Exploring the career aspirations of youths from a rural secondary school in the Eastern Cape Province
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
An investigation of the influence of knowledge-production and learning processes on complex practices in a community-driven citizen science initiative: A nature conservation case study
- Authors: Alexander, Jaclyn
- Date: 2020
- Subjects: Science -- Citizen participation , Western Leopard Toad Conservation Committee , Environmental education , Frogs -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/138173 , vital:37603
- Description: Community-driven citizen science initiatives have become an increasingly popular tool for combating social-ecological challenges that arise within communities. Scientific protocols have been designed to strengthen and support the accuracy and reliability of data collection and information sharing; however, little is understood of the dynamic social processes that reinforce and co-ordinate such community-driven action. This qualitative case study was undertaken to identify and understand complex organisational, political and socio-cultural processes (in particular knowledge-production and learning processes) that have guided, sustained and informed complex practices in a community driven citizen science initiative. The study aimed to inform the development of a social protocol that might be transferable to other citizen science contexts. The study drew on the theory of ‘Landscapes of Practice’, which highlights how multiple communities of practice overlap, interrelate, share knowledge and cross boundaries to create potential learning across a landscape. Additionally, ideas and typologies in recent citizen science literature offered perspective on the community-driven citizen science practices. This qualitative case study focused on the bounded case of the Western Leopard Toad Conservation Committee. Specific data generation tools (interviews, observations, document analysis and diagrams) were used from multiple perspectives over time to provide rigor and depth to the data. The study demonstrated how multiple ‘nexes of practice’ co-engaged in collective knowledge creation practices, which helped to enhance ‘knowledgeability’ across the landscape. This coordinated effort, however, was sporadic and inconsistent. Recommendations are made for the development of social protocols that could assist collaborators in citizen science initiatives to scrutinise and rethink their practices and to examine both their successes and shortfalls towards their shared interest.
- Full Text:
- Date Issued: 2020
- Authors: Alexander, Jaclyn
- Date: 2020
- Subjects: Science -- Citizen participation , Western Leopard Toad Conservation Committee , Environmental education , Frogs -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/138173 , vital:37603
- Description: Community-driven citizen science initiatives have become an increasingly popular tool for combating social-ecological challenges that arise within communities. Scientific protocols have been designed to strengthen and support the accuracy and reliability of data collection and information sharing; however, little is understood of the dynamic social processes that reinforce and co-ordinate such community-driven action. This qualitative case study was undertaken to identify and understand complex organisational, political and socio-cultural processes (in particular knowledge-production and learning processes) that have guided, sustained and informed complex practices in a community driven citizen science initiative. The study aimed to inform the development of a social protocol that might be transferable to other citizen science contexts. The study drew on the theory of ‘Landscapes of Practice’, which highlights how multiple communities of practice overlap, interrelate, share knowledge and cross boundaries to create potential learning across a landscape. Additionally, ideas and typologies in recent citizen science literature offered perspective on the community-driven citizen science practices. This qualitative case study focused on the bounded case of the Western Leopard Toad Conservation Committee. Specific data generation tools (interviews, observations, document analysis and diagrams) were used from multiple perspectives over time to provide rigor and depth to the data. The study demonstrated how multiple ‘nexes of practice’ co-engaged in collective knowledge creation practices, which helped to enhance ‘knowledgeability’ across the landscape. This coordinated effort, however, was sporadic and inconsistent. Recommendations are made for the development of social protocols that could assist collaborators in citizen science initiatives to scrutinise and rethink their practices and to examine both their successes and shortfalls towards their shared interest.
- Full Text:
- Date Issued: 2020
An evaluation of the effectiveness of communication between the education district office and schools in Nelson Mandela Bay
- Authors: Brown, Xenophon
- Date: 2020
- Subjects: Communication in organizations , Communication in management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/50491 , vital:42203
- Description: This study focuses on an evaluation of communication effectiveness between the school administration office in Nelson Mandela Bay and its representative schools in advancing the business case of school development and heightened learner experience in line with the national development goal. The research uses a qualitative research approach to gather rich insights into the challenges, opportunities and problems that heighten and affect the quality of communication methods, channels and the roles of communication that the interviewed stakeholders representing both the district and schools depict and understand within the communication processes and methods used. Fourteen interviewees were identified using a judgemental and purposive sampling technique. They were identified from the Nelson Mandela Bay district office and schools within the district. Findings from the study reveal that the critical areas of concern include the roles of communication, stakeholder roles in the communication process, methods of communication, and challenges in communication effectiveness. While schools and the district office share the responsibility for providing quality education, it is critical that an effective communication strategy, which embraces computer-mediated communication as a supplementary tool, should be adopted to ensure that this shared mandate could be achieved.
- Full Text:
- Date Issued: 2020
- Authors: Brown, Xenophon
- Date: 2020
- Subjects: Communication in organizations , Communication in management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/50491 , vital:42203
- Description: This study focuses on an evaluation of communication effectiveness between the school administration office in Nelson Mandela Bay and its representative schools in advancing the business case of school development and heightened learner experience in line with the national development goal. The research uses a qualitative research approach to gather rich insights into the challenges, opportunities and problems that heighten and affect the quality of communication methods, channels and the roles of communication that the interviewed stakeholders representing both the district and schools depict and understand within the communication processes and methods used. Fourteen interviewees were identified using a judgemental and purposive sampling technique. They were identified from the Nelson Mandela Bay district office and schools within the district. Findings from the study reveal that the critical areas of concern include the roles of communication, stakeholder roles in the communication process, methods of communication, and challenges in communication effectiveness. While schools and the district office share the responsibility for providing quality education, it is critical that an effective communication strategy, which embraces computer-mediated communication as a supplementary tool, should be adopted to ensure that this shared mandate could be achieved.
- Full Text:
- Date Issued: 2020
A critical investigation of leadership in a Technical, Vocational Education and Training college in the Eastern Cape
- Authors: Chagi, Nonkonzo
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/140045 , vital:37827
- Description: Far-reaching reforms of the TVET college system – including a merger and frequent revisioning of the colleges’ role in the educational landscape of South Africa – have focused renewed attention on this sector. The fact that the sector has been plagued by poor performance – even to the extent that several colleges have been placed under administration – suggests problems at the level of leadership. This study sought to explore key role-players’ understanding of the leadership and management challenges faced by a TVET college and, by examining responses to these challenges, develop a sense of what leadership means in the sector. The study drew on three leadership theories – distributed leadership, transactional leadership as depicted in political models of management, and critical leadership – to help make sense of the findings. A qualitative case study design was used to explore key respondents’ views and lived experiences. The respondents were the principal, two deputy principals, a council member, three campus managers and a programme head. Interviews, questionnaires and document analysis were the chief data collection tools. The study found that critical leadership was the dominant approach at the college. This was revealed in the college leadership’s awareness of broader societal needs and its own role in operating in a socially just manner. College leadership also revealed signs of rejecting the status quo and opposing state control and bureaucracy, in favour of reactionary initiatives. There was limited evidence of distributed and transactional leadership. In fact, ‘leadership’ as such, seemed not to be part of the college discourse, suggesting that the concept and habit of leadership was not broadly discussed, shared and promoted. This sense was strengthened by the fact that at the time of the study, the college was headed by a charismatic and visionary leader. Indeed, the problem at the college seemed to be the Department of Higher Education and Training, which has failed the college in a number of ways.
- Full Text:
- Date Issued: 2020
- Authors: Chagi, Nonkonzo
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/140045 , vital:37827
- Description: Far-reaching reforms of the TVET college system – including a merger and frequent revisioning of the colleges’ role in the educational landscape of South Africa – have focused renewed attention on this sector. The fact that the sector has been plagued by poor performance – even to the extent that several colleges have been placed under administration – suggests problems at the level of leadership. This study sought to explore key role-players’ understanding of the leadership and management challenges faced by a TVET college and, by examining responses to these challenges, develop a sense of what leadership means in the sector. The study drew on three leadership theories – distributed leadership, transactional leadership as depicted in political models of management, and critical leadership – to help make sense of the findings. A qualitative case study design was used to explore key respondents’ views and lived experiences. The respondents were the principal, two deputy principals, a council member, three campus managers and a programme head. Interviews, questionnaires and document analysis were the chief data collection tools. The study found that critical leadership was the dominant approach at the college. This was revealed in the college leadership’s awareness of broader societal needs and its own role in operating in a socially just manner. College leadership also revealed signs of rejecting the status quo and opposing state control and bureaucracy, in favour of reactionary initiatives. There was limited evidence of distributed and transactional leadership. In fact, ‘leadership’ as such, seemed not to be part of the college discourse, suggesting that the concept and habit of leadership was not broadly discussed, shared and promoted. This sense was strengthened by the fact that at the time of the study, the college was headed by a charismatic and visionary leader. Indeed, the problem at the college seemed to be the Department of Higher Education and Training, which has failed the college in a number of ways.
- Full Text:
- Date Issued: 2020
Use of eco-art education in supporting the establishment of sustainability competencies in basic education: an interventionist case study
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
Investigating meaningful and critical teaching of poetry in English First Additional Language: a case of two Grade 11 classrooms in Lusikisiki District, Eastern Cape
- Authors: Dlamini, Sibongile Melody
- Date: 2020
- Subjects: Poetry -- Study and teaching (Secondary) -- South Africa -- Lusikisiki , Second language acquisition , Critical discourse analysis , Literacy -- South Africa -- Lusikisiki , Culturally relevant pedagogy -- South Africa -- Lusikisiki
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/130636 , vital:36449
- Description: Poetry stands out among literary genres as a rich resource for language teaching and learning (Danesh & Shirkhani, 2015). However, according to some reports on Grade 12 English First Additional Language in the Eastern Cape, poetry is a particularly challenging genre to both teachers and learners. This background has given rise to this study, which aimed to investigate the critical and meaningful teaching of poetry in Grade 11, a class preparing learners for Grade 12. This interpretive qualitative case study drew on Vygotsky’s (1978) socio-cultural theory of cognitive development, which states that learners’ best knowledge is produced when co-operative learning takes place, with the help of the teacher. Purposive sampling was used to select two high schools from Lusikisiki district in the Eastern Cape, and one Grade 11 class and one teacher from each school. Lesson observations, document analysis, semi-structured interviews with the teachers, and focus group discussions with the learners were used to collect data. Cultural-Historical Activity Theory, Critical Discourse Analysis, Dutta’s (2001) model of poetry learning, as well as insights from Vygotsky’s socio-cultural theory were used to analyse data. In addition, Four Reader Roles by Freebody and Luke (1990) were employed as a data analysis tool to find out the degree to which the poetry teaching developed learners into code breakers, text users, text participants and text analysts. The data revealed that both teachers and learners had a limited understanding of and negative attitudes towards poetry, and this affects the way teachers teach as well as how learners learn poetry. It also indicated that a teacher-centred approach constrains meaning and critical poetry teaching and learning. The findings suggested that in place of the traditional way of poetry teaching, teachers need to learn, develop and use innovative teaching strategies to strengthen poetry understanding in learners.
- Full Text:
- Date Issued: 2020
- Authors: Dlamini, Sibongile Melody
- Date: 2020
- Subjects: Poetry -- Study and teaching (Secondary) -- South Africa -- Lusikisiki , Second language acquisition , Critical discourse analysis , Literacy -- South Africa -- Lusikisiki , Culturally relevant pedagogy -- South Africa -- Lusikisiki
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/130636 , vital:36449
- Description: Poetry stands out among literary genres as a rich resource for language teaching and learning (Danesh & Shirkhani, 2015). However, according to some reports on Grade 12 English First Additional Language in the Eastern Cape, poetry is a particularly challenging genre to both teachers and learners. This background has given rise to this study, which aimed to investigate the critical and meaningful teaching of poetry in Grade 11, a class preparing learners for Grade 12. This interpretive qualitative case study drew on Vygotsky’s (1978) socio-cultural theory of cognitive development, which states that learners’ best knowledge is produced when co-operative learning takes place, with the help of the teacher. Purposive sampling was used to select two high schools from Lusikisiki district in the Eastern Cape, and one Grade 11 class and one teacher from each school. Lesson observations, document analysis, semi-structured interviews with the teachers, and focus group discussions with the learners were used to collect data. Cultural-Historical Activity Theory, Critical Discourse Analysis, Dutta’s (2001) model of poetry learning, as well as insights from Vygotsky’s socio-cultural theory were used to analyse data. In addition, Four Reader Roles by Freebody and Luke (1990) were employed as a data analysis tool to find out the degree to which the poetry teaching developed learners into code breakers, text users, text participants and text analysts. The data revealed that both teachers and learners had a limited understanding of and negative attitudes towards poetry, and this affects the way teachers teach as well as how learners learn poetry. It also indicated that a teacher-centred approach constrains meaning and critical poetry teaching and learning. The findings suggested that in place of the traditional way of poetry teaching, teachers need to learn, develop and use innovative teaching strategies to strengthen poetry understanding in learners.
- Full Text:
- Date Issued: 2020
An investigation into the knowledge a Grade one teacher uses to develop the number sense of learners with mathematics learning difficulties
- Authors: Fleming, Kirsty Ann
- Date: 2020
- Subjects: Learning disabled children -- Education -- South Africa , Mathematics -- Study and teching (Elementary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/141533 , vital:37983
- Description: Learners in South Africa continue to underperform in the international and national mathematics benchmarking tests. In the primary school, poor performance in mathematics is viewed as an indicator of limited number sense. Since the end of Apartheid, there has been a proliferation of classroom-based research that attempts to explain why learners are underperforming and find solutions to the problem. Research that seeks to explain learner underperformance attributes poor learner performance to social-economic issues, teachers’ poor content and pedagogical knowledge, the complexity of the Language of Learning and Teaching, and insufficient support for learners with Mathematics Learning Difficulties (MLD). With regards to the latter, research suggests that Foundation Phase teachers are not equipped to assist learners with MLD develop their number sense. This qualitative case study aims to investigate the knowledge that an expert Foundation Phase teacher draws on, in the process of teaching, to assist learners with MLD develop their number sense. Data generated from observations and interviews with a Grade One teacher was analysed using Rowland, Turner and Thwaites’ (2013) Knowledge Quartet. The study found that the participant Grade One teacher employed all four categories of the Knowledge Quartet when developing her learners’ number sense. In particular, she placed strong emphasis on vocabulary development as a means of circumnavigating MLD when developing number sense in a Grade One mathematics lesson. She demonstrated knowledge of: the importance of vocabulary in learning mathematics; how to develop the learners’ understanding of mathematics vocabulary (and concepts); and how to adapt her approach to support the number sense development of learners with MLD. This research has value for teacher education programmes, both pre- and in-service, as it highlights the knowledge that a Grade One teacher draws on as she develops the number sense of all her learners, including those with MLD.
- Full Text:
- Date Issued: 2020
- Authors: Fleming, Kirsty Ann
- Date: 2020
- Subjects: Learning disabled children -- Education -- South Africa , Mathematics -- Study and teching (Elementary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/141533 , vital:37983
- Description: Learners in South Africa continue to underperform in the international and national mathematics benchmarking tests. In the primary school, poor performance in mathematics is viewed as an indicator of limited number sense. Since the end of Apartheid, there has been a proliferation of classroom-based research that attempts to explain why learners are underperforming and find solutions to the problem. Research that seeks to explain learner underperformance attributes poor learner performance to social-economic issues, teachers’ poor content and pedagogical knowledge, the complexity of the Language of Learning and Teaching, and insufficient support for learners with Mathematics Learning Difficulties (MLD). With regards to the latter, research suggests that Foundation Phase teachers are not equipped to assist learners with MLD develop their number sense. This qualitative case study aims to investigate the knowledge that an expert Foundation Phase teacher draws on, in the process of teaching, to assist learners with MLD develop their number sense. Data generated from observations and interviews with a Grade One teacher was analysed using Rowland, Turner and Thwaites’ (2013) Knowledge Quartet. The study found that the participant Grade One teacher employed all four categories of the Knowledge Quartet when developing her learners’ number sense. In particular, she placed strong emphasis on vocabulary development as a means of circumnavigating MLD when developing number sense in a Grade One mathematics lesson. She demonstrated knowledge of: the importance of vocabulary in learning mathematics; how to develop the learners’ understanding of mathematics vocabulary (and concepts); and how to adapt her approach to support the number sense development of learners with MLD. This research has value for teacher education programmes, both pre- and in-service, as it highlights the knowledge that a Grade One teacher draws on as she develops the number sense of all her learners, including those with MLD.
- Full Text:
- Date Issued: 2020
An investigation into the use of visualisation processes as a teaching strategy to enhance number sense
- Authors: Griqua, Ronald Max
- Date: 2020
- Subjects: Mathematics -- Study and teaching -- South Africa , Mathematics -- Study and teaching -- Psychological aspects , Visualization , Number concept , RUMEP (Rhodes University Mathematics Education Project)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147226 , vital:38606
- Description: The literature agrees that in order to improve learning outcomes, instruction in classrooms should be improved first. Mathematics educationists therefore advocate that schools should make extensive and deep efforts to rethink their instructional programmes. Research furthermore suggests that increasingly, indicators on school performance and teaching reveal largely unacknowledged problematic teaching of mathematics in the great majority of South African schools. This research study is therefore a contribution towards rethinking the teaching strategies within mathematics classrooms. The study examined the use of visualisation processes in order to understand how these interact with the pedagogy of selected mathematics teachers when they teach number sense after participating in an intervention programme. This study argues that the effective use of visualisation processes enhanced the teaching of number sense. The research study was framed as a case study that was grounded within the interpretive paradigm. The study was located in classrooms where the participating teachers promoted active learning after taking part in an intervention programme. A constructivist theoretical underpinning was therefore adopted. At the heart of the study was the Visualisation Intervention Programme (VIP), which involved seven Rhodes University Mathematics Education Project (RUMEP) teachers within the John Taolo Gaetsewe District of the Northern Cape Province. The content of the VIP was informed by initially working with five teachers of well-resourced schools within the Northern Cape who made interesting use of visualisation processes and manipulatives to teach number sense. With the assistance of these five teachers, the VIP was then implemented by seven selected RUMEP teachers to investigate the role of visualisation processes in the teaching of number sense understandings. The study employed a mixed method approach. Qualitative data was collected through observations and interviews, while quantitative data was collected with a series of pre- and post-tests. The analysis of the findings of this research study revealed that the effective use of visualisation processes was instrumental in enhancing the teaching of number sense understandings. Furthermore, the use of visualisation processes by the selected teachers fostered independent thought and conceptual understanding of number sense topics on the part of their learners.
- Full Text:
- Date Issued: 2020
- Authors: Griqua, Ronald Max
- Date: 2020
- Subjects: Mathematics -- Study and teaching -- South Africa , Mathematics -- Study and teaching -- Psychological aspects , Visualization , Number concept , RUMEP (Rhodes University Mathematics Education Project)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147226 , vital:38606
- Description: The literature agrees that in order to improve learning outcomes, instruction in classrooms should be improved first. Mathematics educationists therefore advocate that schools should make extensive and deep efforts to rethink their instructional programmes. Research furthermore suggests that increasingly, indicators on school performance and teaching reveal largely unacknowledged problematic teaching of mathematics in the great majority of South African schools. This research study is therefore a contribution towards rethinking the teaching strategies within mathematics classrooms. The study examined the use of visualisation processes in order to understand how these interact with the pedagogy of selected mathematics teachers when they teach number sense after participating in an intervention programme. This study argues that the effective use of visualisation processes enhanced the teaching of number sense. The research study was framed as a case study that was grounded within the interpretive paradigm. The study was located in classrooms where the participating teachers promoted active learning after taking part in an intervention programme. A constructivist theoretical underpinning was therefore adopted. At the heart of the study was the Visualisation Intervention Programme (VIP), which involved seven Rhodes University Mathematics Education Project (RUMEP) teachers within the John Taolo Gaetsewe District of the Northern Cape Province. The content of the VIP was informed by initially working with five teachers of well-resourced schools within the Northern Cape who made interesting use of visualisation processes and manipulatives to teach number sense. With the assistance of these five teachers, the VIP was then implemented by seven selected RUMEP teachers to investigate the role of visualisation processes in the teaching of number sense understandings. The study employed a mixed method approach. Qualitative data was collected through observations and interviews, while quantitative data was collected with a series of pre- and post-tests. The analysis of the findings of this research study revealed that the effective use of visualisation processes was instrumental in enhancing the teaching of number sense understandings. Furthermore, the use of visualisation processes by the selected teachers fostered independent thought and conceptual understanding of number sense topics on the part of their learners.
- Full Text:
- Date Issued: 2020
Exploring the influence of marine science camps on learners’ motivation and dispositions towards scientific inquiry
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
BEd foundation phase fourth year student teachers’ self-efficacy beliefs towards teaching mathematics and the self-reported factors that influence these self-efficacy beliefs
- Authors: Harrison, Chloe
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Educational evaluation -- South Africa , Student teachers -- Training of -- South Africa , Student teachers -- Rating of -- South Africa , Social cognitive theory , Self-efficacy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147004 , vital:38584
- Description: The underperformance of mathematics teaching and learning is a pressing concern in South Africa. Many foundation phase in-service teachers show inadequate mathematics content knowledge which creates barriers to their learners acquiring adequate mathematics skills. Teacher training programmes offer a key opportunity to improve the instructional practices of teachers at foundation phase level. In order to improve the teaching skills of in-service teachers, one focus must be on teacher training programmes. Unfortunately, there are many foundation phase student teachers who are leaving the profession within the first few years of teaching reportedly due to low levels of motivation. This research investigates the self-efficacy beliefs of pre-service student teachers. It also focuses on foundation phase student teachers as they experience significant challenges to their self-efficacy beliefs in mathematics and mathematics teaching. Self-efficacy is the key theory of the study. It stems from Bandura’s social cognitive theory and is an individual’s judgments about their capabilities, skills and perceived performance. This qualitative research adopts an interpretivist approach which seeks to identify Bed foundation phase fourth year student teachers’ self-efficacy beliefs towards teaching mathematics and the self-reported factors influencing such beliefs. This research found that BEd foundation phase fourth year student teachers have low self-efficacy beliefs towards teaching mathematics. The purpose of this research is to raise awareness of the BEd student teachers’ low self-efficacy beliefs towards teaching mathematics. The results from this research will provide a platform for future intervention research, as well as potentially influencing student teacher training programmes.
- Full Text:
- Date Issued: 2020
- Authors: Harrison, Chloe
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Educational evaluation -- South Africa , Student teachers -- Training of -- South Africa , Student teachers -- Rating of -- South Africa , Social cognitive theory , Self-efficacy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147004 , vital:38584
- Description: The underperformance of mathematics teaching and learning is a pressing concern in South Africa. Many foundation phase in-service teachers show inadequate mathematics content knowledge which creates barriers to their learners acquiring adequate mathematics skills. Teacher training programmes offer a key opportunity to improve the instructional practices of teachers at foundation phase level. In order to improve the teaching skills of in-service teachers, one focus must be on teacher training programmes. Unfortunately, there are many foundation phase student teachers who are leaving the profession within the first few years of teaching reportedly due to low levels of motivation. This research investigates the self-efficacy beliefs of pre-service student teachers. It also focuses on foundation phase student teachers as they experience significant challenges to their self-efficacy beliefs in mathematics and mathematics teaching. Self-efficacy is the key theory of the study. It stems from Bandura’s social cognitive theory and is an individual’s judgments about their capabilities, skills and perceived performance. This qualitative research adopts an interpretivist approach which seeks to identify Bed foundation phase fourth year student teachers’ self-efficacy beliefs towards teaching mathematics and the self-reported factors influencing such beliefs. This research found that BEd foundation phase fourth year student teachers have low self-efficacy beliefs towards teaching mathematics. The purpose of this research is to raise awareness of the BEd student teachers’ low self-efficacy beliefs towards teaching mathematics. The results from this research will provide a platform for future intervention research, as well as potentially influencing student teacher training programmes.
- Full Text:
- Date Issued: 2020
Developing social indicators for the evaluation of natural resource management programmes using a capability approach in the Eastern Cape, South Africa
- Authors: Human, Johanna Susanna
- Date: 2020
- Subjects: Environmental education -- South Africa -- Eastern Cape , Natural resources -- Management -- Study and teaching (Continuing education) -- South Africa -- Eastern Cape , Sustainable development -- Study and teaching (Continuing education) -- South Africa -- Eastern Cape , Environmental economics -- Study and teaching (Continuing education) -- South Africa -- Eastern Cape , Subsistence farming -- South Africa -- Eastern Cape , Watersheds -- South Africa -- Eastern Cape , Capabilities approach (Social sciences) , Tsitsa River Catchment (Eastern Cape, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147348 , vital:38628
- Description: The dissertation investigates how the capability approach can be used to develop social indicators for a natural resource management (NRM) programme. The study aimed to develop an understanding of what the beneficiaries of the programme value being and doing to guide the development of social indicators that will take into consideration their personal development aspirations. These valued beings and doings were then overlaid with the programme goals and objectives to identify and select the final indicators. The study was situated in the Tsitsa catchment in the Eastern Cape, South Africa and was part of a natural resource management programme, focused on land restoration and avoided degradation. Methods used to collect data for this study and develop an understanding of what the residents’ valued beings and doings were, included semi-structured interviews, workshops and document analysis. The research population was non-homogenous. I tried to include voices representing different prominent groups of land users in the study. This included established commercial farmers, emerging commercial farmers, commercial forestry, residents residing in communal areas and engaged with subsistence farming and residents from these communal areas who are now residing elsewhere but continue to have connections to the catchment. Understanding the voices of these different groups who reside in the catchment was important to develop an inclusive understanding of what residents of the catchment valued beings and doings were. The research process was supported by participatory approaches. This process, and the lessons learnt during the research process, were valuable for the further development and implementation of the planned participatory monitoring evaluation reflection and learning (PMERL) framework. The research process involved learning from the research participants about their valued beings and doings and what was important for the programme implementers. Some of the research participants from the Rhodes University implementation team (RUIT) were also involved in selecting the indicators they thought the programme should monitor. Overall, using the capability approach helped me to gain insight and understanding with regard to what the valued beings and doings are for the residents of the catchment and what they would like development programmes, such as the Tsitsa Project, to address. It was surprising to find many areas of overlap between the valued beings and doings of the different residents in the catchment, as well as the similarities between these and the goals and objectives of the Tsitsa Project. In conclusion, using the capability approach was useful to learn what was important for the residents of the catchment to help develop the social indicators but also to learn how to guide and steer participatory monitoring and evaluation processes in the future.
- Full Text:
- Date Issued: 2020
- Authors: Human, Johanna Susanna
- Date: 2020
- Subjects: Environmental education -- South Africa -- Eastern Cape , Natural resources -- Management -- Study and teaching (Continuing education) -- South Africa -- Eastern Cape , Sustainable development -- Study and teaching (Continuing education) -- South Africa -- Eastern Cape , Environmental economics -- Study and teaching (Continuing education) -- South Africa -- Eastern Cape , Subsistence farming -- South Africa -- Eastern Cape , Watersheds -- South Africa -- Eastern Cape , Capabilities approach (Social sciences) , Tsitsa River Catchment (Eastern Cape, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147348 , vital:38628
- Description: The dissertation investigates how the capability approach can be used to develop social indicators for a natural resource management (NRM) programme. The study aimed to develop an understanding of what the beneficiaries of the programme value being and doing to guide the development of social indicators that will take into consideration their personal development aspirations. These valued beings and doings were then overlaid with the programme goals and objectives to identify and select the final indicators. The study was situated in the Tsitsa catchment in the Eastern Cape, South Africa and was part of a natural resource management programme, focused on land restoration and avoided degradation. Methods used to collect data for this study and develop an understanding of what the residents’ valued beings and doings were, included semi-structured interviews, workshops and document analysis. The research population was non-homogenous. I tried to include voices representing different prominent groups of land users in the study. This included established commercial farmers, emerging commercial farmers, commercial forestry, residents residing in communal areas and engaged with subsistence farming and residents from these communal areas who are now residing elsewhere but continue to have connections to the catchment. Understanding the voices of these different groups who reside in the catchment was important to develop an inclusive understanding of what residents of the catchment valued beings and doings were. The research process was supported by participatory approaches. This process, and the lessons learnt during the research process, were valuable for the further development and implementation of the planned participatory monitoring evaluation reflection and learning (PMERL) framework. The research process involved learning from the research participants about their valued beings and doings and what was important for the programme implementers. Some of the research participants from the Rhodes University implementation team (RUIT) were also involved in selecting the indicators they thought the programme should monitor. Overall, using the capability approach helped me to gain insight and understanding with regard to what the valued beings and doings are for the residents of the catchment and what they would like development programmes, such as the Tsitsa Project, to address. It was surprising to find many areas of overlap between the valued beings and doings of the different residents in the catchment, as well as the similarities between these and the goals and objectives of the Tsitsa Project. In conclusion, using the capability approach was useful to learn what was important for the residents of the catchment to help develop the social indicators but also to learn how to guide and steer participatory monitoring and evaluation processes in the future.
- Full Text:
- Date Issued: 2020
Investigating conceptual teaching of word problems through visualisation processes: a case of selected Grad 9 mathematics teachers
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
Implementation of Professional Development Programmes For Grade R Teachers: A case study of four primary schools in Amathole West Education District, Eastern Cape
- Authors: Jumo, Theresa
- Date: 2020
- Subjects: Teachers -- Development -- Eastern Cape -- South Africa Teachers -- Vocational guidance -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11341 , vital:39061
- Description: This study investigated the implementation of Professional Development Programmes for Grade R teachers in four primary schools in Amathole West Education District. The interpretive paradigm was employed in this study because it focused on the teachers’ professional development and their participation in a social learning interaction as community of practice. Furthermore, a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of professional development programmes. Semi-structured interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 1 Subject Advisor and 4 Teachers. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Professional Development Programmes for Grade R teachers. The data revealed that Grade R teachers under study were under qualified such that none of the teachers had the recommended Diploma in Grade R qualification as stated by the Department of Basic Education. It was also found that there was diversity in the teachers’ qualifications, colleges and the length in training. The study also indicated that although professional development programmes were held, these were however not properly monitored. Findings also revealed that the intervention strategies through professional development programmes and the support given by the district and the schools were strategies through professional development programmes and the support given by the district and the schools were not adequate and consistent. As a result the participants encountered a number of challenges regarding the implementation of professional development programmes for Grade R teachers. Namely: (1) lack of appropriately qualified personnel to support the teachers both at school and the district (2) lack of adequate follow up support visits and feedbacks from both the school and the district (3) lack of proper management by the schools and (4) lack of collaboration ii and team work in the schools. Thus, there were variances in schools under study especially with regards to late release of funding for teaching and learning materials, support offered to the principals by the Department of Education. As a result, recommendations from the study suggested that the Department of Education and the District have to come up with more strategies of continuously training the teachers and the principals and offering strong and adequate support. The study also recommended the engagement of NGOs for job embedded professional development with longer in-service training periods as compared to the shot in-service professional development programs of once- off workshops. Also another suggestion that the district must monitor school based professional development programs regularly was raised in the study
- Full Text:
- Date Issued: 2020
- Authors: Jumo, Theresa
- Date: 2020
- Subjects: Teachers -- Development -- Eastern Cape -- South Africa Teachers -- Vocational guidance -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11341 , vital:39061
- Description: This study investigated the implementation of Professional Development Programmes for Grade R teachers in four primary schools in Amathole West Education District. The interpretive paradigm was employed in this study because it focused on the teachers’ professional development and their participation in a social learning interaction as community of practice. Furthermore, a qualitative approach was used for the collection of data so as to gain in-depth information on the implementation of professional development programmes. Semi-structured interviews and document analysis were used as a form of collecting data. The participants were purposively selected for the sample of this study and comprised of 4 Principals, 1 Subject Advisor and 4 Teachers. Data analysis was done in line with the research questions, aims and objectives of the study. Through the participants’ answers from schools under study, a transcript was formulated, coded and categorized in view of the implementation of Professional Development Programmes for Grade R teachers. The data revealed that Grade R teachers under study were under qualified such that none of the teachers had the recommended Diploma in Grade R qualification as stated by the Department of Basic Education. It was also found that there was diversity in the teachers’ qualifications, colleges and the length in training. The study also indicated that although professional development programmes were held, these were however not properly monitored. Findings also revealed that the intervention strategies through professional development programmes and the support given by the district and the schools were strategies through professional development programmes and the support given by the district and the schools were not adequate and consistent. As a result the participants encountered a number of challenges regarding the implementation of professional development programmes for Grade R teachers. Namely: (1) lack of appropriately qualified personnel to support the teachers both at school and the district (2) lack of adequate follow up support visits and feedbacks from both the school and the district (3) lack of proper management by the schools and (4) lack of collaboration ii and team work in the schools. Thus, there were variances in schools under study especially with regards to late release of funding for teaching and learning materials, support offered to the principals by the Department of Education. As a result, recommendations from the study suggested that the Department of Education and the District have to come up with more strategies of continuously training the teachers and the principals and offering strong and adequate support. The study also recommended the engagement of NGOs for job embedded professional development with longer in-service training periods as compared to the shot in-service professional development programs of once- off workshops. Also another suggestion that the district must monitor school based professional development programs regularly was raised in the study
- Full Text:
- Date Issued: 2020
Exploring the perceptions of School Governing Bodies towards foundation phase male teachers in Eastern Cape schools
- Authors: Kagola, Obakeng
- Date: 2020
- Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46239 , vital:39518
- Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
- Full Text:
- Date Issued: 2020
- Authors: Kagola, Obakeng
- Date: 2020
- Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46239 , vital:39518
- Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
- Full Text:
- Date Issued: 2020
Educators’ views on the effectiveness of alternatives to corporal punishment to maintain discipline: a case of four high schools in the O.R. Tambo District
- Kassim, Abdul Fatau, Pylman, N J
- Authors: Kassim, Abdul Fatau , Pylman, N J
- Date: 2020
- Subjects: School discipline -- South Africa -- Eastern Cape Corporal punishment of children -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11329 , vital:39060
- Description: The purpose of this study is to explore educators’ views on the effectiveness of alternatives to corporal punishment to maintain discipline in selected high schools in the O.R. Tambo District. Corporal punishment has been outlawed in all South African schools through the South African Schools Act and was replaced by alternatives to corporal punishment. The objectives of this research were to determine educators’ understanding of alternatives to corporal punishment; the interface between alternatives to corporal punishment and learner behaviour; alternatives to corporal punishment in relation to effective teaching and learning and the barriers that educators experience with the implementation of alternatives to corporal punishment. This research study is fundamentally placed within two schools of thought, namely, Thorndike’s traditional behaviour modification theory and Roger’s diffusion of innovations theory. This study is a multiple-case study located within the interpretivist paradigm, and qualitative in nature. Purposive sampling was used to sample four secondary schools in the O.R. Tambo districts. Twelve (12) participants comprising four principals, four teachers and four SMT members were purposively selected from the four schools. In depth semi-structured interviews and document reviews were used as data generating instruments. Thematic analysis was used to analyse taperecorded data obtained from the semi-structured interviews and document reviews. Findings revealed that there seems to be a common understanding amongst participants around the issue of alternatives to corporal punishment. The findings indicated that participants are aware of the different strategies that can be used to discipline learners without causing physical pain or a violation of their rights. The second finding noted that alternatives to corporal punishment did not serve the purpose which it was intended to. This view points to the fact that learners do not take alternatives to corporal punishment seriously and as such do not lead to improved discipline and behaviour amongst learners. The third finding also revealed that the implementation of alternatives to corporal punishment does not contribute to effective teaching and learning as well as the academic performance in the classroom, because learners frequently absent themselves and are also bunking classes which leads to poor academic performance. It was also claimed that teaching and learning is not all that effective as learners do not respect educators anymore and as such also fail to v complete homework and assignments on a regular basis. The final finding alluded to the fact that insufficient orientation and lack of training on alternative methods of discipline by the Department of Education made it extremely difficult for teachers to implement and administer alternatives to corporal punishment in schools. Given the aforementioned findings, it can be concluded that alternatives to corporal are mainly viewed as ineffective. Furthermore, findings from this study also revealed that educators have not adopted alternatives to corporal punishment, which is in line with Rogers’ theory who aptly states that any new idea or innovation can either be adopted or rejected by social groups. In addition is also seems as if educators have as yet not undergone a change in behaviour in line with Thorndike’s traditional behaviour modification theory, which further hinders the successful implementation of alternatives to corporal punishment.
- Full Text:
- Date Issued: 2020
- Authors: Kassim, Abdul Fatau , Pylman, N J
- Date: 2020
- Subjects: School discipline -- South Africa -- Eastern Cape Corporal punishment of children -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11329 , vital:39060
- Description: The purpose of this study is to explore educators’ views on the effectiveness of alternatives to corporal punishment to maintain discipline in selected high schools in the O.R. Tambo District. Corporal punishment has been outlawed in all South African schools through the South African Schools Act and was replaced by alternatives to corporal punishment. The objectives of this research were to determine educators’ understanding of alternatives to corporal punishment; the interface between alternatives to corporal punishment and learner behaviour; alternatives to corporal punishment in relation to effective teaching and learning and the barriers that educators experience with the implementation of alternatives to corporal punishment. This research study is fundamentally placed within two schools of thought, namely, Thorndike’s traditional behaviour modification theory and Roger’s diffusion of innovations theory. This study is a multiple-case study located within the interpretivist paradigm, and qualitative in nature. Purposive sampling was used to sample four secondary schools in the O.R. Tambo districts. Twelve (12) participants comprising four principals, four teachers and four SMT members were purposively selected from the four schools. In depth semi-structured interviews and document reviews were used as data generating instruments. Thematic analysis was used to analyse taperecorded data obtained from the semi-structured interviews and document reviews. Findings revealed that there seems to be a common understanding amongst participants around the issue of alternatives to corporal punishment. The findings indicated that participants are aware of the different strategies that can be used to discipline learners without causing physical pain or a violation of their rights. The second finding noted that alternatives to corporal punishment did not serve the purpose which it was intended to. This view points to the fact that learners do not take alternatives to corporal punishment seriously and as such do not lead to improved discipline and behaviour amongst learners. The third finding also revealed that the implementation of alternatives to corporal punishment does not contribute to effective teaching and learning as well as the academic performance in the classroom, because learners frequently absent themselves and are also bunking classes which leads to poor academic performance. It was also claimed that teaching and learning is not all that effective as learners do not respect educators anymore and as such also fail to v complete homework and assignments on a regular basis. The final finding alluded to the fact that insufficient orientation and lack of training on alternative methods of discipline by the Department of Education made it extremely difficult for teachers to implement and administer alternatives to corporal punishment in schools. Given the aforementioned findings, it can be concluded that alternatives to corporal are mainly viewed as ineffective. Furthermore, findings from this study also revealed that educators have not adopted alternatives to corporal punishment, which is in line with Rogers’ theory who aptly states that any new idea or innovation can either be adopted or rejected by social groups. In addition is also seems as if educators have as yet not undergone a change in behaviour in line with Thorndike’s traditional behaviour modification theory, which further hinders the successful implementation of alternatives to corporal punishment.
- Full Text:
- Date Issued: 2020
The implementation of grade R admission policy: a case study of four primary schools in Mopani District Limpopo Province
- Authors: Lebea, Paulina Matsatsi
- Date: 2020
- Subjects: Admission policy(Schools) -- South Africa Education, Primary -- Admission
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11310 , vital:39055
- Description: This study investigated the implementation of Grade R admission policy in Mopani District in Limpopo Province and focussed on four primary schools in Makhutswe circuit which has got Grade R classes. The interpretive paradigm was applied as the chosen methodology for the study. Data were collected through semi-structured interviews and focus group interviews. A review of secondary sources to corroborate the gathered information was also used. Data analysis was done using thematic analysis through emerging themes from the transcribed data from the interviews. The participants were purposively selected for the sample of this study. These included 1 principal per school, 1 Grade R educator per school, 5 SGB members per school, and 2 admission committee members per school. Through the participant’s responses from the schools under study, a transcript was formulated, coded, and categorized in view of the implementation of the Grade R Admission Policy in primary schools. The study found out that the admission policy for Grade R learners was not properly implemented in most of the primary schools due to lack of understanding how the policy must be implemented. It was also revealed that, most of the principals together with their admission committee members tend to use their own discretion concerning the admission of Grade R learners in schools. It further emerged that some of the learners denied admission despite the existing legislation that proscribes that every child has the right to education. Furthermore, the study found out that the district office did not involve the primary teachers before formulating the policy. Hence, the participants showed that they did not have good and proper understanding of the implementation process neither were they well versed about what entailed monitoring the admission policy. As a result, Department of Education resorted to coming up with ways of continuously training and conducting workshops for the educators before they can admit learners to Grade R.
- Full Text:
- Date Issued: 2020
- Authors: Lebea, Paulina Matsatsi
- Date: 2020
- Subjects: Admission policy(Schools) -- South Africa Education, Primary -- Admission
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11310 , vital:39055
- Description: This study investigated the implementation of Grade R admission policy in Mopani District in Limpopo Province and focussed on four primary schools in Makhutswe circuit which has got Grade R classes. The interpretive paradigm was applied as the chosen methodology for the study. Data were collected through semi-structured interviews and focus group interviews. A review of secondary sources to corroborate the gathered information was also used. Data analysis was done using thematic analysis through emerging themes from the transcribed data from the interviews. The participants were purposively selected for the sample of this study. These included 1 principal per school, 1 Grade R educator per school, 5 SGB members per school, and 2 admission committee members per school. Through the participant’s responses from the schools under study, a transcript was formulated, coded, and categorized in view of the implementation of the Grade R Admission Policy in primary schools. The study found out that the admission policy for Grade R learners was not properly implemented in most of the primary schools due to lack of understanding how the policy must be implemented. It was also revealed that, most of the principals together with their admission committee members tend to use their own discretion concerning the admission of Grade R learners in schools. It further emerged that some of the learners denied admission despite the existing legislation that proscribes that every child has the right to education. Furthermore, the study found out that the district office did not involve the primary teachers before formulating the policy. Hence, the participants showed that they did not have good and proper understanding of the implementation process neither were they well versed about what entailed monitoring the admission policy. As a result, Department of Education resorted to coming up with ways of continuously training and conducting workshops for the educators before they can admit learners to Grade R.
- Full Text:
- Date Issued: 2020
Enriching my teaching around the inverse order relationship in unit fractions at the Grade 5 level through the inclusion of musical activities: an action research case study
- Authors: Lovemore, Tarryn Shirley
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Interdisciplinary approach in education -- South Africa -- Case studies , Music -- Study and teaching (Elementary) -- South Africa -- Case studies , Music -- Mathematics , Musical notation -- Study and teaching (Elementary)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142431 , vital:38079
- Description: This research study explored how the use of musical activities, specifically based on note values, might enrich my teaching around the inverse order relation of unit fractions in my Grade 5 mathematics classroom. Much research has identified fractions as a problematic concept to teach in primary schools. Curriculum expectations of mathematics and music, as well as prior research, recognise a link between these two subject areas. Based on these connections between mathematics and music, I make the case for further research into practical ways in which music and mathematics can be integrated to support teaching and learning in the South African context. This study is located within a qualitative and interpretive framework. The concepts of integration, learning style theory, Gardner’s multiple intelligences and Bresler’s styles of arts integration guide the research. I made use of practical and theoretical activities relating to note values in music. I explored these strategies and the use of learning support materials through an action research case study, in which I engaged in cycles of trialing, reflecting, adjusting and re-trialing within the ‘case’ of my own mathematics class. Data sources comprised of my reflective journal, learner feedback, video- and audio-recorded lessons, examples of learners’ work and interviews with critical peers who observed critical moments from the video recordings. I was guided through the analysis phase by two analytical frameworks: Karsenty and Arcavi’s Six Lense Framework (SLF) and Adler and Ronda’s Mathematics Discourse in Instruction (MDI) framework which I adapted. Using three key lessons, I provide detailed descriptions of how the lessons progressed and then identify and discuss some of the key findings and recurring themes in relation to my study’s research question and goals. Through this process, I show that my integration of mathematics and musical activities helped promote active engagement amongst learners and provided them with co-equivalent opportunities to appreciate the importance of note values in music, and relate this back to understandings around the inverse order relation of unit fractions.
- Full Text:
- Date Issued: 2020
- Authors: Lovemore, Tarryn Shirley
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Interdisciplinary approach in education -- South Africa -- Case studies , Music -- Study and teaching (Elementary) -- South Africa -- Case studies , Music -- Mathematics , Musical notation -- Study and teaching (Elementary)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142431 , vital:38079
- Description: This research study explored how the use of musical activities, specifically based on note values, might enrich my teaching around the inverse order relation of unit fractions in my Grade 5 mathematics classroom. Much research has identified fractions as a problematic concept to teach in primary schools. Curriculum expectations of mathematics and music, as well as prior research, recognise a link between these two subject areas. Based on these connections between mathematics and music, I make the case for further research into practical ways in which music and mathematics can be integrated to support teaching and learning in the South African context. This study is located within a qualitative and interpretive framework. The concepts of integration, learning style theory, Gardner’s multiple intelligences and Bresler’s styles of arts integration guide the research. I made use of practical and theoretical activities relating to note values in music. I explored these strategies and the use of learning support materials through an action research case study, in which I engaged in cycles of trialing, reflecting, adjusting and re-trialing within the ‘case’ of my own mathematics class. Data sources comprised of my reflective journal, learner feedback, video- and audio-recorded lessons, examples of learners’ work and interviews with critical peers who observed critical moments from the video recordings. I was guided through the analysis phase by two analytical frameworks: Karsenty and Arcavi’s Six Lense Framework (SLF) and Adler and Ronda’s Mathematics Discourse in Instruction (MDI) framework which I adapted. Using three key lessons, I provide detailed descriptions of how the lessons progressed and then identify and discuss some of the key findings and recurring themes in relation to my study’s research question and goals. Through this process, I show that my integration of mathematics and musical activities helped promote active engagement amongst learners and provided them with co-equivalent opportunities to appreciate the importance of note values in music, and relate this back to understandings around the inverse order relation of unit fractions.
- Full Text:
- Date Issued: 2020
The use of drawing to support teaching and learning of an additional language in foundation phase classrooms
- Authors: Macubeni, Sandiswa
- Date: 2020
- Subjects: Language and languages -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49351 , vital:41676
- Description: Parents in South Africa have been given the privilege and right to choose the language of learning and teaching (LoLT) for their children. However, because of the advantages associated with fluency in English, parents tend to choose English as the language of instruction, often without being informed as to the disadvantages of learning in an additional language. The use of an additional language as the main language of instruction can potentially negatively affect the academic performance of learners, as they are often unable to express themselves efficiently and comprehend instructions given in this additional language. In an effort to assist learners who may be struggling with learning in an additional language, this study explored the use of drawing to support the teaching and learning of an additional language in Foundation Phase classrooms. A qualitative approach was adopted in order to gain insights of Foundation Phase teachers regarding the use of drawing to promote the teaching and learning of English as an additional language. The methods that were used to elicit data in this study included focus groups, an open-ended questionnaire, field notes, reflective journal entries, and document analysis. The participants in this research were 18 Foundation Phase teachers from a school in the Northern Areas of Port Elizabeth. The collected data were analysed using thematic analysis. The findings of this study revealed that drawing is both an expressive and receptive visual language that has the potential to promote the teaching and learning of an additional language. However, for this additional language to be effective, teachers should create a stimulating environment and encourage learners to use this language in their classrooms. Teachers should also find creative ways to accommodate drawing within their planned teaching and learning activities in the classroom.
- Full Text:
- Date Issued: 2020
- Authors: Macubeni, Sandiswa
- Date: 2020
- Subjects: Language and languages -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49351 , vital:41676
- Description: Parents in South Africa have been given the privilege and right to choose the language of learning and teaching (LoLT) for their children. However, because of the advantages associated with fluency in English, parents tend to choose English as the language of instruction, often without being informed as to the disadvantages of learning in an additional language. The use of an additional language as the main language of instruction can potentially negatively affect the academic performance of learners, as they are often unable to express themselves efficiently and comprehend instructions given in this additional language. In an effort to assist learners who may be struggling with learning in an additional language, this study explored the use of drawing to support the teaching and learning of an additional language in Foundation Phase classrooms. A qualitative approach was adopted in order to gain insights of Foundation Phase teachers regarding the use of drawing to promote the teaching and learning of English as an additional language. The methods that were used to elicit data in this study included focus groups, an open-ended questionnaire, field notes, reflective journal entries, and document analysis. The participants in this research were 18 Foundation Phase teachers from a school in the Northern Areas of Port Elizabeth. The collected data were analysed using thematic analysis. The findings of this study revealed that drawing is both an expressive and receptive visual language that has the potential to promote the teaching and learning of an additional language. However, for this additional language to be effective, teachers should create a stimulating environment and encourage learners to use this language in their classrooms. Teachers should also find creative ways to accommodate drawing within their planned teaching and learning activities in the classroom.
- Full Text:
- Date Issued: 2020
Exploring student teachers’ self-reflections on implementation of IsiXhosa literacy strategies with Grade 3 learners : a single case study approach
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
Exploring an intervention on how to integrate local or indigenous knowledge on the features of the moon in Grade 4 classes
- Authors: Magwentshu, Thando
- Date: 2020
- Subjects: Moon -- Study and teaching (Elementary) -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Education, Elementary -- South Africa , Ethnoscience -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166387 , vital:41358
- Description: The National Curriculum Statement (R-12) calls on all Natural Sciences teachers to integrate local or indigenous knowledge (IK) into their lessons. However, this seems to be easier said than done. For instance, in my experience as a Natural Sciences teacher I have observed that the Department of Education does not adequately equip and support teachers with the necessary pedagogical skills to integrate IK in science lessons. It is against this background that this study sought to explore an intervention on the development and implementation of model lessons on features of the moon that integrate local or IK in Grade 4 classes. The study adopted a qualitative case study approach underpinned by an interpretivist perspective. Within the interpretive paradigm, a qualitative case study approach was employed. The participants were four Grade 4 Natural Sciences and Technology teachers from selected schools in the Chris Hani West District. Data were gathered and triangulated using questionnaires, semi-structured interviews, document analysis, a presentation by an expert community member, workshop discussions and journal reflections. Vygotsky’s socio-cultural theory and Shulman’s pedagogical content knowledge (PCK) were used as a theoretical framework and analytical framework respectively. From the socio-cultural theory, three concepts were used: social interactions, mediation of learning and the zone of proximal development (ZPD). Additionally, within PCK, Mavhunga and Rollnick’s (2013) five Topic Specific Pedagogical Content Knowledge components: learners’ prior knowledge, what is difficult to understand, curricular saliency, representations and conceptual teaching strategies were used as analytical tools. A thematic approach to qualitative data analysis was adopted, to come up with sub-themes in relation to my research questions. The findings from this study revealed that before the intervention, some teachers had a narrow understanding of local or IK and how it could be integrated in their lessons. As a result, some teachers had never implemented integration of local or IK as required by the Curriculum and Assessment Policy Statement (CAPS) and the principles of the National Curriculum Statement. The findings of this study thus showed that after the intervention, teachers felt equipped with understanding of local or IK. Additionally, they were able to develop their own model lessons that integrated it. The study thus recommends that teachers should be supported as far as possible in order to be able to integrate local or IK in their science lessons.
- Full Text:
- Date Issued: 2020
- Authors: Magwentshu, Thando
- Date: 2020
- Subjects: Moon -- Study and teaching (Elementary) -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Education, Elementary -- South Africa , Ethnoscience -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166387 , vital:41358
- Description: The National Curriculum Statement (R-12) calls on all Natural Sciences teachers to integrate local or indigenous knowledge (IK) into their lessons. However, this seems to be easier said than done. For instance, in my experience as a Natural Sciences teacher I have observed that the Department of Education does not adequately equip and support teachers with the necessary pedagogical skills to integrate IK in science lessons. It is against this background that this study sought to explore an intervention on the development and implementation of model lessons on features of the moon that integrate local or IK in Grade 4 classes. The study adopted a qualitative case study approach underpinned by an interpretivist perspective. Within the interpretive paradigm, a qualitative case study approach was employed. The participants were four Grade 4 Natural Sciences and Technology teachers from selected schools in the Chris Hani West District. Data were gathered and triangulated using questionnaires, semi-structured interviews, document analysis, a presentation by an expert community member, workshop discussions and journal reflections. Vygotsky’s socio-cultural theory and Shulman’s pedagogical content knowledge (PCK) were used as a theoretical framework and analytical framework respectively. From the socio-cultural theory, three concepts were used: social interactions, mediation of learning and the zone of proximal development (ZPD). Additionally, within PCK, Mavhunga and Rollnick’s (2013) five Topic Specific Pedagogical Content Knowledge components: learners’ prior knowledge, what is difficult to understand, curricular saliency, representations and conceptual teaching strategies were used as analytical tools. A thematic approach to qualitative data analysis was adopted, to come up with sub-themes in relation to my research questions. The findings from this study revealed that before the intervention, some teachers had a narrow understanding of local or IK and how it could be integrated in their lessons. As a result, some teachers had never implemented integration of local or IK as required by the Curriculum and Assessment Policy Statement (CAPS) and the principles of the National Curriculum Statement. The findings of this study thus showed that after the intervention, teachers felt equipped with understanding of local or IK. Additionally, they were able to develop their own model lessons that integrated it. The study thus recommends that teachers should be supported as far as possible in order to be able to integrate local or IK in their science lessons.
- Full Text:
- Date Issued: 2020