An exploration of business level strategy at the bottom of the pyramid: a case study of Twizza, Eastern Cape
- Authors: Sityoshwana, Ludwe Lusu
- Date: 2015
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/54486 , vital:26569
- Description: This qualitative study focuses on business level strategy adopted by Twizza to compete in the bottom of the pyramid market in the Eastern Cape, South Africa. Twizza enjoyed huge success between the years 2010 - 2014 as a medium to large sized manufacturer of carbonated soft drinks in the Eastern Cape. In light of this, the current study seeks to answer the following: What business level strategy did top management at Twizza adopt to compete and grow in the BoP market in the Eastern Cape, South Africa? The study takes the form of a case study to explore and understand the patterns of decisions adopted by Twizza’s top management in competing at the bottom of the pyramid. As such, the main objective of the study was to identify the business level strategy adopted by Twizza which enabled their superior performance within the BoP market. The study adopts Porter`s typology to explore business level strategy. Stratified, purposive sampling was used to identify 4 top managers as participants in this study. A total of 7, semi-structured, interviews were used to collect critical incidents from top management of Twizza. This was the primary data used in this study. This type of data was combined with relevant information which was gathered via published press articles and on-line commentary. The study found that central to Twizza’s business strategy were four pillars, namely, strict control and management of manufacturing costs, product quality equal to that of market leaders, the ability of the organisation to manufacture its own raw materials and ability to ensure product availability to the market to the market. These findings reveal that Twizza employed a hybrid strategy, anchored by cost leadership. Thus, Twizza incorporated elements of differentiation and best value strategies to offer its customers affordable quality.
- Full Text:
- Authors: Sityoshwana, Ludwe Lusu
- Date: 2015
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/54486 , vital:26569
- Description: This qualitative study focuses on business level strategy adopted by Twizza to compete in the bottom of the pyramid market in the Eastern Cape, South Africa. Twizza enjoyed huge success between the years 2010 - 2014 as a medium to large sized manufacturer of carbonated soft drinks in the Eastern Cape. In light of this, the current study seeks to answer the following: What business level strategy did top management at Twizza adopt to compete and grow in the BoP market in the Eastern Cape, South Africa? The study takes the form of a case study to explore and understand the patterns of decisions adopted by Twizza’s top management in competing at the bottom of the pyramid. As such, the main objective of the study was to identify the business level strategy adopted by Twizza which enabled their superior performance within the BoP market. The study adopts Porter`s typology to explore business level strategy. Stratified, purposive sampling was used to identify 4 top managers as participants in this study. A total of 7, semi-structured, interviews were used to collect critical incidents from top management of Twizza. This was the primary data used in this study. This type of data was combined with relevant information which was gathered via published press articles and on-line commentary. The study found that central to Twizza’s business strategy were four pillars, namely, strict control and management of manufacturing costs, product quality equal to that of market leaders, the ability of the organisation to manufacture its own raw materials and ability to ensure product availability to the market to the market. These findings reveal that Twizza employed a hybrid strategy, anchored by cost leadership. Thus, Twizza incorporated elements of differentiation and best value strategies to offer its customers affordable quality.
- Full Text:
An exploration of the principle of Dance Movement Therapy in water resource management research practice:
- Authors: Copteros, Athina
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142016 , vital:38024 , ISBN PECS Conference: Social-ecological dynamics in the Anthropocene, Spier Estate, Cape Town, 2-5 November , http://www.pecs-science.org/research/news/news/2015pecsconferencesocialecologicaldynamicsintheanthropocene.5.40768cbb14b32a0480b694.html
- Description: An exploration of the principle of Dance Movement Therapy in water resource management research practice
- Full Text:
- Authors: Copteros, Athina
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142016 , vital:38024 , ISBN PECS Conference: Social-ecological dynamics in the Anthropocene, Spier Estate, Cape Town, 2-5 November , http://www.pecs-science.org/research/news/news/2015pecsconferencesocialecologicaldynamicsintheanthropocene.5.40768cbb14b32a0480b694.html
- Description: An exploration of the principle of Dance Movement Therapy in water resource management research practice
- Full Text:
An exploration of the school nutrition programme's potential to catalyse community-based environmental learning : a case study of a rural Eastern Cape school
- Authors: Tshabeni, Veliswa
- Date: 2015
- Subjects: National School Nutrition Programme (South Africa) , School children -- Food -- South Africa -- Eastern Cape , Children -- Nutrition -- South Africa -- Eastern Cape , Environmental education -- South Africa -- Eastern Cape , Social learning -- South Africa -- Eastern Cape , Food security -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2063 , http://hdl.handle.net/10962/d1020306
- Description: The purpose of this study was to explore the extent to which a School Nutrition Programme can catalyse community-based environmental learning and promote food security in the school and the community. This is an interpretive case study of a junior secondary school in the rural Eastern Cape province of South Africa. The school is located in an area characterised by high levels of poverty and under-nutrition. The school’s food garden, a central focus of this study, contributes to the School Nutrition Programme, which falls under the National School Nutrition Programme (NSNP). The aim of the NSNP is to alleviate poverty in public schools. This case study was conducted by means of questionnaires, semi-structured interviews, and document analysis and field observations. The data set was analysed, firstly, to ascertain if the School Nutrition Programme functions as a community of practise (Wenger, 1998). Thereafter, the data set was analysed to identify the knowledge related to food security and environmental sustainability that is learned and shared in the School Nutrition Programme, and also how such learning took place. The study found that the School’s Nutrition Programme was indeed operating as a community of practice and that it created a platform for sharing explicit and tacit knowledge and skills related to food security and environmental sustainability. The case study also revealed the contextual and experience-based nature of knowledge related to food cultivation.
- Full Text:
- Authors: Tshabeni, Veliswa
- Date: 2015
- Subjects: National School Nutrition Programme (South Africa) , School children -- Food -- South Africa -- Eastern Cape , Children -- Nutrition -- South Africa -- Eastern Cape , Environmental education -- South Africa -- Eastern Cape , Social learning -- South Africa -- Eastern Cape , Food security -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2063 , http://hdl.handle.net/10962/d1020306
- Description: The purpose of this study was to explore the extent to which a School Nutrition Programme can catalyse community-based environmental learning and promote food security in the school and the community. This is an interpretive case study of a junior secondary school in the rural Eastern Cape province of South Africa. The school is located in an area characterised by high levels of poverty and under-nutrition. The school’s food garden, a central focus of this study, contributes to the School Nutrition Programme, which falls under the National School Nutrition Programme (NSNP). The aim of the NSNP is to alleviate poverty in public schools. This case study was conducted by means of questionnaires, semi-structured interviews, and document analysis and field observations. The data set was analysed, firstly, to ascertain if the School Nutrition Programme functions as a community of practise (Wenger, 1998). Thereafter, the data set was analysed to identify the knowledge related to food security and environmental sustainability that is learned and shared in the School Nutrition Programme, and also how such learning took place. The study found that the School’s Nutrition Programme was indeed operating as a community of practice and that it created a platform for sharing explicit and tacit knowledge and skills related to food security and environmental sustainability. The case study also revealed the contextual and experience-based nature of knowledge related to food cultivation.
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An exploration of the structural, cultural and agential conditions that shape life skills teachers' responses and experiences in teaching sexuality and HIV and AIDS
- Authors: Hakaala, Beatha Ndinelao
- Date: 2015
- Subjects: Life skills -- Study and teaching (Secondary) -- Namibia , Sex instruction -- Study and teaching (Secondary) -- Namibia , HIV infections -- Study and teaching (Secondary) -- Namibia , AIDS (Disease) -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2029 , http://hdl.handle.net/10962/d1017340
- Description: This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.
- Full Text:
- Authors: Hakaala, Beatha Ndinelao
- Date: 2015
- Subjects: Life skills -- Study and teaching (Secondary) -- Namibia , Sex instruction -- Study and teaching (Secondary) -- Namibia , HIV infections -- Study and teaching (Secondary) -- Namibia , AIDS (Disease) -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2029 , http://hdl.handle.net/10962/d1017340
- Description: This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.
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An in-silico investigation of Morita-Baylis-Hillman accessible heterocyclic analogues for applications as novel HIV-1 C protease inhibitors
- Authors: Sigauke, Lester Takunda
- Date: 2015
- Subjects: Protease inhibitors , Heterocyclic compounds , HIV (Viruses) , HIV infections , Drug resistance , Cheminformatics
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4152 , http://hdl.handle.net/10962/d1017913
- Description: Cheminformatic approaches have been employed to optimize the bis-coumarin scaffold identified by Onywera et al. (2012) as a potential hit against the protease HIV-1 protein. The Open Babel library of commands was used to access functions that were incorporated into a markov chain recursive program that generated 17750 analogues of the bis-coumarin scaffold. The Morita-Baylis-Hillman accessible heterocycles were used to introduce structural diversity within the virtual library. In silico high through-put virtual screening using AutoDock Vina was used to rapidly screen the virtual library ligand set against 61 protease models built by Onywera et al. (2012). CheS-Mapper computed a principle component analysis of the compounds based on 13 selected chemical descriptors. The compounds were plotted against the principle component analysis within a 3 dimensional chemical space in order to inspect the diversity of the virtual library. The physicochemical properties and binding affinities were used to identify the top 3 performing ligands. ACPYPE was used to inspect the constitutional properties and eliminated virtual compounds that possessed open valences. Chromene based ligand 805 and ligand 6610 were selected as the lead candidates from the high-throughput virtual screening procedure we employed. Molecular dynamic simulations of the lead candidates performed for 5 ns allowed the stability of the ligand protein complexes with protease model 305152. The free energy of binding of the leads with protease model 305152 was computed over the first 50 ps of simulation using the molecular mechanics Poisson-Boltzmann method. Analysis structural features and energy profiles from molecular dynamic simulations of the protein–ligand complexes indicated that although ligand 805 had a weaker binding affinity in terms of docking, it outperformed ligand 6610 in terms of complex stability and free energy of binding. Medicinal chemistry approaches will be used to optimize the lead candidates before their analogues will be synthesized and assayed for in vivo protease activity.
- Full Text:
- Authors: Sigauke, Lester Takunda
- Date: 2015
- Subjects: Protease inhibitors , Heterocyclic compounds , HIV (Viruses) , HIV infections , Drug resistance , Cheminformatics
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4152 , http://hdl.handle.net/10962/d1017913
- Description: Cheminformatic approaches have been employed to optimize the bis-coumarin scaffold identified by Onywera et al. (2012) as a potential hit against the protease HIV-1 protein. The Open Babel library of commands was used to access functions that were incorporated into a markov chain recursive program that generated 17750 analogues of the bis-coumarin scaffold. The Morita-Baylis-Hillman accessible heterocycles were used to introduce structural diversity within the virtual library. In silico high through-put virtual screening using AutoDock Vina was used to rapidly screen the virtual library ligand set against 61 protease models built by Onywera et al. (2012). CheS-Mapper computed a principle component analysis of the compounds based on 13 selected chemical descriptors. The compounds were plotted against the principle component analysis within a 3 dimensional chemical space in order to inspect the diversity of the virtual library. The physicochemical properties and binding affinities were used to identify the top 3 performing ligands. ACPYPE was used to inspect the constitutional properties and eliminated virtual compounds that possessed open valences. Chromene based ligand 805 and ligand 6610 were selected as the lead candidates from the high-throughput virtual screening procedure we employed. Molecular dynamic simulations of the lead candidates performed for 5 ns allowed the stability of the ligand protein complexes with protease model 305152. The free energy of binding of the leads with protease model 305152 was computed over the first 50 ps of simulation using the molecular mechanics Poisson-Boltzmann method. Analysis structural features and energy profiles from molecular dynamic simulations of the protein–ligand complexes indicated that although ligand 805 had a weaker binding affinity in terms of docking, it outperformed ligand 6610 in terms of complex stability and free energy of binding. Medicinal chemistry approaches will be used to optimize the lead candidates before their analogues will be synthesized and assayed for in vivo protease activity.
- Full Text:
An interrogation of the representation of the San and Tonga ethnic ‘minorities’ in the Zimbabwean state-owned Chronicle, and the privately owned Newsday Southern Edition/Southern Eye newspapers during 2013
- Authors: Mlotshwa, Khanyile Joseph
- Date: 2015
- Subjects: The Chronicle (Zimbabwe) , Newsday Southern Edition/Southern Eye (Zimbabwe) , Mass media and ethnic relations -- Zimbabwe , Mass media -- Political aspects -- Zimbabwe , Mass media and nationalism -- Zimbabwe , Minorities and journalism -- Zimbabwe , Press and politics -- Zimbabwe , San (African people) -- Social conditions , Tonga (Zambezi people) -- Social conditions , Critical discourse analysis
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3549 , http://hdl.handle.net/10962/d1018546
- Description: This study critically interrogates representations of the San and Tonga in the Chronicle and the NewsDay Southern Edition/Southern Eye newspapers in 2013. It makes sense of how these representations and the journalistic practices that underwrite them position the ethnic groups as ‘minorities’ - in relation to other ethnic groups - within the discourses of Zimbabwean nationalism. Underpinned by a constructionist approach (Hall, 1997), the study makes sense of the San and Tonga identities otherwise silenced by the “bi-modal” (Ndlovu- Gatsheni, 2012: 536; Masunungure, 2006) Shona/Ndebele approach to Zimbabwean nationalism. In socio-historic terms, the study is located within the re-emergence of ‘ethnicity’ to contest Zimbabwean nationalism(s) during debates for the New Constitution leading to a Referendum in March 2013. The thesis draws on social theories that offer explanatory power in studying media representations, which include postcolonial (Bhabha, 1990, 1994; Spivak, 1995), hegemony (Gramsci, 1971), and discourse (Foucault, 1970, 1972; Laclau and Mouffe, 1985) theories. These theories speak to the ways in which discourses about identity, belonging, citizenship and democracy are constructed in situations in which unequal social power is contested. The thesis links journalism practice with the politics of representation drawing on normative theories of journalism (Christians et al, 2009), the professional ideology of journalism (Tuchman, 1972; Golding and Elliot, 1996; Hall et al., 1996), and the concept of journalists as an ‘interpretive community’ (Zelizer, 1993). These theories allow us to unmask the role of journalism’s social power in representation, and map ways in which the agency of the journalists has to be considered in relation to the structural features of the media industry in particular, and society in general. The study is qualitative and proceeds by way of combining a Critical Discourse Analysis (CDA) (Fairclough, 1992; Richardson, 2007) and ideological analysis (Thompson, 1990) of eight news texts taken from the two newspapers and in-depth interviews with 13 journalists from the two newspapers. This way we account for the media representations journalists produced: sometimes reproducing stereotypes, at other times, resisting them. Journalists not only regard themselves as belonging to the dominant ethnic groups of Shona or Ndebele, but as part of the middle class; they take Zimbabwean nationalism for granted, reproducing it as common-sense through sourcing patterns dominated by elites. This silences the San and Tonga constructing them as a ‘minority’ through a double play of invisibility and hyper visibility, where they either don’t appear in the news texts or are overly stereotyped.
- Full Text:
- Authors: Mlotshwa, Khanyile Joseph
- Date: 2015
- Subjects: The Chronicle (Zimbabwe) , Newsday Southern Edition/Southern Eye (Zimbabwe) , Mass media and ethnic relations -- Zimbabwe , Mass media -- Political aspects -- Zimbabwe , Mass media and nationalism -- Zimbabwe , Minorities and journalism -- Zimbabwe , Press and politics -- Zimbabwe , San (African people) -- Social conditions , Tonga (Zambezi people) -- Social conditions , Critical discourse analysis
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3549 , http://hdl.handle.net/10962/d1018546
- Description: This study critically interrogates representations of the San and Tonga in the Chronicle and the NewsDay Southern Edition/Southern Eye newspapers in 2013. It makes sense of how these representations and the journalistic practices that underwrite them position the ethnic groups as ‘minorities’ - in relation to other ethnic groups - within the discourses of Zimbabwean nationalism. Underpinned by a constructionist approach (Hall, 1997), the study makes sense of the San and Tonga identities otherwise silenced by the “bi-modal” (Ndlovu- Gatsheni, 2012: 536; Masunungure, 2006) Shona/Ndebele approach to Zimbabwean nationalism. In socio-historic terms, the study is located within the re-emergence of ‘ethnicity’ to contest Zimbabwean nationalism(s) during debates for the New Constitution leading to a Referendum in March 2013. The thesis draws on social theories that offer explanatory power in studying media representations, which include postcolonial (Bhabha, 1990, 1994; Spivak, 1995), hegemony (Gramsci, 1971), and discourse (Foucault, 1970, 1972; Laclau and Mouffe, 1985) theories. These theories speak to the ways in which discourses about identity, belonging, citizenship and democracy are constructed in situations in which unequal social power is contested. The thesis links journalism practice with the politics of representation drawing on normative theories of journalism (Christians et al, 2009), the professional ideology of journalism (Tuchman, 1972; Golding and Elliot, 1996; Hall et al., 1996), and the concept of journalists as an ‘interpretive community’ (Zelizer, 1993). These theories allow us to unmask the role of journalism’s social power in representation, and map ways in which the agency of the journalists has to be considered in relation to the structural features of the media industry in particular, and society in general. The study is qualitative and proceeds by way of combining a Critical Discourse Analysis (CDA) (Fairclough, 1992; Richardson, 2007) and ideological analysis (Thompson, 1990) of eight news texts taken from the two newspapers and in-depth interviews with 13 journalists from the two newspapers. This way we account for the media representations journalists produced: sometimes reproducing stereotypes, at other times, resisting them. Journalists not only regard themselves as belonging to the dominant ethnic groups of Shona or Ndebele, but as part of the middle class; they take Zimbabwean nationalism for granted, reproducing it as common-sense through sourcing patterns dominated by elites. This silences the San and Tonga constructing them as a ‘minority’ through a double play of invisibility and hyper visibility, where they either don’t appear in the news texts or are overly stereotyped.
- Full Text:
An investigation into an afterschool intervention programme aimed at improving learners' mental computation skills
- Authors: Moyo, Kwethemba Michael
- Date: 2015
- Subjects: After-school programs -- Namibia , Mental arithmetic , Mental arithmetic -- Study and teaching (Secondary) , Mental arithmetic -- Study and teaching (Secondary) -- Activity programs , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2041 , http://hdl.handle.net/10962/d1017352
- Description: This case study centres round an afterschool intervention programme aimed at enhancing mental computation skills of Grade 8 learners at a secondary school in the Erongo educational region of Namibia. Nine research participants took part in the study, and the mental computational strategies exhibited by these participants constitutes the unit of analysis. The study is anchored within an interpretive paradigm and is theoretically underpinned by constructivist epistemology. Kilpatrick, Swafford and Findell’s (2001) model of mathematical proficiency provides the conceptual framework supporting the study. The research was carried out in four sequential phases – an initial pre-test, the intervention itself, a follow-up post-test, and a focus group discussion. The study highlights the underdevelopment of mental computation skills and the associated lack of appropriate mental computational strategies in secondary school learners. It is recommended that appropriate time within the school curriculum be allocated for the development of learners’ mental computation skills.
- Full Text:
- Authors: Moyo, Kwethemba Michael
- Date: 2015
- Subjects: After-school programs -- Namibia , Mental arithmetic , Mental arithmetic -- Study and teaching (Secondary) , Mental arithmetic -- Study and teaching (Secondary) -- Activity programs , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2041 , http://hdl.handle.net/10962/d1017352
- Description: This case study centres round an afterschool intervention programme aimed at enhancing mental computation skills of Grade 8 learners at a secondary school in the Erongo educational region of Namibia. Nine research participants took part in the study, and the mental computational strategies exhibited by these participants constitutes the unit of analysis. The study is anchored within an interpretive paradigm and is theoretically underpinned by constructivist epistemology. Kilpatrick, Swafford and Findell’s (2001) model of mathematical proficiency provides the conceptual framework supporting the study. The research was carried out in four sequential phases – an initial pre-test, the intervention itself, a follow-up post-test, and a focus group discussion. The study highlights the underdevelopment of mental computation skills and the associated lack of appropriate mental computational strategies in secondary school learners. It is recommended that appropriate time within the school curriculum be allocated for the development of learners’ mental computation skills.
- Full Text:
An investigation into how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo : a case study
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
An investigation into how Grade 11 Physical Science teachers mediate learning of the topic stoichiometry : a case study
- Authors: Kanime, Mwene Kashiiwandapo
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Stoichiometry -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Pedagogical content knowledge , Learning -- Namibia -- Oshikoto , Teacher effectiveness -- Namibia -- Oshikoto
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2035 , http://hdl.handle.net/10962/d1017346
- Description: Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
- Full Text:
- Authors: Kanime, Mwene Kashiiwandapo
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Stoichiometry -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Pedagogical content knowledge , Learning -- Namibia -- Oshikoto , Teacher effectiveness -- Namibia -- Oshikoto
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2035 , http://hdl.handle.net/10962/d1017346
- Description: Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
- Full Text:
An investigation into how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi region of Namibia : a case study
- Authors: Denuga, Hildred Malilo
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Case studies , Code switching (Linguistics) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2026 , http://hdl.handle.net/10962/d1017337
- Description: The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
- Full Text:
- Authors: Denuga, Hildred Malilo
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Case studies , Code switching (Linguistics) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2026 , http://hdl.handle.net/10962/d1017337
- Description: The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
- Full Text:
An investigation into how grade 9 girls participate during practical work in Physical Science lessons : a case study
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
An investigation into how two Natural Science teachers in the Khomas region mediate learning of the topic of atoms and molecules in Grade 7 : a case study
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
An investigation into how Zimbabwe's Bulawayo viewers negotiate the gay storyline in Generations
- Authors: Khumalo, Senziwani
- Date: 2015
- Subjects: Generations (Television program) , Homosexuality on television , Homosexuality -- Social aspects -- Zimbabwe -- Bulawayo , Homosexuality -- Law and legislation -- Zimbabwe , Homophobia -- Zimbabwe -- Bulawayo , Social psychology -- Zimbabwe -- Bulawayo
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3543 , http://hdl.handle.net/10962/d1017784
- Description: This study seeks to evaluate how aspects of religion, culture, political context, education and class, amongst others, impact on the manner with which Zimbabwe’s Bulawayo residents make sense of media messages which explore issues of homosexuality, as encountered in the soap opera Generations. This is against the backdrop of Zimbabwean legislation, such as the Sexual Deviancy Act, which criminalises homosexuality and the state victimisation of gays and lesbians in this country. The inclusion of homosexual liberties was rejected by all political parties and both public and private media in the recent drafting of a new rule of law. The legislation, including gay rights exclusion in the new constitution, and state action has perpetuated an impression that Zimbabwe is a deeply homophobic society. As a starting point the study examines the claims of the media imperialism thesis which supposes an all-consuming power of western media and next examines Straubhaar’s thesis of ‘cultural proximity’ which argues that there is often a preference for regional media, which is proximate to viewers’ local culture, language and identity. The study explores the prominence of South Africa as a regional media player and that proximate identities with some cultures in that country have played a role in drawing some Bulawayo viewers to South African television, as they feel slighted by Zimbabwean media. Utilising qualitative research methods, the study explores whether or not the representation of gay images on this South African soap opera provides viewers with opportunities for ‘symbolic distancing’. The concept highlights that when people have insight into lifestyles that are different from their own, they use that as a resource to critically analyse their own lives and cultural understandings. The study evaluates if Bulawayo viewers’ sentiments towards homosexuality has been challenged and changed through their interface with the soap opera, Generations.
- Full Text:
- Authors: Khumalo, Senziwani
- Date: 2015
- Subjects: Generations (Television program) , Homosexuality on television , Homosexuality -- Social aspects -- Zimbabwe -- Bulawayo , Homosexuality -- Law and legislation -- Zimbabwe , Homophobia -- Zimbabwe -- Bulawayo , Social psychology -- Zimbabwe -- Bulawayo
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3543 , http://hdl.handle.net/10962/d1017784
- Description: This study seeks to evaluate how aspects of religion, culture, political context, education and class, amongst others, impact on the manner with which Zimbabwe’s Bulawayo residents make sense of media messages which explore issues of homosexuality, as encountered in the soap opera Generations. This is against the backdrop of Zimbabwean legislation, such as the Sexual Deviancy Act, which criminalises homosexuality and the state victimisation of gays and lesbians in this country. The inclusion of homosexual liberties was rejected by all political parties and both public and private media in the recent drafting of a new rule of law. The legislation, including gay rights exclusion in the new constitution, and state action has perpetuated an impression that Zimbabwe is a deeply homophobic society. As a starting point the study examines the claims of the media imperialism thesis which supposes an all-consuming power of western media and next examines Straubhaar’s thesis of ‘cultural proximity’ which argues that there is often a preference for regional media, which is proximate to viewers’ local culture, language and identity. The study explores the prominence of South Africa as a regional media player and that proximate identities with some cultures in that country have played a role in drawing some Bulawayo viewers to South African television, as they feel slighted by Zimbabwean media. Utilising qualitative research methods, the study explores whether or not the representation of gay images on this South African soap opera provides viewers with opportunities for ‘symbolic distancing’. The concept highlights that when people have insight into lifestyles that are different from their own, they use that as a resource to critically analyse their own lives and cultural understandings. The study evaluates if Bulawayo viewers’ sentiments towards homosexuality has been challenged and changed through their interface with the soap opera, Generations.
- Full Text:
An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study
- Authors: Fulani, Ntombekhaya Cynthia
- Date: 2015
- Subjects: Progress in International Reading Literacy Study , Literacy -- South Africa , Textbooks -- South Africa -- Criticism, Textual , English language -- Study and teaching (Elementary) , Xhosa language -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2055 , http://hdl.handle.net/10962/d1018914
- Description: The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
- Full Text:
- Authors: Fulani, Ntombekhaya Cynthia
- Date: 2015
- Subjects: Progress in International Reading Literacy Study , Literacy -- South Africa , Textbooks -- South Africa -- Criticism, Textual , English language -- Study and teaching (Elementary) , Xhosa language -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2055 , http://hdl.handle.net/10962/d1018914
- Description: The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
- Full Text:
An investigation into the feasibility of incorporating ketoconazole into solid lipid microparticles
- Authors: Jhundoo, Henusha Devi
- Date: 2015
- Language: English
- Type: text , Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10962/54701 , vital:26601
- Description: One of the major challenges of the oral administration of ketoconazole (KTZ), an inhibitor of sterol 14α demethylase, used in the management of systemic and topical mycoses in immuno-compromised and paediatric patients is the lack of availability of liquid dosage forms. In order to overcome this challenge, extemporaneous preparations have been manufactured by care-givers and health care providers by crushing or breaking solid oral dosage forms of KTZ and mixing with a vehicle to produce a liquid dosage form that can be swallowed by patients. However, the use of extemporaneous preparations may lead to under or over-dosing if the care-givers are not guided accordingly. Furthermore, the dearth of information on the stability of these KTZ-containing extemporaneous preparations may lead to ineffective antifungal therapy and complicate the problems of resistance as it is difficult to estimate the shelf-lives of these extemporaneous products under varying storage conditions due to the susceptibility of KTZ to chemical degradation. Therefore, there is a need for formulation scientists to develop novel drug delivery systems that avoid the need for extemporaneous preparations, possess well-established limits of stability and minimize the risks of systemic adverse effects to facilitate KTZ therapy. The use of solid lipid microparticles (SLM) as potential carriers for the oral administration of KTZ was investigated since solid lipid carriers are known to exhibit the advantages of traditional colloidal carriers. The research undertaken in these studies aimed to investigate the feasibility of developing and manufacturing solid lipid microparticles (SLM), using a simple micro-emulsion technique, as a carrier for KTZ. Prior to pre-formulation, formulation development and optimization studies of KTZ-loaded SLM, it was necessary to develop and validate an analytical method for the in vitro quantitation and characterization of KTZ in aqueous dispersions of SLM during development and assessment studies. An accurate, precise, specific and sensitive reversed-phase high performance liquid chromatographic (RP-HPLC) method coupled with UV detection at 206 nm was developed, optimized and validated for the analysis of KTZ in formulations. Formulation development studies were preceded by solubility studies of KTZ in different lipids. Labrafil® M2130 CS was found to exhibit the best solubilising potential for KTZ. Pre-formulation studies were also designed to determine the polymorphic behavior and the crystallinity of KTZ and Labrafil® M2130 CS that was used for subsequent manufacture of the solid lipid carriers. DSC and FTIR studies revealed that there were no changes in the crystallinity of KTZ or Labrafil® M2130 CS following exposure to a temperature of 60°C for 1 hour. In addition the potential for physicochemical interaction of KTZ with the lipid Labrafil® M2130 CS was investigated using DSC and FTIR and the results revealed that KTZ was molecularly dispersed in Labrafil® M2130 CS and that it is unlikely that KTZ would interact with the lipid. It was therefore established that KTZ and Labrafil® M2130 CS were thermo-stable at a temperature of 60°C and thus a micro-emulsion technique could be used to manufacture the KTZ-loaded SLM. Drug-free and KTZ-loaded SLM were prepared using a modified micro-emulsion technique that required the use of an Ultra-Turrax® homogenizer set at 24 000 rpm for 5 minutes followed by the use of the Erweka GmbH homogenizer. SLM were characterized in terms of particle size (PS), zeta potential (ZP), shape and surface morphology using scanning electron microscopy (SEM) and transmission electron microscopy (TEM). In addition drug loading capacity (DLC) and encapsulation efficiency (EE) of SLM for KTZ were assessed using RP-HPLC. Formulation development and optimization studies of KTZ-loaded SLM were initially aimed at selecting an emulsifying system that was able to stabilize the SLM in an aqueous dispersion. Successful formulations were selected based on their ability to remain physically stable on the day of manufacture. Pluronic® F68 used in combination with Lutrol® E40, Soluphor® P, Soluplus® produced unstable dispersions on the day of manufacture and these combinations were not investigated further. However, the formulation of a stable KTZ-loaded SLM dispersion was accomplished by use of a combination of Pluronic® F68, Tween 80 and sodium cholate as the surfactant system. Increasing amounts of Labrafil® M2130 CS resulted in the production of particles with low DLC and EE, a large PS and a relatively unchanged ZP. An optimum concentration of 10% w/v Labrafil® M2130 CS was selected to manufacture the KTZ-loaded SLM. Studies to determine the influence of KTZ loading on the quality of SLM revealed that concentrations of KTZ > 5% w/v led to a reduction in DLC and EE and an increase in PS with minimal impact on the ZP. Stability studies conducted at 25°C/65% RH and 40°C/75% RH for up to 30 days following manufacture revealed that batch SLM 15 manufactured using 10% w/v Labrafil® M2130 CS, 5% w/v KTZ and a combination of 4% w/v Pluronic® F-68, 2% w/v Tween 80 and 1% w/v sodium cholate produced the most stable dosage form when stored at 25°C/65% RH for up to 30 days. However, storage at 40°C/75% RH resulted in instability of the formulation. An aqueous dispersion of KTZ-loaded SLM has been developed and assessed and may offer an alternative to extemporaneous preparations used for KTZ therapy in paediatric and immuno-compromised patients.
- Full Text:
- Authors: Jhundoo, Henusha Devi
- Date: 2015
- Language: English
- Type: text , Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10962/54701 , vital:26601
- Description: One of the major challenges of the oral administration of ketoconazole (KTZ), an inhibitor of sterol 14α demethylase, used in the management of systemic and topical mycoses in immuno-compromised and paediatric patients is the lack of availability of liquid dosage forms. In order to overcome this challenge, extemporaneous preparations have been manufactured by care-givers and health care providers by crushing or breaking solid oral dosage forms of KTZ and mixing with a vehicle to produce a liquid dosage form that can be swallowed by patients. However, the use of extemporaneous preparations may lead to under or over-dosing if the care-givers are not guided accordingly. Furthermore, the dearth of information on the stability of these KTZ-containing extemporaneous preparations may lead to ineffective antifungal therapy and complicate the problems of resistance as it is difficult to estimate the shelf-lives of these extemporaneous products under varying storage conditions due to the susceptibility of KTZ to chemical degradation. Therefore, there is a need for formulation scientists to develop novel drug delivery systems that avoid the need for extemporaneous preparations, possess well-established limits of stability and minimize the risks of systemic adverse effects to facilitate KTZ therapy. The use of solid lipid microparticles (SLM) as potential carriers for the oral administration of KTZ was investigated since solid lipid carriers are known to exhibit the advantages of traditional colloidal carriers. The research undertaken in these studies aimed to investigate the feasibility of developing and manufacturing solid lipid microparticles (SLM), using a simple micro-emulsion technique, as a carrier for KTZ. Prior to pre-formulation, formulation development and optimization studies of KTZ-loaded SLM, it was necessary to develop and validate an analytical method for the in vitro quantitation and characterization of KTZ in aqueous dispersions of SLM during development and assessment studies. An accurate, precise, specific and sensitive reversed-phase high performance liquid chromatographic (RP-HPLC) method coupled with UV detection at 206 nm was developed, optimized and validated for the analysis of KTZ in formulations. Formulation development studies were preceded by solubility studies of KTZ in different lipids. Labrafil® M2130 CS was found to exhibit the best solubilising potential for KTZ. Pre-formulation studies were also designed to determine the polymorphic behavior and the crystallinity of KTZ and Labrafil® M2130 CS that was used for subsequent manufacture of the solid lipid carriers. DSC and FTIR studies revealed that there were no changes in the crystallinity of KTZ or Labrafil® M2130 CS following exposure to a temperature of 60°C for 1 hour. In addition the potential for physicochemical interaction of KTZ with the lipid Labrafil® M2130 CS was investigated using DSC and FTIR and the results revealed that KTZ was molecularly dispersed in Labrafil® M2130 CS and that it is unlikely that KTZ would interact with the lipid. It was therefore established that KTZ and Labrafil® M2130 CS were thermo-stable at a temperature of 60°C and thus a micro-emulsion technique could be used to manufacture the KTZ-loaded SLM. Drug-free and KTZ-loaded SLM were prepared using a modified micro-emulsion technique that required the use of an Ultra-Turrax® homogenizer set at 24 000 rpm for 5 minutes followed by the use of the Erweka GmbH homogenizer. SLM were characterized in terms of particle size (PS), zeta potential (ZP), shape and surface morphology using scanning electron microscopy (SEM) and transmission electron microscopy (TEM). In addition drug loading capacity (DLC) and encapsulation efficiency (EE) of SLM for KTZ were assessed using RP-HPLC. Formulation development and optimization studies of KTZ-loaded SLM were initially aimed at selecting an emulsifying system that was able to stabilize the SLM in an aqueous dispersion. Successful formulations were selected based on their ability to remain physically stable on the day of manufacture. Pluronic® F68 used in combination with Lutrol® E40, Soluphor® P, Soluplus® produced unstable dispersions on the day of manufacture and these combinations were not investigated further. However, the formulation of a stable KTZ-loaded SLM dispersion was accomplished by use of a combination of Pluronic® F68, Tween 80 and sodium cholate as the surfactant system. Increasing amounts of Labrafil® M2130 CS resulted in the production of particles with low DLC and EE, a large PS and a relatively unchanged ZP. An optimum concentration of 10% w/v Labrafil® M2130 CS was selected to manufacture the KTZ-loaded SLM. Studies to determine the influence of KTZ loading on the quality of SLM revealed that concentrations of KTZ > 5% w/v led to a reduction in DLC and EE and an increase in PS with minimal impact on the ZP. Stability studies conducted at 25°C/65% RH and 40°C/75% RH for up to 30 days following manufacture revealed that batch SLM 15 manufactured using 10% w/v Labrafil® M2130 CS, 5% w/v KTZ and a combination of 4% w/v Pluronic® F-68, 2% w/v Tween 80 and 1% w/v sodium cholate produced the most stable dosage form when stored at 25°C/65% RH for up to 30 days. However, storage at 40°C/75% RH resulted in instability of the formulation. An aqueous dispersion of KTZ-loaded SLM has been developed and assessed and may offer an alternative to extemporaneous preparations used for KTZ therapy in paediatric and immuno-compromised patients.
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An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans
- Authors: Knoetze, Susanna
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Grahamstown , Language and education -- South Africa -- Grahamstown , Education, Elementary -- Evaluation -- South Africa -- Grahamstown , Mathematics teachers -- Rating -- South Africa -- Grahamstown , Language arts -- Correlation with content subjects -- South Africa -- Grahamstown , Native language and education -- South Africa -- Grahamstown , Second language acquisition , Xhosa language , Afrikaans language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2054 , http://hdl.handle.net/10962/d1018910
- Description: There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
- Full Text:
- Authors: Knoetze, Susanna
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Grahamstown , Language and education -- South Africa -- Grahamstown , Education, Elementary -- Evaluation -- South Africa -- Grahamstown , Mathematics teachers -- Rating -- South Africa -- Grahamstown , Language arts -- Correlation with content subjects -- South Africa -- Grahamstown , Native language and education -- South Africa -- Grahamstown , Second language acquisition , Xhosa language , Afrikaans language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2054 , http://hdl.handle.net/10962/d1018910
- Description: There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
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An investigation into the nature of mathematical connections selected grade 7 teachers make when teaching fractions : a Namibian case study.
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
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An investigation into the nature of mathematics connections used by selected Grade 11 teachers when teaching algebra : a case study
- Kanyanda, Ester Ndahekomwenyo
- Authors: Kanyanda, Ester Ndahekomwenyo
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Algebra -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Connections (Mathematics) , Teacher effectiveness -- Namibia -- Tsumeb
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2036 , http://hdl.handle.net/10962/d1017347
- Description: The purpose of this study was to investigate the nature of mathematical connections used by selected teachers when teaching the topic of algebra and to investigate their perceptions of their use of connections. The participants were selected on the basis of teaching experience as well as their willingness to share their ideas. An interpretive paradigm was used to collect and analyse data. The data was collected from three participating teachers. These participants were selected from the three secondary schools in the town of Tsumeb in Namibia. I used video recordings of two lessons per teacher as well as semi-structured interviews as my tools to gather data. After the two lessons were video recorded, I conducted a workshop with the teachers to introduce them to the 5 types of mathematical connections pertinent to this study. We analysed the videos together using Businskas' framework as a basis for analysis. This then formed part of the stimulated recall interviews. It was found that, even though teachers were not aware of the concept of mathematical connections before our interactions, there was strong evidence of connections being made and used in their lessons. The two types of connections that were used most frequently (24.1 percent each) were procedural and instruction-oriented connections respectively. Part-whole relationships connections were used the least with a frequency of 12 percent. All three teachers agreed that they needed to make more connections when teaching and that they would think more about connections in future, particularly when preparing their lessons. The study makes recommendations to encourage the continuous use of connections in teaching mathematics.
- Full Text:
- Authors: Kanyanda, Ester Ndahekomwenyo
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Algebra -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Connections (Mathematics) , Teacher effectiveness -- Namibia -- Tsumeb
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2036 , http://hdl.handle.net/10962/d1017347
- Description: The purpose of this study was to investigate the nature of mathematical connections used by selected teachers when teaching the topic of algebra and to investigate their perceptions of their use of connections. The participants were selected on the basis of teaching experience as well as their willingness to share their ideas. An interpretive paradigm was used to collect and analyse data. The data was collected from three participating teachers. These participants were selected from the three secondary schools in the town of Tsumeb in Namibia. I used video recordings of two lessons per teacher as well as semi-structured interviews as my tools to gather data. After the two lessons were video recorded, I conducted a workshop with the teachers to introduce them to the 5 types of mathematical connections pertinent to this study. We analysed the videos together using Businskas' framework as a basis for analysis. This then formed part of the stimulated recall interviews. It was found that, even though teachers were not aware of the concept of mathematical connections before our interactions, there was strong evidence of connections being made and used in their lessons. The two types of connections that were used most frequently (24.1 percent each) were procedural and instruction-oriented connections respectively. Part-whole relationships connections were used the least with a frequency of 12 percent. All three teachers agreed that they needed to make more connections when teaching and that they would think more about connections in future, particularly when preparing their lessons. The study makes recommendations to encourage the continuous use of connections in teaching mathematics.
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An investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms : a case study
- Authors: Mbelani, Xoliswa Lydia
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Boredom , Mathematics -- Study and teaching (Secondary) -- Evaluation , Mathematical ability , Teaching -- Aids and devices , Creative teaching -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2040 , http://hdl.handle.net/10962/d1017351
- Description: This research report focuses on an investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms in the Grahamstown region, South Africa. Boredom seems to be strongly evident in our classrooms. Quantitative data was derived from an initial survey questionnaire while semi-structured interviews were used to elicit qualitative data. The data from the survey was analysed quantitatively using descriptive statistics. The quantitative data was categorised according to the structure of the survey. The data was represented in bar graphs and then discussed accordingly. In the final narrative I infused extracts from the interviews with my quantitative analysis. The qualitative data was analysed and coded according to different categories and themes that emerged through repeated engagement with the interview transcripts. The findings revealed that boredom is a common problem in the 8 Grade 10 Mathematics schools in the Grahamstown region and this finding answered my first research question. To answer my second research question, the results showed that learners were bored due to many factors, such as; lack of understanding, repetition and the teacher’s actions and many more. My findings align with what is highlighted by Nett, Goetz, & Hall. (2011) that many learners from particularly the senior secondary schools frequently report episodes of boredom. The study recommends that teachers make their teaching more interesting, much use of concrete teaching materials and make mathematics tasks to be relevant and real.
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- Authors: Mbelani, Xoliswa Lydia
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa -- Grahamstown , Boredom , Mathematics -- Study and teaching (Secondary) -- Evaluation , Mathematical ability , Teaching -- Aids and devices , Creative teaching -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2040 , http://hdl.handle.net/10962/d1017351
- Description: This research report focuses on an investigation into the prevalence and nature of boredom in Grade 10 Mathematics classrooms in the Grahamstown region, South Africa. Boredom seems to be strongly evident in our classrooms. Quantitative data was derived from an initial survey questionnaire while semi-structured interviews were used to elicit qualitative data. The data from the survey was analysed quantitatively using descriptive statistics. The quantitative data was categorised according to the structure of the survey. The data was represented in bar graphs and then discussed accordingly. In the final narrative I infused extracts from the interviews with my quantitative analysis. The qualitative data was analysed and coded according to different categories and themes that emerged through repeated engagement with the interview transcripts. The findings revealed that boredom is a common problem in the 8 Grade 10 Mathematics schools in the Grahamstown region and this finding answered my first research question. To answer my second research question, the results showed that learners were bored due to many factors, such as; lack of understanding, repetition and the teacher’s actions and many more. My findings align with what is highlighted by Nett, Goetz, & Hall. (2011) that many learners from particularly the senior secondary schools frequently report episodes of boredom. The study recommends that teachers make their teaching more interesting, much use of concrete teaching materials and make mathematics tasks to be relevant and real.
- Full Text: