An exploration of strategies to enhance grade 8 learners' reading comprehension skills
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
An investigation of issues adversely affecting black education, with special relation to poverty, vandalism and school fee payments : a study of some Eastern Cape primary schools
- Authors: Tyala, Sindiswa
- Date: 2007
- Subjects: Blacks -- Education (Primary) -- South Africa , Poor children -- South Africa , Education -- Costs , Children -- South Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9547 , http://hdl.handle.net/10948/625 , Blacks -- Education (Primary) -- South Africa , Poor children -- South Africa , Education -- Costs , Children -- South Africa -- Social conditions
- Description: The focus of this research was to establish how black primary school principals in some Port Elizabeth schools manage the problems of poverty, vandalism and non-payment of school fees. The aim of this research was to improve these burning issues at my own school, but also to assist other schools which are encountering similar problems with regard to these three issues. Qualitative research methods were used. Data was collected by studying relevant literature and conducting semi-structured interviews and participant observation. Composite case studies of the schools were compiled. Content analysis was used to analyse the data and recommendations for improvement were made. The results of the research indicate that since 1994, when democracy and equal human rights were declared, primary schools have actually been experiencing escalating problems in terms of poverty, vandalism and school fee payment. As the school system is closely intertwined with the socio-economic and political dimensions of society, these challenges can only be effectively addressed if all stakeholders in education collectively take up ownership of these problems and commit themselves to finding unique and effective solutions in the Port Elizabeth urban and rural areas.
- Full Text:
- Date Issued: 2007
- Authors: Tyala, Sindiswa
- Date: 2007
- Subjects: Blacks -- Education (Primary) -- South Africa , Poor children -- South Africa , Education -- Costs , Children -- South Africa -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9547 , http://hdl.handle.net/10948/625 , Blacks -- Education (Primary) -- South Africa , Poor children -- South Africa , Education -- Costs , Children -- South Africa -- Social conditions
- Description: The focus of this research was to establish how black primary school principals in some Port Elizabeth schools manage the problems of poverty, vandalism and non-payment of school fees. The aim of this research was to improve these burning issues at my own school, but also to assist other schools which are encountering similar problems with regard to these three issues. Qualitative research methods were used. Data was collected by studying relevant literature and conducting semi-structured interviews and participant observation. Composite case studies of the schools were compiled. Content analysis was used to analyse the data and recommendations for improvement were made. The results of the research indicate that since 1994, when democracy and equal human rights were declared, primary schools have actually been experiencing escalating problems in terms of poverty, vandalism and school fee payment. As the school system is closely intertwined with the socio-economic and political dimensions of society, these challenges can only be effectively addressed if all stakeholders in education collectively take up ownership of these problems and commit themselves to finding unique and effective solutions in the Port Elizabeth urban and rural areas.
- Full Text:
- Date Issued: 2007
An investigation into how Grade 10 Physical Sciences learners make sense of resultant vectors
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
- Full Text:
- Date Issued: 2016
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
- Full Text:
- Date Issued: 2016
Use of eco-art education in supporting the establishment of sustainability competencies in basic education: an interventionist case study
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
An analysis of pacing and sequencing of reading instruction in three grade 1 classrooms where isiXhosa is the language of learning and teaching
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
- Full Text:
- Date Issued: 2012
- Authors: Masola, Athambile
- Date: 2012
- Subjects: Reading (Elementary) -- Study and teaching -- Foreign speakers -- Research -- South Africa Literacy -- Education (Primary) -- Research -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1420 , http://hdl.handle.net/10962/d1003301
- Description: Reading development in the Foundation Phase (FP) is central to children’s success as they progress through school. However, evaluations in South Africa such as the Annual National Assessments (ANAs) and the Progress in International Reading Literacy Study (PIRLS) (2006) show that reading achievement in the Foundation Phase is low, especially for children learning with African languages as their home language. This thesis examines pacing and sequencing in three Grade 1 literacy classes where isiXhosa is the language of learning and teaching (LOLT). The research took the form of a case study, focusing on the teachers’ classroom practice and how they understand their practice. Documents related to reading development in the Foundation Phase are analysed with regard to pacing and sequencing, examining how the curriculum frames literacy for teachers in the Foundation Phase. The teachers’ understanding in relation to their social context is also an important part of this research. In the thesis the way in which the teachers sequence and pace learning is analysed, drawing on Bernstein’s notions of internal and external framing, and Bourdieu’s notion of the habitus. The intended curriculum and the implemented curriculum are then compared. The results confirm that in low socio‐economic status (SES) schools, the level of poverty has an impact on teaching practice. The results also show that pacing and sequencing are reliant on the degree of planning amongst teachers. The level of development amongst learners also plays a role in how teachers organise their practice in order to differentiate the teaching of reading for all learners. The understanding that teachers have about their teaching practice are layered and influenced by their experiences, history and memories as teachers. The thesis concludes that there is a need to develop teachers’ understanding of planning and organising the teaching of reading, especially when the learners are from poor communities and do not get support in the home. In order for teachers to improve their practice, it is important for them to have the opportunity to reflect on and understand their practice.
- Full Text:
- Date Issued: 2012
A formative intervention study of how learner voice and leadership can be developed within a Learner Representative Council (LRC) in an urban combined school, Namibia
- Authors: Shipopyeni, Salomo S M
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Student government -- Namibia -- Case studies , Student participation in administration -- Namibia -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144934 , vital:38393
- Description: The Namibian Education system, after the country gained independence, introduced various reforms to ensure the attainment of the educational goals of access, quality, equity and democracy in schools. One of the policies introduced to promote democracy in our schools was The Educational Act 16 of 2001, which gave birth to the establishment of Learners Representatives Councils (LRC) in schools. The LRC body is the legal learner leadership body established to ensure learners are represented in school leadership. However, various studies have revealed that this legal body of learners in many schools has been merely ‘rubber-stamping’ decisions made by teachers; learners have had very little input in decisions that affect them as learners. Thus, I was prompted to conduct this formative intervention study on learner leadership at an urban combined school in Namibia. Informed by distributed and transformative leadership theories, the study aimed to develop leadership within the LRC members and the needed expansive transformation regarding leadership practices in school. The intention was for learners to be enabled to practice their democratic right in decision-making processes in matters that concerned their schooling and learning. This study was theoretically and analytically framed by second generation CulturalHistorical Activity Theory. The participants included 12 LRC members, the LRC liaison teacher, the class register teacher, three school management team members and the principal. The research method was a case study, underpinned by the critical paradigm to bring about the fundamental expansive transformation in learner leadership practices at the case study school. This qualitative study was divided into two phases, a contextual profiling phase and an intervention phase. Data were generated through document analysis, observation, questionnaires, focus group interviews and Change Laboratory Workshops. The data were generated to answer the over-arching question: How learner voice and leadership can be developed within a Learner Representative Council (LRC) in an urban combined school, Namibia. The data were analysed inductively and abductively. The key findings were: first, there were a variety of understandings of the concept learner leadership; second, the involvement of LRC members in decision-making processes was limited to involvement in organising extracurricular activities and controlling of other learners at school; third, leadership development opportunities for learners at the case study school were only provided through training at the beginning of the year and the LRC carrying out various activities and roles at the case study school. Several challenges that constrained the LRC voice and leadership development were surfaced and, through Change Laboratory Workshops, the participants of the activity system together with me (the researcher-interventionist), identified the expansive learning opportunities to develop leadership amongst Learner Representative Council (LRC) members. In the final analysis, this study will contribute to the production of knowledge on the concept of learner leadership in the context of Namibia. Fellow scholars, professionals, colleagues and policy makers in education are requested to engage with this thesis to contribute to our understanding of this important aspect of our field and speak back to policy.
- Full Text:
- Date Issued: 2020
- Authors: Shipopyeni, Salomo S M
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Student government -- Namibia -- Case studies , Student participation in administration -- Namibia -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144934 , vital:38393
- Description: The Namibian Education system, after the country gained independence, introduced various reforms to ensure the attainment of the educational goals of access, quality, equity and democracy in schools. One of the policies introduced to promote democracy in our schools was The Educational Act 16 of 2001, which gave birth to the establishment of Learners Representatives Councils (LRC) in schools. The LRC body is the legal learner leadership body established to ensure learners are represented in school leadership. However, various studies have revealed that this legal body of learners in many schools has been merely ‘rubber-stamping’ decisions made by teachers; learners have had very little input in decisions that affect them as learners. Thus, I was prompted to conduct this formative intervention study on learner leadership at an urban combined school in Namibia. Informed by distributed and transformative leadership theories, the study aimed to develop leadership within the LRC members and the needed expansive transformation regarding leadership practices in school. The intention was for learners to be enabled to practice their democratic right in decision-making processes in matters that concerned their schooling and learning. This study was theoretically and analytically framed by second generation CulturalHistorical Activity Theory. The participants included 12 LRC members, the LRC liaison teacher, the class register teacher, three school management team members and the principal. The research method was a case study, underpinned by the critical paradigm to bring about the fundamental expansive transformation in learner leadership practices at the case study school. This qualitative study was divided into two phases, a contextual profiling phase and an intervention phase. Data were generated through document analysis, observation, questionnaires, focus group interviews and Change Laboratory Workshops. The data were generated to answer the over-arching question: How learner voice and leadership can be developed within a Learner Representative Council (LRC) in an urban combined school, Namibia. The data were analysed inductively and abductively. The key findings were: first, there were a variety of understandings of the concept learner leadership; second, the involvement of LRC members in decision-making processes was limited to involvement in organising extracurricular activities and controlling of other learners at school; third, leadership development opportunities for learners at the case study school were only provided through training at the beginning of the year and the LRC carrying out various activities and roles at the case study school. Several challenges that constrained the LRC voice and leadership development were surfaced and, through Change Laboratory Workshops, the participants of the activity system together with me (the researcher-interventionist), identified the expansive learning opportunities to develop leadership amongst Learner Representative Council (LRC) members. In the final analysis, this study will contribute to the production of knowledge on the concept of learner leadership in the context of Namibia. Fellow scholars, professionals, colleagues and policy makers in education are requested to engage with this thesis to contribute to our understanding of this important aspect of our field and speak back to policy.
- Full Text:
- Date Issued: 2020
Research portfolio
- Authors: Daphney, Robert
- Date: 2001
- Subjects: Teachers colleges -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Geography -- Curricula Geography -- Fieldwork -- Study and teaching Geography -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1828 , http://hdl.handle.net/10962/d1003714
- Description: This portfolio of work represents three research projects on issues related to teacher education. The research was undertaken at Dr. W.B. Rubusana College of Education over a period of three years. The first project is a situational analysis that attempts to determine whether the college is capable of meeting the challenges placed on it by the evolving South African Educational System. The key finding is that the college is not ready to embark on the changes required by the Ministry of Education chiefly because its educators and learners are seemingly not ready to embrace change. The second project is a case study that attempts to determine whether a group of 12 Senior Primary students at the college are able to interpret photographs of the local environment and as such provide evidence of their ability to be environmental educators through the medium of geography. The findings indicate that they are only able to read the photographs at a very superficial level. Their poor communication skills and their disadvantaged backgrounds seem to prevent them from achieving the level of thinking required for them to be effective environmental educators. The third project describes, analyses and evaluates a fieldwork study done with a class of Senior Primary students at the college. While the students did not achieve the necessary progression from 'look and see' to 'enquiry based' fieldwork the project was valuable in that it was an educative experience for both teacher and learner and provides evidence of the value of action research and reflective teaching.
- Full Text:
- Date Issued: 2001
- Authors: Daphney, Robert
- Date: 2001
- Subjects: Teachers colleges -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Geography -- Curricula Geography -- Fieldwork -- Study and teaching Geography -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1828 , http://hdl.handle.net/10962/d1003714
- Description: This portfolio of work represents three research projects on issues related to teacher education. The research was undertaken at Dr. W.B. Rubusana College of Education over a period of three years. The first project is a situational analysis that attempts to determine whether the college is capable of meeting the challenges placed on it by the evolving South African Educational System. The key finding is that the college is not ready to embark on the changes required by the Ministry of Education chiefly because its educators and learners are seemingly not ready to embrace change. The second project is a case study that attempts to determine whether a group of 12 Senior Primary students at the college are able to interpret photographs of the local environment and as such provide evidence of their ability to be environmental educators through the medium of geography. The findings indicate that they are only able to read the photographs at a very superficial level. Their poor communication skills and their disadvantaged backgrounds seem to prevent them from achieving the level of thinking required for them to be effective environmental educators. The third project describes, analyses and evaluates a fieldwork study done with a class of Senior Primary students at the college. While the students did not achieve the necessary progression from 'look and see' to 'enquiry based' fieldwork the project was valuable in that it was an educative experience for both teacher and learner and provides evidence of the value of action research and reflective teaching.
- Full Text:
- Date Issued: 2001
The comparative case study of the use of English and isiXhosa as medium of instruction in a grade five class
- Authors: Mngqibisa, Mandla Daniel
- Date: 2003
- Subjects: English language -- Study and teaching (Elementary) -- South Africa Xhosa language -- Study and teaching (Elementary) -- South Africa Education, Bilingual Language and education -- South Africa Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1455 , http://hdl.handle.net/10962/d1003336
- Description: The aim of this study was to compare the quality of oral interaction between a grade 5class and their teacher when either English or isiXhosa was used as medium ofinstruction in two different lessons and of their writing which arose out of the lessons. The research was carried out within the interpretive paradigm and took the form of a casestudy. The researcher took the stance of being a non-participant observer. A variety oftechniques were used to collect data, namely, piloting, video recording and transcribing lessons, observing and making field notes, questionnaires and an interview. The interview was recorded and transcribed by the researcher. The two lessons were transcribed and analysed. Also the learners’ writing was analysed. The findings of this study showed that learners have little competence in English compared to isiXhosa. As a result most of them used short and vague sentences when responding to and discussing pictures in English. They also used short and simple sentences when writing in English compared toisiXhosa. Although this is a small-scale study it is recommended that the school’s language policy is revised and teachers are equipped with necessary skills, which would help them teach English to second language learners effectively. It is also recommended that the learners’ first language continue to be well taught even if it is no longer the classroom language.
- Full Text:
- Date Issued: 2003
- Authors: Mngqibisa, Mandla Daniel
- Date: 2003
- Subjects: English language -- Study and teaching (Elementary) -- South Africa Xhosa language -- Study and teaching (Elementary) -- South Africa Education, Bilingual Language and education -- South Africa Language policy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1455 , http://hdl.handle.net/10962/d1003336
- Description: The aim of this study was to compare the quality of oral interaction between a grade 5class and their teacher when either English or isiXhosa was used as medium ofinstruction in two different lessons and of their writing which arose out of the lessons. The research was carried out within the interpretive paradigm and took the form of a casestudy. The researcher took the stance of being a non-participant observer. A variety oftechniques were used to collect data, namely, piloting, video recording and transcribing lessons, observing and making field notes, questionnaires and an interview. The interview was recorded and transcribed by the researcher. The two lessons were transcribed and analysed. Also the learners’ writing was analysed. The findings of this study showed that learners have little competence in English compared to isiXhosa. As a result most of them used short and vague sentences when responding to and discussing pictures in English. They also used short and simple sentences when writing in English compared toisiXhosa. Although this is a small-scale study it is recommended that the school’s language policy is revised and teachers are equipped with necessary skills, which would help them teach English to second language learners effectively. It is also recommended that the learners’ first language continue to be well taught even if it is no longer the classroom language.
- Full Text:
- Date Issued: 2003
The evaluation of an individualised language programme in two multicultural Standard 9 classes : a pilot study
- Authors: Hartman, Lorraine Mary
- Date: 1992
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
- Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
- Full Text:
- Date Issued: 1992
- Authors: Hartman, Lorraine Mary
- Date: 1992
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
- Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
- Full Text:
- Date Issued: 1992
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:
- Date Issued: 2015
- 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:
- Date Issued: 2015
Turning the lens on the adolescent suicide
- Authors: De Monk, Ingrid Venessia
- Date: 2014
- Subjects: Teenagers -- Suicidal behavior South Africa -- Port Elizabeth , School children -- Mental health services -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9582 , http://hdl.handle.net/10948/d1020791
- Description: In South Africa, suicidal behaviour in the younger generations has become rapidly part of a major public health problem. It is a well-known fact that adolescence is a critical period of progression in a teenager’s development which makes them more susceptible and vulnerable to suicide. Statistics have shown that there has been an increase in suicide among adolescents within the last decade (Schlebusch, 2005). The main aim of this research study is to explore the perceptions of adolescents regarding the factors that contribute to adolescent suicide. This study reviews literature concerning various risks factors for adolescent suicidality. It also described major social and psychological theories of suicide and the extent to which these studies support the importance to adolescent suicide. In the literature review theories of Bronfenbrenner’s Ecological Systems Theory, Durkheim’s sociological theory of suicide, Freud’s psychological perspective and Baumeister’s Escape Theory were discussed. A qualitative research design will be used by using visual participatory methodology techniques namely photo voice and reflective writing. A sample of 12 grade 11 learners, male and female, was purposely selected to participate in the research study. The focus of the study is to investigate the risk factors underlying adolescent suicidal behaviour in schools in the Northern Areas of Port Elizabeth, as well as to explore the stressors experienced by adolescents that could contribute to them having a higher suicide risk. Another focus point will be to look at prevention strategies as an antipode for suicidal behaviour. The main findings that emerged from the data analysis include contributing factors namely: socio-economic factors, personal factors, psychological factors and educational and school-related factors. The main prevention strategy themes emerged from findings derived from the data and include: parental involvement, religion, professional help and support groups and confiding in someone that you trust.
- Full Text:
- Date Issued: 2014
- Authors: De Monk, Ingrid Venessia
- Date: 2014
- Subjects: Teenagers -- Suicidal behavior South Africa -- Port Elizabeth , School children -- Mental health services -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9582 , http://hdl.handle.net/10948/d1020791
- Description: In South Africa, suicidal behaviour in the younger generations has become rapidly part of a major public health problem. It is a well-known fact that adolescence is a critical period of progression in a teenager’s development which makes them more susceptible and vulnerable to suicide. Statistics have shown that there has been an increase in suicide among adolescents within the last decade (Schlebusch, 2005). The main aim of this research study is to explore the perceptions of adolescents regarding the factors that contribute to adolescent suicide. This study reviews literature concerning various risks factors for adolescent suicidality. It also described major social and psychological theories of suicide and the extent to which these studies support the importance to adolescent suicide. In the literature review theories of Bronfenbrenner’s Ecological Systems Theory, Durkheim’s sociological theory of suicide, Freud’s psychological perspective and Baumeister’s Escape Theory were discussed. A qualitative research design will be used by using visual participatory methodology techniques namely photo voice and reflective writing. A sample of 12 grade 11 learners, male and female, was purposely selected to participate in the research study. The focus of the study is to investigate the risk factors underlying adolescent suicidal behaviour in schools in the Northern Areas of Port Elizabeth, as well as to explore the stressors experienced by adolescents that could contribute to them having a higher suicide risk. Another focus point will be to look at prevention strategies as an antipode for suicidal behaviour. The main findings that emerged from the data analysis include contributing factors namely: socio-economic factors, personal factors, psychological factors and educational and school-related factors. The main prevention strategy themes emerged from findings derived from the data and include: parental involvement, religion, professional help and support groups and confiding in someone that you trust.
- Full Text:
- Date Issued: 2014
Organizational culture and innovation: the case of the Namibian National Institute for Educational Development
- Piepmeyer, Gernot Maximilian
- Authors: Piepmeyer, Gernot Maximilian
- Date: 2009
- Subjects: National Institute for Educational Development (Namibia) Corporate culture -- Namibia Organizational behavior -- Namibia Technological innovations -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1685 , http://hdl.handle.net/10962/d1003568
- Description: The purpose of my research is to diagnose the organizational culture of the National Institute for Educational Development [NIED] , in particular to determine whether it is conducive to innovation, as was envisaged at the time of its inception. The diagnosis of NIED's organizational culture was done by using a hybrid qualitative and quantitative case study. A questionnaire, the Cameron and Quinn's Organizational Culture Assessment Instrument [OCAI], was given to all professional members at NIED, while six members of the NIED organization were interviewed. It emerged from the data, first, that the characteristics of the dominant NIED culture, using Cameron and Quinn's six dimensions of culture that produced an "overall culture profile" of NIED, are not likely to enhance innovativeness. Nevertheless, there is a strong preference towards a culture type favourable to innovation. Second, there are cultural factors antithetical to an innovative organizational culture. These include poor information flow and a lack of communication, negligible crossfunction interaction and freedom, and constraining hierarchical and bureaucratic structures. Third, NIED has, in the form of a "green paper," a set of critical norms, values and assumptions that characterize the culture of innovative organizations. Finally, there is evidence of the presence of cultural characteristics conducive to an innovative organizational culture. These include: learning how to learn; being pro-active in initiating change and innovativeness; and sustaining momentum, consistency and perseverance. The discrepancy between the existing organizational culture and the preferred organizational culture revealed by the overall cultural profile can be explained by the fact that the norms, values and assumptions that characterize the culture of innovative organizations and the cultural characteristics conducive to an innovative organizational culture are not fully infused into the whole organization. There is a tension between NIED's bureaucratic nature and its innovative mission. Organizational culture change, where NIED's structures and processes are aligned with its espoused vision and mission, is needed in order for it to be better placed to achieve its original pioneering mandate.
- Full Text:
- Date Issued: 2009
- Authors: Piepmeyer, Gernot Maximilian
- Date: 2009
- Subjects: National Institute for Educational Development (Namibia) Corporate culture -- Namibia Organizational behavior -- Namibia Technological innovations -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1685 , http://hdl.handle.net/10962/d1003568
- Description: The purpose of my research is to diagnose the organizational culture of the National Institute for Educational Development [NIED] , in particular to determine whether it is conducive to innovation, as was envisaged at the time of its inception. The diagnosis of NIED's organizational culture was done by using a hybrid qualitative and quantitative case study. A questionnaire, the Cameron and Quinn's Organizational Culture Assessment Instrument [OCAI], was given to all professional members at NIED, while six members of the NIED organization were interviewed. It emerged from the data, first, that the characteristics of the dominant NIED culture, using Cameron and Quinn's six dimensions of culture that produced an "overall culture profile" of NIED, are not likely to enhance innovativeness. Nevertheless, there is a strong preference towards a culture type favourable to innovation. Second, there are cultural factors antithetical to an innovative organizational culture. These include poor information flow and a lack of communication, negligible crossfunction interaction and freedom, and constraining hierarchical and bureaucratic structures. Third, NIED has, in the form of a "green paper," a set of critical norms, values and assumptions that characterize the culture of innovative organizations. Finally, there is evidence of the presence of cultural characteristics conducive to an innovative organizational culture. These include: learning how to learn; being pro-active in initiating change and innovativeness; and sustaining momentum, consistency and perseverance. The discrepancy between the existing organizational culture and the preferred organizational culture revealed by the overall cultural profile can be explained by the fact that the norms, values and assumptions that characterize the culture of innovative organizations and the cultural characteristics conducive to an innovative organizational culture are not fully infused into the whole organization. There is a tension between NIED's bureaucratic nature and its innovative mission. Organizational culture change, where NIED's structures and processes are aligned with its espoused vision and mission, is needed in order for it to be better placed to achieve its original pioneering mandate.
- Full Text:
- Date Issued: 2009
An intervention to improve reading comprehension for grade 8 learners
- Authors: Coetzee, Ghauderen N
- Date: 2009
- Subjects: English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9474 , http://hdl.handle.net/10948/934 , English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Description: Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
- Full Text:
- Date Issued: 2009
- Authors: Coetzee, Ghauderen N
- Date: 2009
- Subjects: English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9474 , http://hdl.handle.net/10948/934 , English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Description: Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
- Full Text:
- Date Issued: 2009
Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals
- Msane, Sikhumbuzo Goodenough
- Authors: Msane, Sikhumbuzo Goodenough
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9511 , http://hdl.handle.net/10948/1133 , Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Description: Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change and complexity of the NCS. It was found that principals did not understand their roles in the implementation of the NCS, and as a result did not develop staff, were not familiar with the roles of educators as specified by policy and shifted the burden of developing educators to the Department of Education. A qualitative research approach was employed. A reputational case sampling was conducted on three secondary school principals in the KZN Vryheid District. A semi structured interview and a semi-structured questionaire were employed on these three principals to gather data. Theme analysis was used to determine how principals interpreted their roles in the implementation of the NCS. I found that principals did not have enough understanding of their roles in the implementation of the NCS. However, principals complained that the Department of Education was more concerned about expanding access to education than quality of education. They also lamented that teachers had a low self- esteem with the profession. I found that principals required detailed workshops on their roles in the implementation of the NCS, ongoing curriculum leadership training, and required LTSM resources and equipped laboratories.
- Full Text:
- Date Issued: 2009
- Authors: Msane, Sikhumbuzo Goodenough
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9511 , http://hdl.handle.net/10948/1133 , Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Description: Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change and complexity of the NCS. It was found that principals did not understand their roles in the implementation of the NCS, and as a result did not develop staff, were not familiar with the roles of educators as specified by policy and shifted the burden of developing educators to the Department of Education. A qualitative research approach was employed. A reputational case sampling was conducted on three secondary school principals in the KZN Vryheid District. A semi structured interview and a semi-structured questionaire were employed on these three principals to gather data. Theme analysis was used to determine how principals interpreted their roles in the implementation of the NCS. I found that principals did not have enough understanding of their roles in the implementation of the NCS. However, principals complained that the Department of Education was more concerned about expanding access to education than quality of education. They also lamented that teachers had a low self- esteem with the profession. I found that principals required detailed workshops on their roles in the implementation of the NCS, ongoing curriculum leadership training, and required LTSM resources and equipped laboratories.
- Full Text:
- Date Issued: 2009
The evaluation of qualitative examination questions at matriculation level in physics
- Authors: Dixon, Charles Harwood
- Date: 1990
- Subjects: Physics -- Study and teaching (Secondary) , Physics -- Examinations, questions, etc.
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1373 , http://hdl.handle.net/10962/d1001439
- Description: The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question
- Full Text:
- Date Issued: 1990
- Authors: Dixon, Charles Harwood
- Date: 1990
- Subjects: Physics -- Study and teaching (Secondary) , Physics -- Examinations, questions, etc.
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1373 , http://hdl.handle.net/10962/d1001439
- Description: The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question
- Full Text:
- Date Issued: 1990
Introducing a multi-cultural dimension into the study of literature at secondary school level
- Authors: Vogel, Sonja
- Date: 1996
- Subjects: English literature -- Study and teaching (Secondary) -- South Africa Multicultural education -- South Africa Culture in literature Ethnicity in literature
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1584 , http://hdl.handle.net/10962/d1003466
- Description: The first aim of teaching English literature has always been for the student to gain enjoyment from, and acquire skill in, reading. Further goals point to the affective development of pupils involving such qualities as critical thinking and expressing views, empathetic understanding of other people, moral awareness and increased self-knowledge and self-understanding. These are indeed laudable aims, but examiners have always had difficulties in examining them adequately to satisfy the critics. Teachers often doubt that they achieve such lofty aims. These very aims have the sceptics sneering at the discipline because such qualities cannot be measured and the pupil's worth for the workplace cannot be satisfactorily assessed. This has resulted in the merit of the study of literature being questioned and usually found wanting. Therefore, on the one hand, this research looks for a method of studying literature which will ensure that the study will be neccesary and desirable today and into the foreseeable future. On the other hand, the socio-political changes in South Africa, particularly since 1992, have offered a possible area of research to complement the first. During the past few years, South Africans have been forced to recognise the fact that a multitude of different races and people live and work together more closely in this country and yet they know nothing, or very little, of one another. Thus this research also investigates the addition of a cultural component to literature study to help young people gain empathetic understanding of different cultures and of their own cultures as well, to be able to live together in harmony. With this approach, pupils may conceivably be educated through literature, to become well-adjusted, critical, effective adults so that they may play their role as citizens and shapers of their increasingly complex, multi-cultural society. Because of the context of literature study, in which this personal growth takes place, the aims identified above may be measured and assessed to suit both the sceptics and the devotees of literature study.
- Full Text:
- Date Issued: 1996
- Authors: Vogel, Sonja
- Date: 1996
- Subjects: English literature -- Study and teaching (Secondary) -- South Africa Multicultural education -- South Africa Culture in literature Ethnicity in literature
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1584 , http://hdl.handle.net/10962/d1003466
- Description: The first aim of teaching English literature has always been for the student to gain enjoyment from, and acquire skill in, reading. Further goals point to the affective development of pupils involving such qualities as critical thinking and expressing views, empathetic understanding of other people, moral awareness and increased self-knowledge and self-understanding. These are indeed laudable aims, but examiners have always had difficulties in examining them adequately to satisfy the critics. Teachers often doubt that they achieve such lofty aims. These very aims have the sceptics sneering at the discipline because such qualities cannot be measured and the pupil's worth for the workplace cannot be satisfactorily assessed. This has resulted in the merit of the study of literature being questioned and usually found wanting. Therefore, on the one hand, this research looks for a method of studying literature which will ensure that the study will be neccesary and desirable today and into the foreseeable future. On the other hand, the socio-political changes in South Africa, particularly since 1992, have offered a possible area of research to complement the first. During the past few years, South Africans have been forced to recognise the fact that a multitude of different races and people live and work together more closely in this country and yet they know nothing, or very little, of one another. Thus this research also investigates the addition of a cultural component to literature study to help young people gain empathetic understanding of different cultures and of their own cultures as well, to be able to live together in harmony. With this approach, pupils may conceivably be educated through literature, to become well-adjusted, critical, effective adults so that they may play their role as citizens and shapers of their increasingly complex, multi-cultural society. Because of the context of literature study, in which this personal growth takes place, the aims identified above may be measured and assessed to suit both the sceptics and the devotees of literature study.
- Full Text:
- Date Issued: 1996
A comparison of Grade 10 Mathematics classroom-based test items and the end-of-year national examinations, using Stein's framework of cognitive demands : a Namibian case study
- Authors: Ihonya, Saima Namupa
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena , Educational tests and measurements -- Namibia -- Ohangwena , Cognitive learning , Critical thinking , Examinations -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2032 , http://hdl.handle.net/10962/d1017343
- Description: This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.
- Full Text:
- Date Issued: 2015
- Authors: Ihonya, Saima Namupa
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena , Educational tests and measurements -- Namibia -- Ohangwena , Cognitive learning , Critical thinking , Examinations -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2032 , http://hdl.handle.net/10962/d1017343
- Description: This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.
- Full Text:
- Date Issued: 2015
Exploring the possibility of integrating traditional music and dance into the design and delivery of lessons on the concepts of echo and waves in the grade 10 Physical Science sound topic
- Authors: Liveve, Angelius Kanyanga
- Date: 2017
- Subjects: Student-centered learning Namibia , Culturally relevant pedagogy Namibia , Science Study and teaching (Secondary) Namibia , Dance in education Namibia , Music in education Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13356 , vital:21826
- Description: Before Namibian independence in 1990, teaching was mostly characterized by teacher-centred pedagogies in which teachers were perceived as the main sources of knowledge. This resulted in learners being passive recipients of such unquestioned knowledge. After independence and to address this, a new educational system was introduced which promoted learner-centred education (LCE) pedagogy. Despite these grand ideals, educational changes in sub-Saharan Africa form a complex issue involving tensions between policy formulation and implementation. This presents Namibian teachers with some challenges in enacting LCE pedagogies. One of these challenges is to find ways to motivate learners and to assist their learning by finding relevant and interesting connections between subject topics and their own experiences and everyday culture outside the classroom. An inability to enact the new curriculum results in learners performing poorly in subjects such as Physical Science. Against this backdrop, this study sought to explore whether or not the integration of traditional music and dance into the design and delivery of lessons on the concepts of echo and waves could influence grade 10 Physical Science learners’ sense making and dispositions towards science. This study was underpinned by an interpretive paradigm. It was informed and guided by the socio-cultural theory as my theoretical framework. The study was carried out with a grade 10 Physical Science class consisting of 30 learners at Lyambombla Combined School (pseudonym) in the Kavango West Region in the northern part of Namibia. Data were generated through diagnostic and summative tests, interviews and lesson observations incorporating traditional music and dance. The findings of the study showed that learners’ sense making and dispositions toward science were positively influenced through traditional music and dance. The study thus recommends the incorporation of indigenous ways of knowing in order to enhance meaning making in science classrooms.
- Full Text:
- Date Issued: 2017
- Authors: Liveve, Angelius Kanyanga
- Date: 2017
- Subjects: Student-centered learning Namibia , Culturally relevant pedagogy Namibia , Science Study and teaching (Secondary) Namibia , Dance in education Namibia , Music in education Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13356 , vital:21826
- Description: Before Namibian independence in 1990, teaching was mostly characterized by teacher-centred pedagogies in which teachers were perceived as the main sources of knowledge. This resulted in learners being passive recipients of such unquestioned knowledge. After independence and to address this, a new educational system was introduced which promoted learner-centred education (LCE) pedagogy. Despite these grand ideals, educational changes in sub-Saharan Africa form a complex issue involving tensions between policy formulation and implementation. This presents Namibian teachers with some challenges in enacting LCE pedagogies. One of these challenges is to find ways to motivate learners and to assist their learning by finding relevant and interesting connections between subject topics and their own experiences and everyday culture outside the classroom. An inability to enact the new curriculum results in learners performing poorly in subjects such as Physical Science. Against this backdrop, this study sought to explore whether or not the integration of traditional music and dance into the design and delivery of lessons on the concepts of echo and waves could influence grade 10 Physical Science learners’ sense making and dispositions towards science. This study was underpinned by an interpretive paradigm. It was informed and guided by the socio-cultural theory as my theoretical framework. The study was carried out with a grade 10 Physical Science class consisting of 30 learners at Lyambombla Combined School (pseudonym) in the Kavango West Region in the northern part of Namibia. Data were generated through diagnostic and summative tests, interviews and lesson observations incorporating traditional music and dance. The findings of the study showed that learners’ sense making and dispositions toward science were positively influenced through traditional music and dance. The study thus recommends the incorporation of indigenous ways of knowing in order to enhance meaning making in science classrooms.
- Full Text:
- Date Issued: 2017
The need for a remedial qualification within inclusive education
- Authors: Townsend, Sharon Brenda
- Date: 2007
- Subjects: Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9550 , http://hdl.handle.net/10948/622 , Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Description: Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education into the South African school system, with particular focus being placed on learners who present with barriers to learning as well as the essential curriculum, classroom and teaching adjustments required in order for these learners to reach their full potential within a mainstream classroom environment. The sample for this study firstly comprised of educators’ perceptions regarding their capabilities in coping with the demands of inclusive education. The viewpoints of 122 educators, within the Nelson Mandela Metropolitan area of the Eastern Cape, were recorded through the completion of individual questionnaires and interviews. Secondly, the files of 111 learners, from a remedial practice, who presented with barriers to learning were analysed to determine the effectiveness of appropriate remedial intervention in overcoming the respective barriers. The major findings of the present study were as follows: Many classroom modifications, changes in teaching styles and curriculum adaptations would have to be implemented to adjust to the demands of inclusive education; Educators would have to be trained regarding the different categories of learners with barriers to learning and their special educational needs; The majority of Eastern Cape educators do not feel suitably qualified to cope with the demands of inclusive education; Educators in positions of authority (principals, deputy principals and heads of department) indicated their inadequacies regarding coping and assisting parents and fellow educators with the demands of inclusive education; A large percentage of the responding educators indicated that they would be better suited to cope with the demands of inclusive education with a remedial qualification and were prepared to register at a tertiary institution to obtain such a qualification depending on certain incentives offered by the Education Department. In view of the findings of this study, recommendations have been made to enhance the current qualification levels of educators, to specifically include a remedial qualification, of which guidelines have been provided. This approach should vastly assist educators in coping with the demands of inclusive education and will ensure that they are suitably empowered to meet the needs of learners with barriers, who have been thrust into this system. Guidelines are also offered for a proposed remedial course that could be offered to education students as well as to those educators who are presently in the employ of the Education Department.
- Full Text:
- Date Issued: 2007
- Authors: Townsend, Sharon Brenda
- Date: 2007
- Subjects: Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9550 , http://hdl.handle.net/10948/622 , Remedial teaching , Inclusive education , Children with disabilities -- Education , Mainstreaming in education
- Description: Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education into the South African school system, with particular focus being placed on learners who present with barriers to learning as well as the essential curriculum, classroom and teaching adjustments required in order for these learners to reach their full potential within a mainstream classroom environment. The sample for this study firstly comprised of educators’ perceptions regarding their capabilities in coping with the demands of inclusive education. The viewpoints of 122 educators, within the Nelson Mandela Metropolitan area of the Eastern Cape, were recorded through the completion of individual questionnaires and interviews. Secondly, the files of 111 learners, from a remedial practice, who presented with barriers to learning were analysed to determine the effectiveness of appropriate remedial intervention in overcoming the respective barriers. The major findings of the present study were as follows: Many classroom modifications, changes in teaching styles and curriculum adaptations would have to be implemented to adjust to the demands of inclusive education; Educators would have to be trained regarding the different categories of learners with barriers to learning and their special educational needs; The majority of Eastern Cape educators do not feel suitably qualified to cope with the demands of inclusive education; Educators in positions of authority (principals, deputy principals and heads of department) indicated their inadequacies regarding coping and assisting parents and fellow educators with the demands of inclusive education; A large percentage of the responding educators indicated that they would be better suited to cope with the demands of inclusive education with a remedial qualification and were prepared to register at a tertiary institution to obtain such a qualification depending on certain incentives offered by the Education Department. In view of the findings of this study, recommendations have been made to enhance the current qualification levels of educators, to specifically include a remedial qualification, of which guidelines have been provided. This approach should vastly assist educators in coping with the demands of inclusive education and will ensure that they are suitably empowered to meet the needs of learners with barriers, who have been thrust into this system. Guidelines are also offered for a proposed remedial course that could be offered to education students as well as to those educators who are presently in the employ of the Education Department.
- Full Text:
- Date Issued: 2007
School guidance and counselling in Natal : present realities and future possibilities
- Authors: Naicker, Dhanasagaran
- Date: 1993
- Subjects: Educational counseling -- South Africa Counseling -- Vocational guidance -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1758 , http://hdl.handle.net/10962/d1003643
- Description: School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. However, owing to the apartheid policies of the South African government, all pupils did not have equal access to guidance services. In a post-apartheid South Africa it is anticipated that a unitary education system would emerge to provide equal access to education for all South African pupils and this implies that previous imbalances that existed would have to be addressed. In this study the present state of guidance and counselling services in Natal was investigated and policy options to redress past inequities and to make school guidance and counselling services a reality for all South African pupils, within the context of limited resources were explored.
- Full Text:
- Date Issued: 1993
- Authors: Naicker, Dhanasagaran
- Date: 1993
- Subjects: Educational counseling -- South Africa Counseling -- Vocational guidance -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1758 , http://hdl.handle.net/10962/d1003643
- Description: School guidance and counselling is a programme that is complementary to the education process and is seen as a support service for the pupil. However, owing to the apartheid policies of the South African government, all pupils did not have equal access to guidance services. In a post-apartheid South Africa it is anticipated that a unitary education system would emerge to provide equal access to education for all South African pupils and this implies that previous imbalances that existed would have to be addressed. In this study the present state of guidance and counselling services in Natal was investigated and policy options to redress past inequities and to make school guidance and counselling services a reality for all South African pupils, within the context of limited resources were explored.
- Full Text:
- Date Issued: 1993