as a case study and is grounded within the interpretive paradigm. The findings revealed that the student teachers’ use of the video clips in the classrooms for teaching was generally approached from two perspectives: at the beginning of the lesson or at the end. The videos were used at the beginning of the lesson as a means to introduce a topic or an idea, and at the end of the lesson to consolidate what was taught. The videos were also used to enhance the conceptual understanding of Number Sense. The findings also revealed that students encountered both enabling and constraining factors in their use of mobile phones to teach number sense. The overall findings revealed that, if well utilised, mobile phones as visualisation tools had the potential to enhance the teaching of Mathematics in general and Number Sense in particular, and therefore teachers should be encouraged to use them in their teaching.
- Full Text:
- Date Issued: 2017
- Authors: Kangwa, Lemmy
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Zambia -- Case studies , Visualization , Number concept , Mobile communication systems in education , Mathematics -- Study and teaching -- Software , Telecommunications in education , Educational innovations , VITALmaths
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6930 , vital:21201
- Description: Visualisation is increasingly being recognised as having a significant role in the learning of mathematics especially when students are solving mathematical problems (Thornton, 2001). It is argued that visualisation is a powerful tool for learners to construct mental and physical representations that correctly mirror mathematical relationships and concepts. To gain a thorough understanding of the scope of visualisation, three Visual Technology for Autonomous Learning of Mathematics (VITALmaths) (www.vitalmaths.com) video clips were uploaded on mobile phones of each of the eleven participating student teachers who used them in their teaching practice. This is in cognisance of the educational potential offered by mobile phones and their current pervasiveness in the daily lives of both teachers and learners in Zambia (Zambia. Ministry of Education [M.O.E], 2013]). This study sought to investigate how VITALmaths video clips on mobile phones could be used by student teachers as a visualisation tool in the teaching of Number Sense. The videos of the lessons formed the core of my analysis. The study was conducted at four primary schools by eleven student teachers of a public university in Zambia. The study is framed as a case study and is grounded within the interpretive paradigm. The findings revealed that the student teachers’ use of the video clips in the classrooms for teaching was generally approached from two perspectives: at the beginning of the lesson or at the end. The videos were used at the beginning of the lesson as a means to introduce a topic or an idea, and at the end of the lesson to consolidate what was taught. The videos were also used to enhance the conceptual understanding of Number Sense. The findings also revealed that students encountered both enabling and constraining factors in their use of mobile phones to teach number sense. The overall findings revealed that, if well utilised, mobile phones as visualisation tools had the potential to enhance the teaching of Mathematics in general and Number Sense in particular, and therefore teachers should be encouraged to use them in their teaching.
- Full Text:
- Date Issued: 2017
An investigation of the causes of the housing backlog in the Nelson Mandela Bay Municipality: 2000 - 2014
- Authors: Soga, Ludwe Sydwell
- Date: 2017
- Subjects: Housing -- South Africa -- Nelson Mandela Bay Municipality -- 2000-2014 Public housing -- South Africa -- Nelson Mandela Bay Municipality -- 2000-2014 , Housing policy -- South Africa -- Nelson Mandela Bay Municipality -- 2000-2014 Low-income housing -- South Africa -- Nelson Mandela Bay Municipality -- 2000-2014 Housing development -- South Africa -- Nelson Mandela Bay Municipality -- 2000-2014 Municipal services -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10948/20659 , vital:29369
- Description: The aim of this study was to investigate the causes of the housing backlog in the Nelson Mandela Bay Municipality from 2000 to 2014. Fifty participants which were two ward councilors and two PR councilors, four community development members, four ward committee members , twenty backyard dwellers from ward 17 and ward 18 and eighteen senior officials (project managers) from the Department of Human Settlement in the Nelson Mandela Metropolitan Municipality were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to enable the researcher to ask open ended questions and explore the participants’ perspectives about the causes of housing backlog. The study revealed that the factors which are playing a role in this regard include the role played by the Eastern Cape Province in housing, the large portion of land which is privately owned, beneficiary management by municipal officials and political interference on the waiting list Metropolitan subsequently, recommendations for further research were made.
- Full Text:
- Date Issued: 2017
- Authors: Soga, Ludwe Sydwell
- Date: 2017
- Subjects: Housing -- South Africa -- Nelson Mandela Bay Municipality -- 2000-2014 Public housing -- South Africa -- Nelson Mandela Bay Municipality -- 2000-2014 , Housing policy -- South Africa -- Nelson Mandela Bay Municipality -- 2000-2014 Low-income housing -- South Africa -- Nelson Mandela Bay Municipality -- 2000-2014 Housing development -- South Africa -- Nelson Mandela Bay Municipality -- 2000-2014 Municipal services -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: http://hdl.handle.net/10948/20659 , vital:29369
- Description: The aim of this study was to investigate the causes of the housing backlog in the Nelson Mandela Bay Municipality from 2000 to 2014. Fifty participants which were two ward councilors and two PR councilors, four community development members, four ward committee members , twenty backyard dwellers from ward 17 and ward 18 and eighteen senior officials (project managers) from the Department of Human Settlement in the Nelson Mandela Metropolitan Municipality were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to enable the researcher to ask open ended questions and explore the participants’ perspectives about the causes of housing backlog. The study revealed that the factors which are playing a role in this regard include the role played by the Eastern Cape Province in housing, the large portion of land which is privately owned, beneficiary management by municipal officials and political interference on the waiting list Metropolitan subsequently, recommendations for further research were made.
- Full Text:
- Date Issued: 2017
An investigation of the contribution of street vending on livelihoods : case of street vendors in Nkonkobe Municipality
- Authors: Dube, Thulani
- Date: 2017
- Subjects: Street vendors -- South Africa -- Eastern Cape Street vendors -- South Africa -- Eastern Cape -- Economic conditions Vending stands -- Economic aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/6068 , vital:29488
- Description: The informal sector thrives in a context of high unemployment, underemployment, poverty, gender inequality and precarious work. It plays a significant role in such circumstances, especially in income generation and in contributing to the livelihood of those engaged in it. The study investigated the contribution of street vending to the livelihood of street vendors in Nkonkobe Municipality. The aim of the study was to investigate whether street vending has the potential to sustain the lives of those engaged in it. In order to reach its objectives, the study employed a qualitative research approach whereby a non-probability sampling design in the form of a purposive sampling method was adopted and considered appropriate for this study. In terms of data collection, the study made use of structured questionnaires as a data collection method whereby questionnaires were administered and distributed to 40 street venders. The Upper Bound Poverty Line (UBPL) was used as a measurement to assess whether the participants’ incomes were above the poverty datum line in order to determine the sector’s contribution to the traders’ livelihood. From this study, it was found that street vending has both positive and negative impacts with regard to the success and profit-earning potential of these traders. Thus, the study concluded that street vending is a vital community development tool and a major source of livelihood as it plays a very important socio-economic role in Nkonkobe and in South Africa in general. The sector provides a livelihood for a huge population mainly comprised of the poor and other impoverished groups of society.
- Full Text:
- Date Issued: 2017
- Authors: Dube, Thulani
- Date: 2017
- Subjects: Street vendors -- South Africa -- Eastern Cape Street vendors -- South Africa -- Eastern Cape -- Economic conditions Vending stands -- Economic aspects -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSoc
- Identifier: http://hdl.handle.net/10353/6068 , vital:29488
- Description: The informal sector thrives in a context of high unemployment, underemployment, poverty, gender inequality and precarious work. It plays a significant role in such circumstances, especially in income generation and in contributing to the livelihood of those engaged in it. The study investigated the contribution of street vending to the livelihood of street vendors in Nkonkobe Municipality. The aim of the study was to investigate whether street vending has the potential to sustain the lives of those engaged in it. In order to reach its objectives, the study employed a qualitative research approach whereby a non-probability sampling design in the form of a purposive sampling method was adopted and considered appropriate for this study. In terms of data collection, the study made use of structured questionnaires as a data collection method whereby questionnaires were administered and distributed to 40 street venders. The Upper Bound Poverty Line (UBPL) was used as a measurement to assess whether the participants’ incomes were above the poverty datum line in order to determine the sector’s contribution to the traders’ livelihood. From this study, it was found that street vending has both positive and negative impacts with regard to the success and profit-earning potential of these traders. Thus, the study concluded that street vending is a vital community development tool and a major source of livelihood as it plays a very important socio-economic role in Nkonkobe and in South Africa in general. The sector provides a livelihood for a huge population mainly comprised of the poor and other impoverished groups of society.
- Full Text:
- Date Issued: 2017
An investigation of the functional responsibilities of the municipal councillors at the Nelson Mandela Bay Metropolitan Municipality during the Implementation of the Integrated Development Plan (IDP)
- Authors: Nkombela, Lizwi Eric
- Date: 2017
- Subjects: Municipal officials and employees -- South Africa -- Nelson Mandela Bay Municipality Local government -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: http://hdl.handle.net/10948/20132 , vital:29129
- Description: The study is undertaken to investigate the functional responsibilities of the municipal councillors at the Nelson Mandela Bay Metropolitan Municipality during the implementation of the Integrated Development Plan (IDP). It aims to examine the experiences and perceptions that ward councillors have of their representative and participatory roles, including the support provided by the local government during the implementation of the IDP at the Nelson Mandela Bay Metropolitan Municipality. In the statement of the problem, the researcher has provided the basis and the rationale for this study. This study is undertaken against the backdrop of protest on service delivery as the current local government system struggles to effectively provide basic services to communities, as well as attend to their economic and social development needs. There are various factors that contribute to effective governance of local government, however, for the sake of this research not all of them will be studied by the researcher. The researcher has indicated some of the limitations in this study and will only focus on the ward councillors and their functional responsibilities at the Nelson Mandela Bay Metropolitan Municipality. The contextualization of this study is premised on the existing theoretical, legislative and conceptual views that apply to functional responsibilities of the municipal councillors and these were drawn from various sources to quantitatively obtain the data for this study. The study also explains the research design and methodology applied to elicit information from a sample of 31 ward councillors of the Nelson Mandela Bay Metropolitan Municipality. The quantitative data which was received through questionnaires was presented, analysed and discussed by the researcher. The researcher used the frequency distribution and percentage in order to draw up the conclusions and recommendations. The quantitative data revealed to a greater extent a positive response from the 31 ward councillors regarding their experiences and perceptions of their representative and participatory roles and their understanding of the support provided by the local government during the implementation of the IDP at the Nelson Mandela Bay Metropolitan Municipality.
- Full Text:
- Date Issued: 2017
- Authors: Nkombela, Lizwi Eric
- Date: 2017
- Subjects: Municipal officials and employees -- South Africa -- Nelson Mandela Bay Municipality Local government -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: http://hdl.handle.net/10948/20132 , vital:29129
- Description: The study is undertaken to investigate the functional responsibilities of the municipal councillors at the Nelson Mandela Bay Metropolitan Municipality during the implementation of the Integrated Development Plan (IDP). It aims to examine the experiences and perceptions that ward councillors have of their representative and participatory roles, including the support provided by the local government during the implementation of the IDP at the Nelson Mandela Bay Metropolitan Municipality. In the statement of the problem, the researcher has provided the basis and the rationale for this study. This study is undertaken against the backdrop of protest on service delivery as the current local government system struggles to effectively provide basic services to communities, as well as attend to their economic and social development needs. There are various factors that contribute to effective governance of local government, however, for the sake of this research not all of them will be studied by the researcher. The researcher has indicated some of the limitations in this study and will only focus on the ward councillors and their functional responsibilities at the Nelson Mandela Bay Metropolitan Municipality. The contextualization of this study is premised on the existing theoretical, legislative and conceptual views that apply to functional responsibilities of the municipal councillors and these were drawn from various sources to quantitatively obtain the data for this study. The study also explains the research design and methodology applied to elicit information from a sample of 31 ward councillors of the Nelson Mandela Bay Metropolitan Municipality. The quantitative data which was received through questionnaires was presented, analysed and discussed by the researcher. The researcher used the frequency distribution and percentage in order to draw up the conclusions and recommendations. The quantitative data revealed to a greater extent a positive response from the 31 ward councillors regarding their experiences and perceptions of their representative and participatory roles and their understanding of the support provided by the local government during the implementation of the IDP at the Nelson Mandela Bay Metropolitan Municipality.
- Full Text:
- Date Issued: 2017
An investigation of the link between the typical geometry errors and the Van Hiele levels of geometric thought of grade 9 learners
- Authors: Steyn, Catherina
- Date: 2017
- Subjects: Van Hiele Model Geometry -- Study and teaching (Elementary) , Error analysis (Mathematics)
- Language: English
- Type: Thesis , Masters , MEdu
- Identifier: http://hdl.handle.net/10948/12152 , vital:27037
- Description: South African learners perform poorly in the geometry sections of both national and international assessments. Numerous assessment reports mention multiple errors that keep re-occurring and play a big role in the learners’ poor performance. For this research, the link between the grade 9 learners Van Hiele levels of thought and the typical errors that they made were investigated. In this mixed method study, 194 grade 9 learners in two schools in Port Elizabeth, South Africa were tested using a Van Hiele based test. A test was set up containing multiple-choice and open-ended questions and was used to determine firstly, the predominant level of geometric reasoning of the learners and secondly, to determine their typical errors. Semi-structured interviews were held with six learners to gain more insight into some of the typical errors uncovered in the tests. The quantitative data revealed that the learners’ predominant levels of geometric thought were low. Furthermore, the qualitative data revealed typical error patterns concerning angles and sides, parallel lines, hierarchy of quadrilaterals and incorrect reasons in the proofs. The quantitative and qualitative data was merged to determine if the errors could be linked to the Van Hiele levels. From the findings, it was concluded that most of their typical errors could be linked to the Van Hiele levels of the learners.
- Full Text:
- Date Issued: 2017
- Authors: Steyn, Catherina
- Date: 2017
- Subjects: Van Hiele Model Geometry -- Study and teaching (Elementary) , Error analysis (Mathematics)
- Language: English
- Type: Thesis , Masters , MEdu
- Identifier: http://hdl.handle.net/10948/12152 , vital:27037
- Description: South African learners perform poorly in the geometry sections of both national and international assessments. Numerous assessment reports mention multiple errors that keep re-occurring and play a big role in the learners’ poor performance. For this research, the link between the grade 9 learners Van Hiele levels of thought and the typical errors that they made were investigated. In this mixed method study, 194 grade 9 learners in two schools in Port Elizabeth, South Africa were tested using a Van Hiele based test. A test was set up containing multiple-choice and open-ended questions and was used to determine firstly, the predominant level of geometric reasoning of the learners and secondly, to determine their typical errors. Semi-structured interviews were held with six learners to gain more insight into some of the typical errors uncovered in the tests. The quantitative data revealed that the learners’ predominant levels of geometric thought were low. Furthermore, the qualitative data revealed typical error patterns concerning angles and sides, parallel lines, hierarchy of quadrilaterals and incorrect reasons in the proofs. The quantitative and qualitative data was merged to determine if the errors could be linked to the Van Hiele levels. From the findings, it was concluded that most of their typical errors could be linked to the Van Hiele levels of the learners.
- Full Text:
- Date Issued: 2017
An investigation of the relationship between Corporate Social Responsibility (CSR) and financial performance of companies listed on the Johannesburg Stock Exchange (JSE) in South Africa
- Authors: Soko, Leon Lenny Kudzaishe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/7078 , vital:21215
- Description: The purpose of this study is to investigate whether there is an association between CSR and financial performance in South African companies which are listed on the FTSE/JSE SRI Index. Specifically, whether there is a difference in financial performance of companies that perform CSR activities, and those that do not. If so, which direction does this association have? The selection process of companies used in this study will now be explained step-bystep. The JSE SRI Index results show that there were 80 successful constituents as of February 2015 (JSE, 2015). These 80 companies are listed alphabetically in Appendix A, while the top 100 companies as ranked by Turnover are linked in Appendix B. Of these 100 companies, 67 were constituents of the JSE SRI Index continuously in 2015 and are shown in Appendix C. This leaves 33 companies in the top 100 which are not listed on the JSE SRI Index. Companies that were listed on the JSE SRI Index were assumed to be ‘good’ companies as the listing requirements included the performance of numerous CSR activities such as Employee development, environmental sustainability practices and stakeholder engagement. The financial performance of these 67 companies was compared to the financial performance of the 33 companies that were not listed on the JSE SRI Index which were included in the population sample of one hundred companies. Financial performance was measured using the ratios: Return on Assets and Return on Equity. The data analysis process used in this study was as follows: 1. The ratios for each company were obtained from the iNET (BFA) database, and annual and integrated reports for the period 2011 - 2015 (Appendix D;E;F). 2. The ratios for Non-SRI and SRI companies were then compared for each of the three ratios using a T-Test. The purpose of the T-Test was to show whether there is a difference in the ratios between SRI and Non-SRI companies on a year to year basis. The direction of the difference was shown by whether the SRI ratio was higher than or lower than the Non-SRI ratio. The results of this study do not seem to support any of the CSR theories, as the study concluded that there is no significant difference between the financial performance of companies that perform CSR activities and those that do not. This means that investing in CSR activities does not have a significant effect on the financial performance of a company.
- Full Text:
- Date Issued: 2017
- Authors: Soko, Leon Lenny Kudzaishe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/7078 , vital:21215
- Description: The purpose of this study is to investigate whether there is an association between CSR and financial performance in South African companies which are listed on the FTSE/JSE SRI Index. Specifically, whether there is a difference in financial performance of companies that perform CSR activities, and those that do not. If so, which direction does this association have? The selection process of companies used in this study will now be explained step-bystep. The JSE SRI Index results show that there were 80 successful constituents as of February 2015 (JSE, 2015). These 80 companies are listed alphabetically in Appendix A, while the top 100 companies as ranked by Turnover are linked in Appendix B. Of these 100 companies, 67 were constituents of the JSE SRI Index continuously in 2015 and are shown in Appendix C. This leaves 33 companies in the top 100 which are not listed on the JSE SRI Index. Companies that were listed on the JSE SRI Index were assumed to be ‘good’ companies as the listing requirements included the performance of numerous CSR activities such as Employee development, environmental sustainability practices and stakeholder engagement. The financial performance of these 67 companies was compared to the financial performance of the 33 companies that were not listed on the JSE SRI Index which were included in the population sample of one hundred companies. Financial performance was measured using the ratios: Return on Assets and Return on Equity. The data analysis process used in this study was as follows: 1. The ratios for each company were obtained from the iNET (BFA) database, and annual and integrated reports for the period 2011 - 2015 (Appendix D;E;F). 2. The ratios for Non-SRI and SRI companies were then compared for each of the three ratios using a T-Test. The purpose of the T-Test was to show whether there is a difference in the ratios between SRI and Non-SRI companies on a year to year basis. The direction of the difference was shown by whether the SRI ratio was higher than or lower than the Non-SRI ratio. The results of this study do not seem to support any of the CSR theories, as the study concluded that there is no significant difference between the financial performance of companies that perform CSR activities and those that do not. This means that investing in CSR activities does not have a significant effect on the financial performance of a company.
- Full Text:
- Date Issued: 2017
An investigation of the relationship between the Grade 7 English Second Language curriculum expectations and learners English literacy life histories
- Shimbudhi, Barakias Baby Benita
- Authors: Shimbudhi, Barakias Baby Benita
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7866 , vital:21313
- Description: Drawing from Pinar’s Curriculum Theory and Hallidayan Systematic Functional Linguistics theory respectively, this study investigates the relationship between Namibia’s Grade 7 English Second Language’s curriculum expectations and learners’ English literacy life histories. Located within the qualitative interpretive paradigm and life history research, this study uses learners’ written autobiographical narratives and spoken stories from narrative interviews with participants to generate data. The research site and participants were purposively selected, from the Grade 7 rural combined school classroom where many learners perform poorly as no learner in the research population at this research site performed successfully in English Second Language examinations. The study investigated whether the Grade 7 curriculum expectations ‘speak’ to the Grade 7 learners’ English literacy life histories in order to establish whether there is a correlation between the formal education English Second Language curriculum expectations and learners’ English literacy life histories. The findings for this study revealed that formal education curriculum designers and policy makers do not consider the cultural identities and backgrounds that learners bring to the classrooms. There are very few language activities, events both at home, school, and within the literate community necessary, to develop communicative competencies in these rural combined school learners. The interpersonal relationship between parents and child; learner and teacher; and children to community members do not provide favourable conditions for effective English language learning. There are very limited teaching and learning resources both at home; school; and within the immediate community to nurture and meet English curriculum demands. A further factor is that English usage is disregarded in all three contexts. Very alarming is the fact that, if the Namibian government continues to fail to put interventions in places where, schoolteachers are educated on their required role in helping to ameliorate negative learning conditions in rural school, then the education outcomes for Namibian learners specifically in English Second Language will be severely affected. This in turn makes the government aspirations towards Accessible; Equitable; Qualitative; and Democratic Education for all learners hard to accomplish.
- Full Text:
- Date Issued: 2017
- Authors: Shimbudhi, Barakias Baby Benita
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7866 , vital:21313
- Description: Drawing from Pinar’s Curriculum Theory and Hallidayan Systematic Functional Linguistics theory respectively, this study investigates the relationship between Namibia’s Grade 7 English Second Language’s curriculum expectations and learners’ English literacy life histories. Located within the qualitative interpretive paradigm and life history research, this study uses learners’ written autobiographical narratives and spoken stories from narrative interviews with participants to generate data. The research site and participants were purposively selected, from the Grade 7 rural combined school classroom where many learners perform poorly as no learner in the research population at this research site performed successfully in English Second Language examinations. The study investigated whether the Grade 7 curriculum expectations ‘speak’ to the Grade 7 learners’ English literacy life histories in order to establish whether there is a correlation between the formal education English Second Language curriculum expectations and learners’ English literacy life histories. The findings for this study revealed that formal education curriculum designers and policy makers do not consider the cultural identities and backgrounds that learners bring to the classrooms. There are very few language activities, events both at home, school, and within the literate community necessary, to develop communicative competencies in these rural combined school learners. The interpersonal relationship between parents and child; learner and teacher; and children to community members do not provide favourable conditions for effective English language learning. There are very limited teaching and learning resources both at home; school; and within the immediate community to nurture and meet English curriculum demands. A further factor is that English usage is disregarded in all three contexts. Very alarming is the fact that, if the Namibian government continues to fail to put interventions in places where, schoolteachers are educated on their required role in helping to ameliorate negative learning conditions in rural school, then the education outcomes for Namibian learners specifically in English Second Language will be severely affected. This in turn makes the government aspirations towards Accessible; Equitable; Qualitative; and Democratic Education for all learners hard to accomplish.
- Full Text:
- Date Issued: 2017
An investigation of the role of a selected out of school time reading programme on learners’ reading behaviours and attitudes
- Authors: Williams, Sarah Marcella
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7511 , vital:21268
- Description: Due to the lingering damage from the Apartheid era and Bantu education, South Africa is still battling to rectify the inequalities in schools in previously disadvantaged areas. The lack of a reading culture and very poor literacy assessment scores in these areas is cause to include even out-of-school time to help remedy these problems. This study seeks to add to the body of literature by investigating the influence of two selected out-of-school time reading programmes on learners’ reading attitudes and behaviours within the South African context. Drawing from the New Literacy Studies (Gee, 1991; Street, 1995) and the Theory of Planned Behaviour (Ajzen, 1991), this Mixed- Method approach study examined the role that two out of school reading programmes played in the development of reading behaviours and attitudes of learners from township area called Simonstown, in the Eastern Cape Province. Located within the Pragmativist Paradigm, Mixed Method Research Approach, and Explanatory Design Method as a research design, the study used pre- and post-intervention quantitative questionnaires, semi-structured interpreter-facilitated interviews, structured observations, and the out of school reading programme as an intervention to generate data. The research site and study participants were purposively selected. They included 10 learners from 2 out of school reading programmes that benefited from funding and literacy project training and support called Nal’ibali. The study was designed to evaluate the effectiveness of these out of school reading programmes in improving learners reading behaviours and attitudes, and how the OST reading programmes influenced the reading behaviours and attitudes of the parents. Findings from the data concluded that the certain factors in the OST reading programme in conjunction with the positive influence of the parents and siblings own reading attitudes had a positive effect on learners’ reading attitudes and behaviours.
- Full Text:
- Date Issued: 2017
- Authors: Williams, Sarah Marcella
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7511 , vital:21268
- Description: Due to the lingering damage from the Apartheid era and Bantu education, South Africa is still battling to rectify the inequalities in schools in previously disadvantaged areas. The lack of a reading culture and very poor literacy assessment scores in these areas is cause to include even out-of-school time to help remedy these problems. This study seeks to add to the body of literature by investigating the influence of two selected out-of-school time reading programmes on learners’ reading attitudes and behaviours within the South African context. Drawing from the New Literacy Studies (Gee, 1991; Street, 1995) and the Theory of Planned Behaviour (Ajzen, 1991), this Mixed- Method approach study examined the role that two out of school reading programmes played in the development of reading behaviours and attitudes of learners from township area called Simonstown, in the Eastern Cape Province. Located within the Pragmativist Paradigm, Mixed Method Research Approach, and Explanatory Design Method as a research design, the study used pre- and post-intervention quantitative questionnaires, semi-structured interpreter-facilitated interviews, structured observations, and the out of school reading programme as an intervention to generate data. The research site and study participants were purposively selected. They included 10 learners from 2 out of school reading programmes that benefited from funding and literacy project training and support called Nal’ibali. The study was designed to evaluate the effectiveness of these out of school reading programmes in improving learners reading behaviours and attitudes, and how the OST reading programmes influenced the reading behaviours and attitudes of the parents. Findings from the data concluded that the certain factors in the OST reading programme in conjunction with the positive influence of the parents and siblings own reading attitudes had a positive effect on learners’ reading attitudes and behaviours.
- Full Text:
- Date Issued: 2017