An analysis of formative assessment challenges facing English language (L2) secondary school teachers in the Makoni District of Zimbabwe : a study of five schools
- Authors: Mawuye, Enock Panganayi
- Date: 2017
- Subjects: English language -- Study and teaching -- Foreign speakers Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/5058 , vital:29028
- Description: The purpose of this study was to analyse formative assessment challenges facing English Language (L2) Secondary school teachers in the Makoni District of Zimbabwe. Data were collected from 25 English Language secondary school teachers pooled from 5 secondary schools in the Makoni District. The study utilised the pragmatic paradigm which allowed the use of the mixed methods approach. The study used the survey research design. Quantitative data were collected through questionnaires while qualitative data were collected through follow-up interviews, documents and non-participant observations. Cross-tabulations were used to present data which were then reported mainly in percentages. While most of the qualitative data were used to buttress findings established through the questionnaires, the other data were categorised into themes and analysed accordingly. Major challenges that were revealed by this study were that teachers used the teacher – centred approach, feedback given to pupils was not detailed, there was less time to assess appropriately and that teachers were not motivated to assess effectively. Remedial activities were not being carried out and that teachers’ training in assessment was not thorough. Shortage of teaching and learning resources and high teacher – pupil ratios were some of the challenges that teachers faced. There was lack of coordination of agencies involved in assessment and that assessment was examinations – oriented. Assessment policy formulation did not involve teachers and that most pupils were not motivated to learn. On the basis of these findings, the study recommended the provision of adequate teaching and learning resources, provision of appropriate pre-service and in – service training programs as well as involving the teachers in the formulation of assessment policies.
- Full Text:
- Date Issued: 2017
- Authors: Mawuye, Enock Panganayi
- Date: 2017
- Subjects: English language -- Study and teaching -- Foreign speakers Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/5058 , vital:29028
- Description: The purpose of this study was to analyse formative assessment challenges facing English Language (L2) Secondary school teachers in the Makoni District of Zimbabwe. Data were collected from 25 English Language secondary school teachers pooled from 5 secondary schools in the Makoni District. The study utilised the pragmatic paradigm which allowed the use of the mixed methods approach. The study used the survey research design. Quantitative data were collected through questionnaires while qualitative data were collected through follow-up interviews, documents and non-participant observations. Cross-tabulations were used to present data which were then reported mainly in percentages. While most of the qualitative data were used to buttress findings established through the questionnaires, the other data were categorised into themes and analysed accordingly. Major challenges that were revealed by this study were that teachers used the teacher – centred approach, feedback given to pupils was not detailed, there was less time to assess appropriately and that teachers were not motivated to assess effectively. Remedial activities were not being carried out and that teachers’ training in assessment was not thorough. Shortage of teaching and learning resources and high teacher – pupil ratios were some of the challenges that teachers faced. There was lack of coordination of agencies involved in assessment and that assessment was examinations – oriented. Assessment policy formulation did not involve teachers and that most pupils were not motivated to learn. On the basis of these findings, the study recommended the provision of adequate teaching and learning resources, provision of appropriate pre-service and in – service training programs as well as involving the teachers in the formulation of assessment policies.
- Full Text:
- Date Issued: 2017
Errors and misconceptions of grade 6 learners in common fractions : a case study of two primary schools in the Queenstown education district
- Authors: Libazi ,Babini Precious
- Date: 2017
- Subjects: Arithmetic--Study and teaching (Elementary) Mathematics--Problems, exercises, etc School children
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11652 , vital:39093
- Description: The objective of this study was to investigate and explore the errors and misconceptions associated with the concept of fractions which are displayed by Grade 6 learners in two primary schools in the Queenstown Education District of the Eastern Cape Province. The research was done specifically to identify errors and misconceptions made by these learners in the addition and subtraction of common and mixed fractions. The study further tried to establish the causes of these errors and misconceptions. The research explored whether Cognitively Guided Instruction (CGI) can assist in the improvement or reduction of these errors and misconceptions. The study was conducted at Mlungisi and Xhalanga primary schools (pseudo – names) of the Queenstown Education District in the Eastern Cape Province. This was a mixed method research design, where 100 learners from two purposively identified primary schools were selected and subjected to a pre-test. From the 100 learners, 10 purposively selected learners were identified for interviews. The learners were also subjected to direct observations and documents (such as the Caps document, ANA examination papers, learners’ home and classwork books, November/December Grades 5 & 6 mark sheets and schedules, etc.) which were analysed and a post-test was administered. Two mathematics teachers teaching at the two primary schools were interviewed. Triangulation was used for data analysis. A Cognitively Guided Instruction was used to investigate whether the errors and misconceptions can be reduced or improved. The findings of the study were that learners do make errors when learning common fractions and that the types of errors were careless mistakes, conceptual errors, procedural errors and application errors which were identified and discussed in the study. The study further established that the Cognitively Guided Instruction approach recommended by the Curriculum and Assessment Policy Statement (CAPS) can be used to develop the learners’ conceptual understanding of common fractions. The CGI approach advocates the use of concrete materials for conceptual learning to take place. The findings of the study confirmed well documented research on the learners’ difficulties when dealing with fractions.
- Full Text:
- Date Issued: 2017
- Authors: Libazi ,Babini Precious
- Date: 2017
- Subjects: Arithmetic--Study and teaching (Elementary) Mathematics--Problems, exercises, etc School children
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11652 , vital:39093
- Description: The objective of this study was to investigate and explore the errors and misconceptions associated with the concept of fractions which are displayed by Grade 6 learners in two primary schools in the Queenstown Education District of the Eastern Cape Province. The research was done specifically to identify errors and misconceptions made by these learners in the addition and subtraction of common and mixed fractions. The study further tried to establish the causes of these errors and misconceptions. The research explored whether Cognitively Guided Instruction (CGI) can assist in the improvement or reduction of these errors and misconceptions. The study was conducted at Mlungisi and Xhalanga primary schools (pseudo – names) of the Queenstown Education District in the Eastern Cape Province. This was a mixed method research design, where 100 learners from two purposively identified primary schools were selected and subjected to a pre-test. From the 100 learners, 10 purposively selected learners were identified for interviews. The learners were also subjected to direct observations and documents (such as the Caps document, ANA examination papers, learners’ home and classwork books, November/December Grades 5 & 6 mark sheets and schedules, etc.) which were analysed and a post-test was administered. Two mathematics teachers teaching at the two primary schools were interviewed. Triangulation was used for data analysis. A Cognitively Guided Instruction was used to investigate whether the errors and misconceptions can be reduced or improved. The findings of the study were that learners do make errors when learning common fractions and that the types of errors were careless mistakes, conceptual errors, procedural errors and application errors which were identified and discussed in the study. The study further established that the Cognitively Guided Instruction approach recommended by the Curriculum and Assessment Policy Statement (CAPS) can be used to develop the learners’ conceptual understanding of common fractions. The CGI approach advocates the use of concrete materials for conceptual learning to take place. The findings of the study confirmed well documented research on the learners’ difficulties when dealing with fractions.
- Full Text:
- Date Issued: 2017
Girl-child education in marginalised rural communities : a critical study of threats and opportunities to access quality secondary education in Binga District, Zimbabwe
- Authors: Nyamanhare, Eurita
- Date: 2017
- Subjects: Gender identity in education -- Zimbabwe Sex discrimination in education -- Zimbabwe Girls -- Education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9213 , vital:34306
- Description: Despite the high ratings of the Zimbabwe’s education system in Africa, the state of secondary education in Binga District epitomises ‘a neglected backyard’ serving to perpetuate secondary education attainment inequalities, with the girl-child fixed at the bottom of the ladder at secondary school level. The prevailing deplorable learning conditions that characterise marginalised rural communities, mainly dominated by minority ethnic groups in Zimbabwe, depict similar conditions under which a girl-child strives to attain quality secondary education in some underdeveloped and developing African countries. Girl-Child Education in Marginalised Rural Communities: A Critical Study of Threats and Opportunities to Access Quality Secondary Education in Binga district, Zimbabwe, adopted a qualitative approach underpinned by a transformative paradigm. Pierre Bourdieu’s cultural capital and Kimberle Crenshaw’s intersectionality theoretical concepts complemented each other providing the theoretical lens that assisted in the unpacking of the whole study. Thus, the adopted theoretical framework helped the researcher to critique the seemingly ‘legitimised’ intergenerational multiple inequalities perpetuated through the education system and the intersecting systems of power (ethnicity, gender, social class) that consequently led to the unpacking of issues that surrounded the girl-child’s access to quality secondary education in Binga District. Intensive literature discussion covered the main themes derived from the study’s research questions, providing the ground from which new knowledge was nourished. With a sufficiently complex phenomenological-emergent research design embedded within critical studies, thick descriptions of lived experiences were gathered from 18 in-depth individual interviews and 6 Focus Group Discussions that involved the girls themselves; all considered to be ‘leaders of opinion’ in this study because of the various social positions and roles they played. Observations, visual materials in the form of photographs, as well as documents and records completed the list of data gathering tools that led to robust trustworthy credible findings from which the main themes of the study emerged. For the girl-child in Binga District, access to quality secondary education was found to be marginalised due to questionable gender responsiveness emanating from the social and infrastructure environments, the girl-child’s negative notions of secondary education underpinned by intersecting barriers, opportunities that are overshadowed by unmatched commitment by the girl-child seemingly underpinned by intersecting unresolved threats exacerbated by distant transitional prospects beyond secondary education. As put by one of the participants, thus, an analogy of ‘an incubator that ceases to work before the eggs hatch’ could be used to describe the state of secondary educational environment under which a girl-child strived to access quality secondary education in Binga District. Thus, using Binga District in Zimbabwe to mirror the state of secondary education in the ‘backyards’ of most of the sub-Saharan African countries, this study urges all African governments to take responsibility as they revise and enforce existing policies in line with the 2015 United Nations Sustainable Development Goals for girl-child secondary education is endowed with unlimited socio-economic benefits to all individual nations, and globally.
- Full Text:
- Date Issued: 2017
- Authors: Nyamanhare, Eurita
- Date: 2017
- Subjects: Gender identity in education -- Zimbabwe Sex discrimination in education -- Zimbabwe Girls -- Education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/9213 , vital:34306
- Description: Despite the high ratings of the Zimbabwe’s education system in Africa, the state of secondary education in Binga District epitomises ‘a neglected backyard’ serving to perpetuate secondary education attainment inequalities, with the girl-child fixed at the bottom of the ladder at secondary school level. The prevailing deplorable learning conditions that characterise marginalised rural communities, mainly dominated by minority ethnic groups in Zimbabwe, depict similar conditions under which a girl-child strives to attain quality secondary education in some underdeveloped and developing African countries. Girl-Child Education in Marginalised Rural Communities: A Critical Study of Threats and Opportunities to Access Quality Secondary Education in Binga district, Zimbabwe, adopted a qualitative approach underpinned by a transformative paradigm. Pierre Bourdieu’s cultural capital and Kimberle Crenshaw’s intersectionality theoretical concepts complemented each other providing the theoretical lens that assisted in the unpacking of the whole study. Thus, the adopted theoretical framework helped the researcher to critique the seemingly ‘legitimised’ intergenerational multiple inequalities perpetuated through the education system and the intersecting systems of power (ethnicity, gender, social class) that consequently led to the unpacking of issues that surrounded the girl-child’s access to quality secondary education in Binga District. Intensive literature discussion covered the main themes derived from the study’s research questions, providing the ground from which new knowledge was nourished. With a sufficiently complex phenomenological-emergent research design embedded within critical studies, thick descriptions of lived experiences were gathered from 18 in-depth individual interviews and 6 Focus Group Discussions that involved the girls themselves; all considered to be ‘leaders of opinion’ in this study because of the various social positions and roles they played. Observations, visual materials in the form of photographs, as well as documents and records completed the list of data gathering tools that led to robust trustworthy credible findings from which the main themes of the study emerged. For the girl-child in Binga District, access to quality secondary education was found to be marginalised due to questionable gender responsiveness emanating from the social and infrastructure environments, the girl-child’s negative notions of secondary education underpinned by intersecting barriers, opportunities that are overshadowed by unmatched commitment by the girl-child seemingly underpinned by intersecting unresolved threats exacerbated by distant transitional prospects beyond secondary education. As put by one of the participants, thus, an analogy of ‘an incubator that ceases to work before the eggs hatch’ could be used to describe the state of secondary educational environment under which a girl-child strived to access quality secondary education in Binga District. Thus, using Binga District in Zimbabwe to mirror the state of secondary education in the ‘backyards’ of most of the sub-Saharan African countries, this study urges all African governments to take responsibility as they revise and enforce existing policies in line with the 2015 United Nations Sustainable Development Goals for girl-child secondary education is endowed with unlimited socio-economic benefits to all individual nations, and globally.
- Full Text:
- Date Issued: 2017
Teacher' views and experiences on learners' drug and substances abuse : a case of two secondary schools in King William's Town education district
- Authors: Malisi, Nyaniso Victor
- Date: 2017
- Subjects: Drug abuse--South Africa--Eastern Cape Substance abuse--South Africa--Eastern Cape High school students--Substance use
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11630 , vital:39091
- Description: Drug and substance abuse amongst secondary school children is a universal phenomenon and it has increased at an unprecedented rate over the past decade and still rising. In South Africa, drug and substance abuse has continued to ruin the youth and subsequently education despite various measures taken to stop it. This study aimed at investigating teachers’ views and experiences on drug and substance abuse by learners. Teachers have a responsibility to ensure that learners do not involve themselves in the use of drugs and substances at school. A case study research was conducted to investigate the views of eight teachers in two selected rural secondary schools in the King William’s Town Education District. Qualitative research guided the research process and the interpretivist paradigm served as bases for data collection. Face-to- face semi-structured interviews and focus group discussions were used to collect data. It emerged from the data that alcohol and substance abuse by learners have a negative effect on their academic work as learners abusing drugs could not concentrate on their studies and bunk classes. The data also showed that learners become violent and most of the time important time that could have been spent teaching is lost dealing with alcohol and substance abuse users. The findings also indicated that there was a lack of parental and community support to effectively deal with drugs in schools. From the findings it can be concluded that there are serious social and academic problems that are caused by drug and substance abuse in the rural schools. It can also be concluded that teachers and school managers had no clear and coherent strategies to deal with drug and substance abuse in schools. In view of the above, I recommend that a comprehensive model should be adopted to fight dug and substance abuse by learners.
- Full Text:
- Date Issued: 2017
- Authors: Malisi, Nyaniso Victor
- Date: 2017
- Subjects: Drug abuse--South Africa--Eastern Cape Substance abuse--South Africa--Eastern Cape High school students--Substance use
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11630 , vital:39091
- Description: Drug and substance abuse amongst secondary school children is a universal phenomenon and it has increased at an unprecedented rate over the past decade and still rising. In South Africa, drug and substance abuse has continued to ruin the youth and subsequently education despite various measures taken to stop it. This study aimed at investigating teachers’ views and experiences on drug and substance abuse by learners. Teachers have a responsibility to ensure that learners do not involve themselves in the use of drugs and substances at school. A case study research was conducted to investigate the views of eight teachers in two selected rural secondary schools in the King William’s Town Education District. Qualitative research guided the research process and the interpretivist paradigm served as bases for data collection. Face-to- face semi-structured interviews and focus group discussions were used to collect data. It emerged from the data that alcohol and substance abuse by learners have a negative effect on their academic work as learners abusing drugs could not concentrate on their studies and bunk classes. The data also showed that learners become violent and most of the time important time that could have been spent teaching is lost dealing with alcohol and substance abuse users. The findings also indicated that there was a lack of parental and community support to effectively deal with drugs in schools. From the findings it can be concluded that there are serious social and academic problems that are caused by drug and substance abuse in the rural schools. It can also be concluded that teachers and school managers had no clear and coherent strategies to deal with drug and substance abuse in schools. In view of the above, I recommend that a comprehensive model should be adopted to fight dug and substance abuse by learners.
- Full Text:
- Date Issued: 2017
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