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Foundation phase teachers’ understanding and implementation of differentiated pedagogical practices in teaching reading

- Muroa, Johanna Makgati

Authors: Muroa, Johanna Makgati
Date: 2024-10-11
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/463713 , vital:76434
Description: Pre-1994, teacher education in South Africa was separated into mainstream and special education classes. Special education classes accommodated learners who were not coping with grade-level work. In 2001, Education White Paper Six advocated for inclusive education. This policy promotes differentiated pedagogical practices to accommodate learners’ needs and minimize barriers to learning. However, research has shown that teachers do not have the required content and pedagogical knowledge to teach according to diverse learners’ needs. One of the reasons given is that the teacher education system does not prepare teachers adequately to teach in classrooms with diverse learners. This qualitative case study is underpinned by an interpretivist orientation as it seeks to ascertain how teachers understand and implement differentiated pedagogical tools in their practice. The research asks the question: How do Foundation Phase teachers understand and implement differentiated pedagogical tools? Seventy-six teachers enrolled for in-service Bachelor of Education (Foundation Phase) completed a questionnaire and three Foundation Phase teachers were observed and interviewed. Data gathered was analyzed using the Theory of Practice Architectures. The study found that the teachers recognized the importance of accommodating the different learners’ learning needs, however, they struggled to implement differentiated pedagogical practices in the classroom. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
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Date Issued: 2024-10-11

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Investigating teachers’ post-pandemic management of mathematics content coverage in Grade 3

- Damaske, Inge Gerda

Authors: Damaske, Inge Gerda
Date: 2024-10-11
Subjects: COVID-19 Pandemic, 2020- Influence , Mathematics Study and teaching (Elementary) South Africa City of Tshwane Metropolitan Municipality , Elementary school teachers South Africa City of Tshwane Metropolitan Municipality , Educational technology , Curriculum planning
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/463691 , vital:76432
Description: This study investigated how teachers managed and continue to manage mathematics content coverage in Grade 3 during the COVID-19 pandemic and now post the pandemic. In particular my study sought to understand technologies that teachers may have drawn on during the pandemic in support of curriculum coverage and those that they continue to use. In addition, the study began with a detailed documentary analysis of all available documentation provided to schools and teachers about the management of teaching and curriculum coverage during the pandemic as this provides understanding of the policy and guidelines context in which teachers were working. Thus, in this research I investigated the research questions: i) How have teachers managed the stipulated curriculum coverage in Grade 3 mathematics during the pandemic? and ii) How are teachers continuing to manage this post the pandemic. This included identifying how much and what type of support teachers were given from various stakeholders in the primary education system. Here the levels of support from school principals, governing bodies and more importantly the Department of Basic Education were analysed. This research, situated within an interpretative paradigm, was guided by the sociocultural theory inherent in the concerns-based adoption model. The levels of use within the concerns-based adoption model were adapted to suit the South African context of the study. Participants of the study were 18 teachers from different quintile schools within the Tshwane South District. Key findings included that the Department of Basic Education (DBE) provided a range of documents aimed at adjusting content coverage in response to the altered school calendar during the pandemic. Notable adjustments, particularly in the Annual Teaching Plans (ATPs) of 2020, revealed discrepancies in allocated school days and modifications in content areas such as numbers, operations, geometry, measurement, and data handling. The reduction in the number range and fluctuations in measurement components were observed. Despite the provision of guidelines, the study notes challenges in maintaining continuity and optimal learning, with indications of non-compliance with provided ATPs. The study further found that teachers in different quintile schools adopted diverse strategies for mathematics content coverage during the pandemic. Quintile 5 schools, often well-resourced, reported effective remote teaching using tools like PowerPoint and MS Teams. In contrast, teachers in quintiles 3 and 4, more impacted by school closures, employed varied methods, including extra lessons. Surprisingly, teachers in well-resourced private schools reported gaps in learners' mathematical knowledge, emphasizing the flexibility they have in curriculum coverage. Technology played a pivotal role in facilitating remote teaching during the pandemic, with tools like WhatsApp, MS Teams, and Zoom being widely used, where available. The study underscored the impact of technology on curriculum coverage, especially in well-resourced schools. Grade 3 teachers expressed challenges in meeting unrealistic expectations for curriculum coverage, citing gaps in learners' understanding. The study highlighted a discrepancy between the resources provided by the DBE and the actual needs on the ground, signalling a need for policymakers to become more understanding to the situations in schools. The lack of support from the DBE prompted teachers to become flexible, adapting teaching strategies and supporting each other to navigate the challenges posed by the pandemic. The study concludes by noting the evolving mindset of teachers, transitioning through different levels of Concerns-Based Adoption Model (CBAM), ultimately showcasing their resilience and adaptability in managing curriculum coverage with the available resources. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
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Date Issued: 2024-10-11

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Research-informed development of comprehensible isiXhosa teaching material: the Department of Basic Education Mental Starters doubling and halving unit

- Booi, Tabisa

Authors: Booi, Tabisa
Date: 2024-10-11
Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/463680 , vital:76431
Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
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Date Issued: 2024-10-11

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The impact of Malawi’s National Strategy on Inclusive Education: a case study analysis of two schools

- Kaunda, Bridget

Authors: Kaunda, Bridget
Date: 2024-04-05
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/436499 , vital:73277
Description: Using a qualitative case study approach, this study analysed the impact of Malawi’s National Strategy on Inclusive Education (NSIE) on inclusive education (IE) in two inclusive schools. IE is a global education reform for accommodating learners with Special Educational Needs (SEN) in mainstream schools. Malawi developed the NSIE in 2017 to guide IE implementation while working on the actual policy. This study aimed to analyse how NSIE has impacted IE during its first five years of implementation. This was done by examining how the NIES goals were designed, enacted, and implemented, the perceptions of system users, who include teachers, learners, and parents towards IE, and the enabling and constraining factors on its implementation. Drawing on the theoretical perspectives of the democratic theory of education and systems theory, this study argues that NSIE has ameliorated IE implementation by putting in place a structural implementation system. However, the implementation is marred by several constraining factors both at the management and implementation (schools) levels. Secondly, there is a disjuncture between NSIE as intended and as implemented in the sampled schools. Thirdly, the IE system lacks effective communication and responsive decision-making, especially in the monitoring process and school involvement. Fourthly, the study shows that IE implementation depends on a functional and well-stocked resource centre (RC) and the availability of enough qualified staff. It was also observed that poor teacher motivation resulting from lack of incentives such as promotions and training were major obstacles to the successful implementation of IE at the school level. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
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Date Issued: 2024-04-05

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Design of an LMS-mediated tutorial to support deep and effective engagement in the process of learning mathematics

- Kigundu, Stephen

Authors: Kigundu, Stephen
Date: 2023-10-13
Subjects: Learning Management Systems (LMS) , e-learning , Educational technology , Mathematics Study and teaching (Secondary) , Constructivism (Education) , Mixed methods research
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/431565 , vital:72786 , DOI 10.21504/10962/431565
Description: Many institutions of Higher Learning have adopted a variety of Learning Management Systems (LMS) as platforms for e-learning implementation. However, the design and nature of LMS technologies present challenges to the design of LMS-based activities that engage students in learning to do mathematics. There are no clear guidelines or strategies for designing LMS-based activities that engage students in complex mathematical processes. Hence, using technologies in mathematics education often replicates instructivist positions and practices. Conversely, using constructivist principles, modes of mathematical engagement, and e-learning tools to mediate learning provides an integrated framework to transform the use of an LMS as a platform for e-learning implementation and promote deep engagement in mathematical learning. The objective of this study was to explore mechanisms that could be useful for conceiving activities to support the learning of Mathematics using an LMS-mediated tutorial. The design, redesign and evaluation of the e-tutorial are reported upon. In preparation for the study, an LMS-based tutorial was designed and developed to be used as a test-bed to investigate how these e-learning tools could support learning to do mathematics. A Trigonometry module, consisting of course content in the form of resources and tasks to help the students to explore, practice and apply right triangle concepts, was used to investigate and derive design strategies. A mixed method research approach with a reflexive self-study research design was used. A group of first-year university student volunteers studying mathematics in the mechanical engineering department were used to test the tutorial. The students were asked to do a series of tasks using the e-learning environment during the Mathematics tutorial period. Data was collected using in-class observations, interviews, screen capture videos, student-written responses, and system-generated data. All students were encouraged to complete a learning journal detailing their experiences during the tutorial using an LMS-based tool. The students were given no training, but a tutor (researcher) was available to answer any questions they may have had. Contradiction analysis was used to evaluate the data, compare purpose and practice and judge whether the activity or tool was fitted for the intended purpose. Findings were in the form of transformations of the e-tutorial system as it was developed. Among the most noteworthy contributory modifications were changing from 1) “read first, then do” to “do first, read when necessary”, 2) “work on the computer” to “work on paper then capture on the computer”, 3) “physically separated work with computer-enabled social contact”, to "individual computer work in face-to-face social settings.” 4) “single-level of resource provision” to “multi-level, demand-driven resource provision” and 5) “self-regulated” learning process regulation to “computer-assisted” learning process regulation. The discussion of these findings indicated that to enable students’ deep and effective engagement in the process of learning fundamental trigonometry within an LMS-mediated tutorial, one needs to design the system with some activities that can create a demand for knowledge, encourage rough work and face-to-face social interaction, supported by multi-level, demand-driven resources, and computer-assisted learning-process regulation. Contributions to research by this study were in the form of 1) Design Principles for LMS-mediated tutorials, 2) Principles for an e-tutorial development methodology, and 3) The LMS-mediated tutorial system. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
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Date Issued: 2023-10-13

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Field facilitation in open and distance learning in resource-constrained environments: a case of Mzuzu University, Malawi

- Kalima, Robert Chagwamtsoka

Authors: Kalima, Robert Chagwamtsoka
Date: 2023-10-13
Subjects: Distance education Malawi , Mathematics teachers Training of , Science teachers Training of , Tutors and tutoring , Cultural-historical activity theory
Language: English
Type: Academic theses , Doctoral theses , text
Identifier: http://hdl.handle.net/10962/431554 , vital:72785 , DOI 10.21504/10962/431554
Description: As part of the drive to enhance students’ learning experiences and success for students pursuing the B.Ed Science programme through distance education at Mzuzu University (Mzuni), the Open and Distance Learning (ODL) Steering Committee of Mzuni introduced the field facilitation strategy in 2014 to provide additional academic support to such students off campus. There have been questions, though, regarding the effectiveness of this strategy in terms of enhancement of student learning and success. This study, therefore, sought to examine the current field facilitation strategy in the B.Ed Science programme under the ODL mode of delivery, with a view to proposing improvements that would be made to the field facilitation strategy so that it enables enhanced learning and success in Science and Mathematics at Mzuni. Efforts to improve the current field facilitation strategy have been informed by an empirically based understanding of the shortfalls and strengths of the existing field facilitation strategy for ODL students in the B.Ed Science programme. To enhance students’ learning and success for ODL students in resource-constrained contexts such as Mzuni and similar contexts, the study adopted a qualitative case study design guided by tools from the second generation of the Cultural Historical Activity Theory. Qualitative data was obtained in two phases, a contextual profiling phase and a modified Change Laboratory Workshop phase. The modified Change Laboratory Workshops were conducted through the social media application ‘WhatsApp’ rather than in person as is usually done. Qualitative data in the contextual profiling phase was obtained from three categories of participants, namely, Science and Mathematics lecturers, Science and Mathematics field facilitators, and Science and Mathematics students. The contextual profiling phase included surveys, focus group interviews, individual interviews with lecturers at Mzuni and the field facilitators from the five satellite learning centres of Mzuni, and document analysis. The contextual profiling data acted as the mirror data for the next phase of data generation (Change Laboratory Workshop phase). The findings indicated that the support currently rendered by field facilitators to ODL Science and Mathematics students was inadequate and consisted of a shallow mode of instruction focusing on v traditional ways of teaching and learning. This meant that the field facilitators focused on lecturing as a pedagogical strategy for supporting the learning of Science and Mathematics. This was largely because the support offered to field facilitators by Mzuni was inadequate and did not empower them to generate their own strategies of conducting field facilitation innovatively and creatively, which would in turn empower the students to engage actively and reflectively in their own learning activities. This was due to structural, historical and cultural tensions that existed in the larger system (the university system). The implementation of the field facilitation strategy was challenged by such conflicts in the university structure which manifested themselves in the smaller activity system (the field facilitation activity system) which is the focus of this study. Thematically, such conflicts included students’ attributes, institutional policies, institutional pedagogy and the material and digital divide which Mzuni has not harnessed to support field facilitation. The study further established that institutional sensitivity to the conflicts raised above would result in an improved field facilitation strategy as the conflicts at the higher level (university level) have an impact on what happens in the smaller systems, for example the ODL in general and the field facilitation activity system in particular. The improved field facilitation strategy was supposed to recognise ODL students as students in transit from the traditional face-to-face learning context to the novel ODL learning context. As such, the transitional period of study from secondary school to university, particularly to year one, required an intensive field facilitation support strategy, and thus greater institutional support for both field facilitators and students for enhanced learning experiences and success that would eventually result in improved students’ retention and throughput. The findings of this study will therefore inform all those involved in ODL, particularly those in resource-constrained contexts, to be conscious when implementing ODL innovations. Serious consideration of the contexts in which the innovations are to be implemented is critical. , Thesis (PhD) -- Faculty of Education, Primary and Early Childhood Education, 2023
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Date Issued: 2023-10-13

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Stimulating continuous professional development and teacher leadership in a rural Namibian school: a participatory action research

- Mario, Kangende Mebin

Authors: Mario, Kangende Mebin
Date: 2023-10-13
Subjects: Uncatalogued
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/424075 , vital:72121
Description: Namibia values democratic and quality education. One way to improve quality education is by allowing teachers autonomy and offering continuous professional development (CPD) to teachers. Historically, the CPD programmes on offer in Namibia were centralised and generic, using a ‘one-size-fits-all’ approach offered as mini workshops to train teachers. In 2012, a decentralised method of school-based CPD program was initiated in schools, to give opportunities to schools to identify, plan, implement and evaluate their own professional needs. However, a recent study indicated that these initiatives have failed due to poor leadership, a lack of training and support as well as limited knowledge of principals in running CPD initiatives. Against this backdrop, my study aimed at engaging in a participatory action research process with teachers and SMT members in a rural combined school in the Kavango West region to stimulate the failed school-based CPD program and develop teacher leadership. My study therefore aligned with the international recommendations that school-based CPD be built around the notions of distributed leadership and teacher leadership (Smulyan, 2016; Hunzicker, 2018). The three-step model of change and action research developed by Kurt Lewin served as the underpinning theory for this study. The study was situated within a critical paradigm and driven by the question: “Does the involvement in participatory action research process stimulate a school-based CPD programme and develop teacher leadership?” The study involved two phases. The contextual profiling stage generated data through the analysis of documents, focus group interviews, and observation. Phase 2 engaged the participant in participatory action research to stimulate school-based CPD and develop teacher leadership. Thematic analysis supported by both inductive and deductive methods was used to analyse the data. The findings from phase one indicated that CPD was interpreted differently by the participants and confirmed that there was no CPD program in the school. Using Grant's (2017) model of teacher leadership, the findings further revealed that although teacher leadership was practised in all four zones, it was strongest in the classroom and initiated through delegated practices. Using Angelle and Dehart (2010), constraining forces included negative teachers’ attitudes, limited knowledge, skills, and confidence as well as a school culture of distrust. Phase 2 revealed that participatory action research can be a useful stimulus for school-based CPD. A tangible output from the PAR sessions was a template for the internal policy for school-based continuous teacher development. In addition, the findings from the sessions indicated the significance of supportive leadership to ensure the efficacy of school-based CPD and teacher leadership. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
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Date Issued: 2023-10-13

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The mathematical and pedagogical content knowledge that Namibian senior primary teachers draw on to develop their learners’ computational estimation

- Shigwedha, Emilia Ndilimeke

Authors: Shigwedha, Emilia Ndilimeke
Date: 2023-10-13
Subjects: Mathematics Study and teaching (Primary) Namibia , Approximation theory , Pedagogical content knowledge , Mathematics teachers In-service training Namibia , Mathematics Namibia Outlines, syllabi, etc
Language: English
Type: Academic theses , Master's theses , text
Identifier: http://hdl.handle.net/10962/424108 , vital:72124
Description: Computational estimation is important in the development of learners’ number sense. It is through the process of finding an approximate (but satisfactory) that learners can check the reasonableness of their answers to calculations, develop an understanding of place value and by implication the four number operations. It is the role of teachers to develop the computational estimation skills of learners. To do this, teachers need to have a sound knowledge of computational estimation, its value and how to teach it. This study thus seeks to explore and understand Namibian senior primary teachers’ mathematical and pedagogical content knowledge to develop their learners’ computation estimation knowledge. The research is guided by the following question: What mathematical and pedagogical content knowledge do senior primary mathematics teachers draw on to develop their learners’ computational estimation skills? The research is a qualitative interpretivist case study. Eight senior primary teachers of Mathematics from the Ohangwena region in Namibia participated in the study. Data was generated through questionnaires, a focus group interview and lesson observations. The Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowland, 2005) frameworks were used as both analytic and explanatory tools for the study. Key findings from the research are that teachers have knowledge of and use a variety of strategies for estimation, however, they only use the ‘rounding off’ strategy when teaching learners computational estimation. The teachers appear to teach computational estimation by first focusing on place value before moving on to ‘rounding off’ to the nearest 10s, 100s, 1000s and so forth. My research recommends that the National Institute of Educational Development together with the Ministry of Education, Art and Culture in Namibia, provide teachers with professional development opportunities on how to develop learners’ computational estimation. Such professional development will further develop teachers’ mathematical and pedagogical content knowledge. Furthermore, the Namibian syllabus should include a variety of strategies for computational estimation. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2023
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Date Issued: 2023-10-13

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