A Literacy Project with community members: Designing translanguaging storybooks for a multilingual community
- Authors: Senekal, Ischke
- Date: 2023-04
- Subjects: Literacy programs , Translanguaging (Linguistics) -- children's book , Multilingual -– society
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60916 , vital:69225
- Description: The purpose of this study was to establish a community-based literacy project that would design translingual storybooks accessible to all children and community members in terms of language, contextual relevance, and age appropriateness for a rural community in the Eastern Cape. Although multiple studies have been done worldwide, more research was needed on the impact community members thought it could have in South African society. This study's theoretical framework was drawn from Cen Williams's (1980) translanguaging. Williams (1980) viewed translanguaging as receiving information in one language (input) and relaying it in another language (output) to expand the competency of the two languages as well as ensure that deeper learning takes place (Wright & Baker, 2017). Translanguaging has evolved throughout the centuries. García and Wei (2014) describe it as a single repertoire that is being used since students integrate their languages and create a new language that they use to function in the world. A qualitative approach was used to answer the research question: "How can a translingual pedagogy enhance communicative repertories in designing community translingual storybooks?" A CPAR design was used to answer the research questions. Through workshops, focus groups, storyboards, and draw-and-talk, the researcher aimed to discover how a translingual pedagogy could enhance communicative repertoires by designing translingual storybooks. Lincoln and Guba's (1985) model of trustworthiness was used to guarantee trustworthiness by concentrating on credibility, transferability, dependability, confirmability, and reflexivity. Three main themes materialised from the data: using the mother tongue, isiXhosa, foundation to improve additional languages, interactive and structure-based strategies, and assets and drawbacks while creating resources with community members. The findings of this study indicated that multiple community members sometimes used their mother tongue to aid in the development of understanding additional languages, English and Afrikaans. They needed to learn the crucial roles they played in students' language development since they were the ones that could make those vital connections. The research participants needed an idea of the methods that could be used to design their translingual storybooks. They indicated that they wanted to work with other community members and wanted steps to follow to design these storybooks. The researcher had to present them with ideas of methods that fit their needs. The researcher knew that every study has assets and drawbacks depending on their view, the study's iii aims and goals, and the research question. It was found that the assets outweighed the drawbacks since the participants were an eager group of individuals. The research participants in this study come with a wide variety of knowledge about the needs of their community based on their experiences. They all have different job descriptions, but what brings them together is their desire to improve the community reading resources to improve their linguistic knowledge. The research participants designed the translingual storybooks at home and shared the data via WhatsApp. , Thesis (MEd) -- Faculty of Education, School for initial Teacher Education, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Senekal, Ischke
- Date: 2023-04
- Subjects: Literacy programs , Translanguaging (Linguistics) -- children's book , Multilingual -– society
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60916 , vital:69225
- Description: The purpose of this study was to establish a community-based literacy project that would design translingual storybooks accessible to all children and community members in terms of language, contextual relevance, and age appropriateness for a rural community in the Eastern Cape. Although multiple studies have been done worldwide, more research was needed on the impact community members thought it could have in South African society. This study's theoretical framework was drawn from Cen Williams's (1980) translanguaging. Williams (1980) viewed translanguaging as receiving information in one language (input) and relaying it in another language (output) to expand the competency of the two languages as well as ensure that deeper learning takes place (Wright & Baker, 2017). Translanguaging has evolved throughout the centuries. García and Wei (2014) describe it as a single repertoire that is being used since students integrate their languages and create a new language that they use to function in the world. A qualitative approach was used to answer the research question: "How can a translingual pedagogy enhance communicative repertories in designing community translingual storybooks?" A CPAR design was used to answer the research questions. Through workshops, focus groups, storyboards, and draw-and-talk, the researcher aimed to discover how a translingual pedagogy could enhance communicative repertoires by designing translingual storybooks. Lincoln and Guba's (1985) model of trustworthiness was used to guarantee trustworthiness by concentrating on credibility, transferability, dependability, confirmability, and reflexivity. Three main themes materialised from the data: using the mother tongue, isiXhosa, foundation to improve additional languages, interactive and structure-based strategies, and assets and drawbacks while creating resources with community members. The findings of this study indicated that multiple community members sometimes used their mother tongue to aid in the development of understanding additional languages, English and Afrikaans. They needed to learn the crucial roles they played in students' language development since they were the ones that could make those vital connections. The research participants needed an idea of the methods that could be used to design their translingual storybooks. They indicated that they wanted to work with other community members and wanted steps to follow to design these storybooks. The researcher had to present them with ideas of methods that fit their needs. The researcher knew that every study has assets and drawbacks depending on their view, the study's iii aims and goals, and the research question. It was found that the assets outweighed the drawbacks since the participants were an eager group of individuals. The research participants in this study come with a wide variety of knowledge about the needs of their community based on their experiences. They all have different job descriptions, but what brings them together is their desire to improve the community reading resources to improve their linguistic knowledge. The research participants designed the translingual storybooks at home and shared the data via WhatsApp. , Thesis (MEd) -- Faculty of Education, School for initial Teacher Education, 2023
- Full Text:
- Date Issued: 2023-04
Academic resilience of engineering students: a case study
- Authors: Mapaling, Curwyn
- Date: 2023-04
- Subjects: Resilience (Personality trait) , Engineering students
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60775 , vital:67337
- Description: Extensive research has been done and much knowledge exists about academic resilience among youth in school contexts, but there is a lack of data and literature on academic resilience at university level. This knowledge gap is especially critical in disciplines such as engineering, where student dropout rates have historically been high. In 2017, a redesigned engineering degree qualification, the Bachelor of Engineering Technology, was introduced at South African universities. This case study explored the academic resilience of the first cohort of final-year Bachelor of Engineering Technology students at Nelson Mandela University. Mixed methods and multiple theories were employed, which allowed for the generation of rich data for this exploratory case study. In the quantitative phase, 66 students from Industrial, Civil, Electrical, Marine and Mechanical Engineering courses participated by completing a series of standardised psychometric measurement tools. Descriptive and inferential statistical analysis was conducted on the quantitative data collected from the measurement items. In the qualitative phase, 13 engineering students, 6 engineering lecturers and 6 support staff members were interviewed individually, to explore their perceptions and experiences of academic resilience. Qualitative data generated through the semi-structured interviews were analysed using thematic analysis. The findings suggested that staff and students perceive academic resilience differently. It also seems that staff wellbeing impacts the academic resilience of students, and the relationship between staff wellness and student academic resilience is suggested as a next step for research on the topic of academic resilience at university level, especially among courses with high drop-out rates like engineering. Although not generalisable, it appears that a variety of extracurricular support structures and initiatives and strong relationships between the higher education sector and engineering industries can contribute significantly to students' academic resilience. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Mapaling, Curwyn
- Date: 2023-04
- Subjects: Resilience (Personality trait) , Engineering students
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60775 , vital:67337
- Description: Extensive research has been done and much knowledge exists about academic resilience among youth in school contexts, but there is a lack of data and literature on academic resilience at university level. This knowledge gap is especially critical in disciplines such as engineering, where student dropout rates have historically been high. In 2017, a redesigned engineering degree qualification, the Bachelor of Engineering Technology, was introduced at South African universities. This case study explored the academic resilience of the first cohort of final-year Bachelor of Engineering Technology students at Nelson Mandela University. Mixed methods and multiple theories were employed, which allowed for the generation of rich data for this exploratory case study. In the quantitative phase, 66 students from Industrial, Civil, Electrical, Marine and Mechanical Engineering courses participated by completing a series of standardised psychometric measurement tools. Descriptive and inferential statistical analysis was conducted on the quantitative data collected from the measurement items. In the qualitative phase, 13 engineering students, 6 engineering lecturers and 6 support staff members were interviewed individually, to explore their perceptions and experiences of academic resilience. Qualitative data generated through the semi-structured interviews were analysed using thematic analysis. The findings suggested that staff and students perceive academic resilience differently. It also seems that staff wellbeing impacts the academic resilience of students, and the relationship between staff wellness and student academic resilience is suggested as a next step for research on the topic of academic resilience at university level, especially among courses with high drop-out rates like engineering. Although not generalisable, it appears that a variety of extracurricular support structures and initiatives and strong relationships between the higher education sector and engineering industries can contribute significantly to students' academic resilience. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2023
- Full Text:
- Date Issued: 2023-04
Performance management of the academic staffs in Ugandan public and private universities
- Authors: Kansiime, Grace
- Date: 2023-04
- Subjects: Performance--Management , Academic staff , Higher education institutions -- Uganda
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60938 , vital:69246
- Description: This study, at the outset, seeks to assess the effectiveness of a performance management system (PMS) in determining the academic staffs‟ performance in teaching and research in selected Ugandan public and private universities. The participants of this study comprised full-time and parttime academic staffs from public and private universities located in the four regions in Uganda. The purposive sampling method was used to select the universities for this study. Convenient sampling was used to select the academic staffs in the universities. An online structured questionnaire collected quantitative data and analysed it using descriptive and inferential statistics. The quantitative analysis of the responses showed that many participants were made up of public university academic staffs, lecturers, assistant lecturers, master‟s degree holders and permanent fulltime staffs. Factor analyses were run for each section and sub-section within the questionnaire to explore the dimensionality of the scales and generate composite factor scores to be used for further analyses. While, internal consistency was examined using Cronbach‟s alpha. In addition, descriptive statistics for the factors within sections were determined. Pearson‟s correlation coefficients were calculated for each pair of factor scores for each section and sub-section to explore the relationships between the factors identified in this study. Additionally, the comparison of factor scores across selected demographic variables and independent samples t-tests for the equality of means was used to establish whether there were significant differences between the factor scores of various demographic variables. Finally, one-way ANOVAs were considered to compare the composite factor scores across various demographic variables. Factor score analysis showed that 44.9% of the academic staffs had a moderate attitude towards the PMS process; whereas 84.9% had a high attitude towards PA criteria and 64.2% had a high attitude towards PFPS. The results of the study suggest a high attitude of the academic staffs towards PA and PFP in teaching and research. In addition, the majority (78.0%) of the academic staffs had a high attitude towards their self-performance planning in their institution. The results of the study suggest a high level of self-performance planning of the academic staffs in teaching and research in the selected Ugandan HEIs. A reasonable number (45.4%) of the academic staffs from public universities and 49.1% from private universities had a high attitude towards supervisors‟ participation in performance planning and performance feedback. Moreover, 44.0% of the academic staffs from public universities and 66.7% of the academic staffs from private universities rated the workload as high. The results of the study suggest that the academic staffs‟ workload was high. In xx addition, factor score analysis showed that the academic staffs‟ performance rewards were low. Only 24.9% of the academic staffs had received more than 67% of the available rewards suggesting that the academic staffs‟ managers in the surveyed institutions did not use a variety of performance rewards to compensate for the academic staffs‟ performance. In addition, the average factor score for teaching skills was 94.8%, while perceived teaching abilities were 95.1% high on average. Besides, the factor score analysis results showed that teaching skills were 84.81% and 86.34%, respectively. Only 29.1% of the academic staffs from both public and private universities had high research skills. The results suggested that the academic staffs‟ teaching skills were high while their research skills were low. The findings thus suggested that the academic staffs in Ugandan public and private universities were highly involved in teaching activities, but their involvement in research activities was low. Similarly, results from testing hypotheses suggested that academic staffs in the surveyed Ugandan public and private universities rated PA criteria and PFPS higher than the PMS process. The study results indicated that self-performance planning and supervisors‟ involvement in performance feedback improved academic staffs‟ teaching skills. In contrast, performance planning, review, clarity on feedback, evaluation and rewards increased academic staffs‟ performance in perceived teaching abilities. In addition, an increase in the research workload contributed to an increase in the academic staffs‟ perception of their research knowledge and skills. The study made major conclusions regarding academic staffs‟ PM in Ugandan public and private universities. First, correlation results on performance planning and teaching skills and abilities for public and private universities were statistically significant (p < 0.001). Therefore, the study concludes that the academic staffs‟ performance planning in the selected Ugandan HEIs positively affected the academic staffs‟ performance in teaching. In addition, correlation results for supervisor involvement in feedback and teaching skills for both public and private universities were statistically significant (p < 0.001). Thus, the study concludes that supervisors‟ involvement in feedback improved academic staffs‟ performance in teaching skills. In addition, correlation results showed that performance reviews and teaching abilities were statistically significant for public universities (p=0.001), and (p=0.034) for private universities. Thus, the study concludes that the academic staffs‟ performance reviews improved academic staffs‟ teaching abilities in selected public and private universities. Equally, correlation results for performance evaluation and perceived teaching abilities for public universities was statistically significant (p< 0.001) for public universities, and (p=0.006) for private universities. Therefore, the study concludes that performance evaluation increased xxi teaching abilities of the academic staffs in both Ugandan public and private universities. In addition, rewards significantly impacted academic staffs‟ perceived teaching abilities in private universities. Correlation results for rewards and perceived teaching abilities for private universities was statistically significant (p< 0.011). Therefore, the study concludes that the more academic staffs were rewarded, the more they participated in setting, administering and marking tests, assisgnments and examinations, and adhering to deadlines set for administering tests and assignments. Similarly, the study made various recommendations to improve academic staffs‟ performance in teaching and research in Ugandan public and private universities. To achieve the required performance in teaching and research, the study recommends that the academic staffs be involved in the entire planning process to be aware of the required performance and the kind of results expected from their performance and work towards achieving the set performance in teaching and research. Additionally, performance reviews and feedback should be one-on-one discussions between the managers and the academic staffs to identify how far the staffs are performing towards the set goals. The study recommends that the academic staffs need information regarding their performance for feedback to be effective. In addition, the study recommends that the academic staffs‟ managers should increase financial and non-financial rewards to motivate the academic staffs to increase their performance in teaching. Correlation results showed that rewards had a significant impact on teaching abilities (p=0.011). Thus, rewards should as well be increased to improve academic staffs‟ teaching abilities. , Thesis (PhD) -- Faculty of Education, School of Research and Engagement, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Kansiime, Grace
- Date: 2023-04
- Subjects: Performance--Management , Academic staff , Higher education institutions -- Uganda
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60938 , vital:69246
- Description: This study, at the outset, seeks to assess the effectiveness of a performance management system (PMS) in determining the academic staffs‟ performance in teaching and research in selected Ugandan public and private universities. The participants of this study comprised full-time and parttime academic staffs from public and private universities located in the four regions in Uganda. The purposive sampling method was used to select the universities for this study. Convenient sampling was used to select the academic staffs in the universities. An online structured questionnaire collected quantitative data and analysed it using descriptive and inferential statistics. The quantitative analysis of the responses showed that many participants were made up of public university academic staffs, lecturers, assistant lecturers, master‟s degree holders and permanent fulltime staffs. Factor analyses were run for each section and sub-section within the questionnaire to explore the dimensionality of the scales and generate composite factor scores to be used for further analyses. While, internal consistency was examined using Cronbach‟s alpha. In addition, descriptive statistics for the factors within sections were determined. Pearson‟s correlation coefficients were calculated for each pair of factor scores for each section and sub-section to explore the relationships between the factors identified in this study. Additionally, the comparison of factor scores across selected demographic variables and independent samples t-tests for the equality of means was used to establish whether there were significant differences between the factor scores of various demographic variables. Finally, one-way ANOVAs were considered to compare the composite factor scores across various demographic variables. Factor score analysis showed that 44.9% of the academic staffs had a moderate attitude towards the PMS process; whereas 84.9% had a high attitude towards PA criteria and 64.2% had a high attitude towards PFPS. The results of the study suggest a high attitude of the academic staffs towards PA and PFP in teaching and research. In addition, the majority (78.0%) of the academic staffs had a high attitude towards their self-performance planning in their institution. The results of the study suggest a high level of self-performance planning of the academic staffs in teaching and research in the selected Ugandan HEIs. A reasonable number (45.4%) of the academic staffs from public universities and 49.1% from private universities had a high attitude towards supervisors‟ participation in performance planning and performance feedback. Moreover, 44.0% of the academic staffs from public universities and 66.7% of the academic staffs from private universities rated the workload as high. The results of the study suggest that the academic staffs‟ workload was high. In xx addition, factor score analysis showed that the academic staffs‟ performance rewards were low. Only 24.9% of the academic staffs had received more than 67% of the available rewards suggesting that the academic staffs‟ managers in the surveyed institutions did not use a variety of performance rewards to compensate for the academic staffs‟ performance. In addition, the average factor score for teaching skills was 94.8%, while perceived teaching abilities were 95.1% high on average. Besides, the factor score analysis results showed that teaching skills were 84.81% and 86.34%, respectively. Only 29.1% of the academic staffs from both public and private universities had high research skills. The results suggested that the academic staffs‟ teaching skills were high while their research skills were low. The findings thus suggested that the academic staffs in Ugandan public and private universities were highly involved in teaching activities, but their involvement in research activities was low. Similarly, results from testing hypotheses suggested that academic staffs in the surveyed Ugandan public and private universities rated PA criteria and PFPS higher than the PMS process. The study results indicated that self-performance planning and supervisors‟ involvement in performance feedback improved academic staffs‟ teaching skills. In contrast, performance planning, review, clarity on feedback, evaluation and rewards increased academic staffs‟ performance in perceived teaching abilities. In addition, an increase in the research workload contributed to an increase in the academic staffs‟ perception of their research knowledge and skills. The study made major conclusions regarding academic staffs‟ PM in Ugandan public and private universities. First, correlation results on performance planning and teaching skills and abilities for public and private universities were statistically significant (p < 0.001). Therefore, the study concludes that the academic staffs‟ performance planning in the selected Ugandan HEIs positively affected the academic staffs‟ performance in teaching. In addition, correlation results for supervisor involvement in feedback and teaching skills for both public and private universities were statistically significant (p < 0.001). Thus, the study concludes that supervisors‟ involvement in feedback improved academic staffs‟ performance in teaching skills. In addition, correlation results showed that performance reviews and teaching abilities were statistically significant for public universities (p=0.001), and (p=0.034) for private universities. Thus, the study concludes that the academic staffs‟ performance reviews improved academic staffs‟ teaching abilities in selected public and private universities. Equally, correlation results for performance evaluation and perceived teaching abilities for public universities was statistically significant (p< 0.001) for public universities, and (p=0.006) for private universities. Therefore, the study concludes that performance evaluation increased xxi teaching abilities of the academic staffs in both Ugandan public and private universities. In addition, rewards significantly impacted academic staffs‟ perceived teaching abilities in private universities. Correlation results for rewards and perceived teaching abilities for private universities was statistically significant (p< 0.011). Therefore, the study concludes that the more academic staffs were rewarded, the more they participated in setting, administering and marking tests, assisgnments and examinations, and adhering to deadlines set for administering tests and assignments. Similarly, the study made various recommendations to improve academic staffs‟ performance in teaching and research in Ugandan public and private universities. To achieve the required performance in teaching and research, the study recommends that the academic staffs be involved in the entire planning process to be aware of the required performance and the kind of results expected from their performance and work towards achieving the set performance in teaching and research. Additionally, performance reviews and feedback should be one-on-one discussions between the managers and the academic staffs to identify how far the staffs are performing towards the set goals. The study recommends that the academic staffs need information regarding their performance for feedback to be effective. In addition, the study recommends that the academic staffs‟ managers should increase financial and non-financial rewards to motivate the academic staffs to increase their performance in teaching. Correlation results showed that rewards had a significant impact on teaching abilities (p=0.011). Thus, rewards should as well be increased to improve academic staffs‟ teaching abilities. , Thesis (PhD) -- Faculty of Education, School of Research and Engagement, 2023
- Full Text:
- Date Issued: 2023-04
The Living Archive as Pedagogy: A Conceptual Case Study of Northern Uganda
- Authors: Munene, Anne Wambui
- Date: 2023-04
- Subjects: Archives , Education -- Study and teaching , Case Study -- Northern Uganda
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60927 , vital:69226
- Description: The Living Archive as Pedagogy emerges from Northern Uganda’s experience of war 1986- 2008, between the Lord’s Resistance Army and the Uganda People’s Defense Force previously named the National Resistance Army. This period of war and post-war has been a difficult experience where finding solutions and mechanisms for transition or justice remain complex, restricted, delayed and consequently concealing the reality of lived marginalization from below. The Acholi of Northern Uganda went through predatory atrocities, painful humiliation and unwilled cohabitations with their oppressors during war and post-war. The study explores how the interlinking of archives and pedagogy as independent disciplines can extend possibilities for more transformative education horizons in bottom-up, post-conflict expressions. The study is immersed through a conceptual and theoretical framing in the boundaries of archiving and pedagogy, to understand how the war constructs Acholi’s lived experience in multiple complex ways. While the Acholi re-orient their lives post- war, we recognize their attention in affirming their human agency, ordering of new and different meanings, desiring a different liberation in post-conflict where responsibility in contexts of “up againstness” validates their dwelling and being in spaces that exclude them. The research acknowledges that pedagogy and archiving studies in post-conflict, needs restructuring to challenge the preserving of external and dominant epistemological purviews that order post-conflict reconstruction life. These traditions exclude the experiences of survivor-victims, are tone deaf to community-based groups articulations of post-conflict repair, and neither does lived experiences of the everyday gets organized as an outcome for knowledge. This is discussed at length, as the research responds to its central question of how living archive as pedagogy can offer a transformative education discourse. The conclusion of the study emphasizes self-representation through transformative knowledge positions of I am whom I am, Where I am, Where I Speak, and Where I think. These positions articulate a self-understanding that supports rehistrocizing of post-conflict society as a body resisting exclusion in dominant knowledge formation and institutional omissions. There is evidence of the research foregrounding the formation of person-hood from experiences of ‘up againstness” and knowledge/under-stand[ing] from below. The research facilitates a hermeneutical encounter with specific inscribed bodies of post-conflict experience, the Acholi and Wanjiku whose bodies archive a horizon of possibilities if a different and difficult reading vii of the world is done from locations of struggle to produce consciousness of re-becoming, or returning to the human. These pedagogical experience positions Acholi and Wanjiku as educators, and their lives a living archive. We the readers are invited to a learning process as willing ‘hearers’ of Acholi and Wanjiku testimony, to own responsibility as our practice to ensure they appear in the world to say their truth, as they defy conditions of their oppression. , Thesis (PhD) -- Faculty of Education, School of Education Research and Engagement, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Munene, Anne Wambui
- Date: 2023-04
- Subjects: Archives , Education -- Study and teaching , Case Study -- Northern Uganda
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/60927 , vital:69226
- Description: The Living Archive as Pedagogy emerges from Northern Uganda’s experience of war 1986- 2008, between the Lord’s Resistance Army and the Uganda People’s Defense Force previously named the National Resistance Army. This period of war and post-war has been a difficult experience where finding solutions and mechanisms for transition or justice remain complex, restricted, delayed and consequently concealing the reality of lived marginalization from below. The Acholi of Northern Uganda went through predatory atrocities, painful humiliation and unwilled cohabitations with their oppressors during war and post-war. The study explores how the interlinking of archives and pedagogy as independent disciplines can extend possibilities for more transformative education horizons in bottom-up, post-conflict expressions. The study is immersed through a conceptual and theoretical framing in the boundaries of archiving and pedagogy, to understand how the war constructs Acholi’s lived experience in multiple complex ways. While the Acholi re-orient their lives post- war, we recognize their attention in affirming their human agency, ordering of new and different meanings, desiring a different liberation in post-conflict where responsibility in contexts of “up againstness” validates their dwelling and being in spaces that exclude them. The research acknowledges that pedagogy and archiving studies in post-conflict, needs restructuring to challenge the preserving of external and dominant epistemological purviews that order post-conflict reconstruction life. These traditions exclude the experiences of survivor-victims, are tone deaf to community-based groups articulations of post-conflict repair, and neither does lived experiences of the everyday gets organized as an outcome for knowledge. This is discussed at length, as the research responds to its central question of how living archive as pedagogy can offer a transformative education discourse. The conclusion of the study emphasizes self-representation through transformative knowledge positions of I am whom I am, Where I am, Where I Speak, and Where I think. These positions articulate a self-understanding that supports rehistrocizing of post-conflict society as a body resisting exclusion in dominant knowledge formation and institutional omissions. There is evidence of the research foregrounding the formation of person-hood from experiences of ‘up againstness” and knowledge/under-stand[ing] from below. The research facilitates a hermeneutical encounter with specific inscribed bodies of post-conflict experience, the Acholi and Wanjiku whose bodies archive a horizon of possibilities if a different and difficult reading vii of the world is done from locations of struggle to produce consciousness of re-becoming, or returning to the human. These pedagogical experience positions Acholi and Wanjiku as educators, and their lives a living archive. We the readers are invited to a learning process as willing ‘hearers’ of Acholi and Wanjiku testimony, to own responsibility as our practice to ensure they appear in the world to say their truth, as they defy conditions of their oppression. , Thesis (PhD) -- Faculty of Education, School of Education Research and Engagement, 2023
- Full Text:
- Date Issued: 2023-04
A co-constructed understanding of teachers’ experiences in a community of practice within a community-university engagement project
- Authors: Newton, Tracey
- Date: 2022-12
- Subjects: To be assigned
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/60559 , vital:65839
- Description: Abstract. , Thesis (MSc) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Newton, Tracey
- Date: 2022-12
- Subjects: To be assigned
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/60559 , vital:65839
- Description: Abstract. , Thesis (MSc) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-12
Exploring a humanising pedagogy in the teaching of mathematics in engineering related subjects at TVET colleges
- Vimbelo, Siphokazi Winniefred
- Authors: Vimbelo, Siphokazi Winniefred
- Date: 2022-12
- Subjects: Mathematics--Study and teaching--Research , Mathematics--engineering , Pepagogy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60523 , vital:65641
- Description: Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Vimbelo, Siphokazi Winniefred
- Date: 2022-12
- Subjects: Mathematics--Study and teaching--Research , Mathematics--engineering , Pepagogy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60523 , vital:65641
- Description: Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Full Text:
- Date Issued: 2022-12
Main thesis title
- Authors: Tsamago, Hodi, Elias
- Date: 2022-12
- Subjects: Technology integration , SOLEs pedagogy , Metacognitive
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60549 , vital:65833
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings , Thesis (PhD) -- Faculty of education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Tsamago, Hodi, Elias
- Date: 2022-12
- Subjects: Technology integration , SOLEs pedagogy , Metacognitive
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60549 , vital:65833
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings , Thesis (PhD) -- Faculty of education, 2022
- Full Text:
- Date Issued: 2022-12
Developing metacognition through the use of Technology in self-organised learning environments in grade 11 Physical Sciences
- Authors: Tsamago, Hodi Elias
- Date: 2022-06
- Subjects: Metacognition , Technology
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/59910 , vital:62687
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings. , Thesis (PHD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
- Authors: Tsamago, Hodi Elias
- Date: 2022-06
- Subjects: Metacognition , Technology
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/59910 , vital:62687
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings. , Thesis (PHD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-06
Exploring the adaptation challenges faced by novice foundation phase teachers in the Nelson Mandela Metropole
- Authors: Grimbeek, Michelle Louise
- Date: 2022-04
- Subjects: First year teachers , Teachers -- Training of – South Africa – Nelson Mandela Municipality , Education, Primary -- South Africa -- Nelson Mandela Municipality
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56034 , vital:54941
- Description: The challenges faced by novice teachers have been widely discussed in the last decade (Caspersen & Raaen, 2014; Burkman, 2012). It is believed that the first year of teaching is found to be exceedingly challenging to the novice teacher due to the complex demands of the profession, as well as a result of a lack of training and induction into the work environment (Burkman, 2012). Researchers highlight that some of the many challenges that novice teachers experience are shortcomings in curricular planning, classroom management and discipline, instructional techniques, access to materials, and dealing with parents (Burkman, 2012). These challenges, along with feelings of inadequacy due to lack of experience in the working world, often have a negative effect on novice teachers and their ability to cope, subsequently resulting in high stress levels and burnout (Caspersen & Raaen, 2014). This qualitative study incorporated an interpretivist paradigm and used both semistructured interviews and a focus group discussion to explore the adaptation challenges experienced by novice Foundation Phase teachers in the Nelson Mandela Metropole. Grossman‟s Teacher Knowledge Theory and Vygotsky‟s Social Constructivist Theory were used to frame and make meaning of the findings of this study. The findings of this study indicate that novice teachers experience a range of challenges upon entering the working world. The numerous factors influencing these challenges experienced by novices include: the work environment; prior training and education; personal knowledge, values and attitudes toward teaching; and professional and social support received within the workplace. These findings were used to formulate guidelines to help support novice teachers in their adaptation from university to the professional work environment. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Grimbeek, Michelle Louise
- Date: 2022-04
- Subjects: First year teachers , Teachers -- Training of – South Africa – Nelson Mandela Municipality , Education, Primary -- South Africa -- Nelson Mandela Municipality
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56034 , vital:54941
- Description: The challenges faced by novice teachers have been widely discussed in the last decade (Caspersen & Raaen, 2014; Burkman, 2012). It is believed that the first year of teaching is found to be exceedingly challenging to the novice teacher due to the complex demands of the profession, as well as a result of a lack of training and induction into the work environment (Burkman, 2012). Researchers highlight that some of the many challenges that novice teachers experience are shortcomings in curricular planning, classroom management and discipline, instructional techniques, access to materials, and dealing with parents (Burkman, 2012). These challenges, along with feelings of inadequacy due to lack of experience in the working world, often have a negative effect on novice teachers and their ability to cope, subsequently resulting in high stress levels and burnout (Caspersen & Raaen, 2014). This qualitative study incorporated an interpretivist paradigm and used both semistructured interviews and a focus group discussion to explore the adaptation challenges experienced by novice Foundation Phase teachers in the Nelson Mandela Metropole. Grossman‟s Teacher Knowledge Theory and Vygotsky‟s Social Constructivist Theory were used to frame and make meaning of the findings of this study. The findings of this study indicate that novice teachers experience a range of challenges upon entering the working world. The numerous factors influencing these challenges experienced by novices include: the work environment; prior training and education; personal knowledge, values and attitudes toward teaching; and professional and social support received within the workplace. These findings were used to formulate guidelines to help support novice teachers in their adaptation from university to the professional work environment. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
Industrial attachment and graduate employability in technical vocational education and training: a case of agriculture education in Zimbabwe
- Authors: Edziwa, Xavier
- Date: 2022-04
- Subjects: Vocational education -- Zimbabwe , College graduates -- Employment , Technical education -- Zimbabwe
- Language: English
- Type: Doctoral , Thesis
- Identifier: http://hdl.handle.net/10948/56022 , vital:54939
- Description: Institutions of higher learning, the world over, have adopted means of producing graduates that are work-ready and Zimbabwe is no exception. In Zimbabwe, a Commission of Inquiry into Education and Training recommended the introduction of vocational education and the introduction of a programme that improves the work-readiness of higher education graduates. This culminated in the institutions of higher education introducing industrial attachments in their curricular. This study was designed to explore the nature and implementation of industrial attachment by agricultural technical and vocational education and training institutions in Zimbabwe, as a way of enhancing students’ graduate attributes. It was done to hopefully improve policy and practice in the use of industrial attachment in imparting skills among college students. The research presented in this thesis, focuses on three case studies that were eclectically sampled, and data collected through focus group discussion with students and face-to-face individual interviews with college academia and workplace mentors. The study commenced by first establishing what stakeholders perceived as the employability skills expected of a graduate who has gone through an agricultural technical and vocational and training programme, and then explored how the IA programmes have been operationalised. Kolb’s experiential learning theory was used in the designing of research instruments and answering the research questions. The study established that the students generally perceived graduate attributes differently from academia and industry personnel. It was also established that current industrial attachment practices in agricultural training appear to favour production of graduates that are geared towards looking for employment, as opposed to the students’ perceptions that the 21st higher education institutions should produce graduates who create employment. While industrial attachment has been adopted by the institutions, this study identified a myriad of challenges that call for vii improvement in the practice if students are to benefit from the industrial attachment endeavours. The study ends by proposing a model that embraces students’ voice and is deemed to produce agricultural technical and vocational education and training graduates who are employment creators. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Edziwa, Xavier
- Date: 2022-04
- Subjects: Vocational education -- Zimbabwe , College graduates -- Employment , Technical education -- Zimbabwe
- Language: English
- Type: Doctoral , Thesis
- Identifier: http://hdl.handle.net/10948/56022 , vital:54939
- Description: Institutions of higher learning, the world over, have adopted means of producing graduates that are work-ready and Zimbabwe is no exception. In Zimbabwe, a Commission of Inquiry into Education and Training recommended the introduction of vocational education and the introduction of a programme that improves the work-readiness of higher education graduates. This culminated in the institutions of higher education introducing industrial attachments in their curricular. This study was designed to explore the nature and implementation of industrial attachment by agricultural technical and vocational education and training institutions in Zimbabwe, as a way of enhancing students’ graduate attributes. It was done to hopefully improve policy and practice in the use of industrial attachment in imparting skills among college students. The research presented in this thesis, focuses on three case studies that were eclectically sampled, and data collected through focus group discussion with students and face-to-face individual interviews with college academia and workplace mentors. The study commenced by first establishing what stakeholders perceived as the employability skills expected of a graduate who has gone through an agricultural technical and vocational and training programme, and then explored how the IA programmes have been operationalised. Kolb’s experiential learning theory was used in the designing of research instruments and answering the research questions. The study established that the students generally perceived graduate attributes differently from academia and industry personnel. It was also established that current industrial attachment practices in agricultural training appear to favour production of graduates that are geared towards looking for employment, as opposed to the students’ perceptions that the 21st higher education institutions should produce graduates who create employment. While industrial attachment has been adopted by the institutions, this study identified a myriad of challenges that call for vii improvement in the practice if students are to benefit from the industrial attachment endeavours. The study ends by proposing a model that embraces students’ voice and is deemed to produce agricultural technical and vocational education and training graduates who are employment creators. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
Rethinking our understanding of career decision making: the views of students at a selected South African TVET colleges on what influences their career decisions
- Authors: Maluleke, Lucky
- Date: 2022-04
- Subjects: Career -- Decision making , Postsecondary education -- South Africa , Career development
- Language: English
- Type: Doctoral thesis , Thesis
- Identifier: http://hdl.handle.net/10948/56044 , vital:54946
- Description: In South Africa, technical and vocational education and training (TVET) has been identified as a potential solution to the triple challenge of inequality, poverty and unemployment. The 2013 White Paper for Post-School Education and Training: Building on Expanded, Effective and Integrated Post-School Education (DHET, 2013) identifies TVET colleges as an area of great expansion. Although such an expansion is important and necessary, it is unfortunate that in South Africa, research has paid little to no attention to what influences TVET college students' career decision making. Concerning this, the study reported in this dissertation aimed to investigate what influences the career decision making of TVET college students in the Nelson Mandela Bay Metro, Eastern Cape, South Africa. This qualitative study, located within the subjectivist ontology and interpretivist epistemology, contributes to understanding what influences the career decision making of TVET college students in a developing context of South Africa. Drawing on qualitative (individual and group) interviews with students, it examined the career decisions of a small sample of students enrolled at one South African public TVET college in the Nelson Mandela Bay Metro. In so doing, the study brings four elements to the study of career decision making. Firstly, empirically, it brings a fresh and subjective perspective of what 'TVET' and 'career' means to TVET students. Secondly, it brings to the literature on TVET, an analysis of the Careership Theory that draws from the TVET college students' experiences. Thirdly, it brings to our understanding of career decision making, the role of structure and agency from a Bourdieusian2 perspective. Fourthly, it transcends the heavily critiqued Bourdieusian model to encompass the notion of capacity to aspire, borrowed from Arjun Appadurai, to better explain the role of culture in social action. Data were collected using individual and group interview methods, which were later transcribed and analysed thematically. The findings show that career decision making is dependent on the perceptions of the primary decision makers and other social agents that learners interacted with in the field. Career decision making is situated in the vast social inequalities and unequal power relations shaped by unequal access to cultural, economic and social capital. However, as much as social structures influence career decision making, the role of agency must not be underestimated. The findings further reveal that career decisions are located in the objective and social structures, and these are influenced by capital (cultural, economic and social). Furthermore, career decisions are influenced by the capacity of the individuals to choose, to know what to choose, as well as structural enablers like finance. In short, the findings reveal that inequalities matter, for example, socio-economic and gender disparities. , Thesis (DEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Maluleke, Lucky
- Date: 2022-04
- Subjects: Career -- Decision making , Postsecondary education -- South Africa , Career development
- Language: English
- Type: Doctoral thesis , Thesis
- Identifier: http://hdl.handle.net/10948/56044 , vital:54946
- Description: In South Africa, technical and vocational education and training (TVET) has been identified as a potential solution to the triple challenge of inequality, poverty and unemployment. The 2013 White Paper for Post-School Education and Training: Building on Expanded, Effective and Integrated Post-School Education (DHET, 2013) identifies TVET colleges as an area of great expansion. Although such an expansion is important and necessary, it is unfortunate that in South Africa, research has paid little to no attention to what influences TVET college students' career decision making. Concerning this, the study reported in this dissertation aimed to investigate what influences the career decision making of TVET college students in the Nelson Mandela Bay Metro, Eastern Cape, South Africa. This qualitative study, located within the subjectivist ontology and interpretivist epistemology, contributes to understanding what influences the career decision making of TVET college students in a developing context of South Africa. Drawing on qualitative (individual and group) interviews with students, it examined the career decisions of a small sample of students enrolled at one South African public TVET college in the Nelson Mandela Bay Metro. In so doing, the study brings four elements to the study of career decision making. Firstly, empirically, it brings a fresh and subjective perspective of what 'TVET' and 'career' means to TVET students. Secondly, it brings to the literature on TVET, an analysis of the Careership Theory that draws from the TVET college students' experiences. Thirdly, it brings to our understanding of career decision making, the role of structure and agency from a Bourdieusian2 perspective. Fourthly, it transcends the heavily critiqued Bourdieusian model to encompass the notion of capacity to aspire, borrowed from Arjun Appadurai, to better explain the role of culture in social action. Data were collected using individual and group interview methods, which were later transcribed and analysed thematically. The findings show that career decision making is dependent on the perceptions of the primary decision makers and other social agents that learners interacted with in the field. Career decision making is situated in the vast social inequalities and unequal power relations shaped by unequal access to cultural, economic and social capital. However, as much as social structures influence career decision making, the role of agency must not be underestimated. The findings further reveal that career decisions are located in the objective and social structures, and these are influenced by capital (cultural, economic and social). Furthermore, career decisions are influenced by the capacity of the individuals to choose, to know what to choose, as well as structural enablers like finance. In short, the findings reveal that inequalities matter, for example, socio-economic and gender disparities. , Thesis (DEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
The impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo
- Authors: Peter, Bandile
- Date: 2022-04
- Subjects: Management -- College heads , Decision-making -- post-secondary Education -- Limpopo
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56091 , vital:55321
- Description: This study sought to examine the impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo. The purpose of the study was to better understand the prevailing path-goal leadership styles among college heads, the development and communication of college’s goals, vision and mission, involvement of lecturers and students in decision-making processes, motivation of students and lecturers, and continuous monitoring in the TVET colleges. The key research question that this study was based on was: What is the impact of the leadership styles used by college heads on the functioning of Limpopo TVET colleges? A mixed methods approach was adopted with questionnaires, interviews, observations and document review as a means of data collection. College heads (campus managers and HODs), lecturers and students were participants in this study. The participants were purposefully selected in three of the seven TVET colleges in the Limpopo Province. The findings indicated that all the four path-goal leadership styles were prevalent in the college heads. However, there was poor communication of the colleges’ goals, vision and mission. The study further found that lecturers and students were not on many occasions involved in the decision-making processes. Poor monitoring by college heads was also discovered by the study. Moreover, the study uncovered that lecturers and students were not properly rewarded for good performance. The subsequent recommendations include, among others, that as in-service training, DHET should provide the opportunity for college heads to take guided leadership courses that promote path-goal leadership styles. DHET should also provide college heads with the opportunity to study and enhance their qualifications in the areas of educational management and leadership. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
The impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo
- Authors: Peter, Bandile
- Date: 2022-04
- Subjects: Management -- College heads , Decision-making -- post-secondary Education -- Limpopo
- Language: English
- Type: Master's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56091 , vital:55321
- Description: This study sought to examine the impact of leadership styles used by college heads on the functioning of TVET colleges in Limpopo. The purpose of the study was to better understand the prevailing path-goal leadership styles among college heads, the development and communication of college’s goals, vision and mission, involvement of lecturers and students in decision-making processes, motivation of students and lecturers, and continuous monitoring in the TVET colleges. The key research question that this study was based on was: What is the impact of the leadership styles used by college heads on the functioning of Limpopo TVET colleges? A mixed methods approach was adopted with questionnaires, interviews, observations and document review as a means of data collection. College heads (campus managers and HODs), lecturers and students were participants in this study. The participants were purposefully selected in three of the seven TVET colleges in the Limpopo Province. The findings indicated that all the four path-goal leadership styles were prevalent in the college heads. However, there was poor communication of the colleges’ goals, vision and mission. The study further found that lecturers and students were not on many occasions involved in the decision-making processes. Poor monitoring by college heads was also discovered by the study. Moreover, the study uncovered that lecturers and students were not properly rewarded for good performance. The subsequent recommendations include, among others, that as in-service training, DHET should provide the opportunity for college heads to take guided leadership courses that promote path-goal leadership styles. DHET should also provide college heads with the opportunity to study and enhance their qualifications in the areas of educational management and leadership. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
The perception of school management teams and Teachers about their role to implement the national school nutrition programme in the Sisonke District in KwaZulu-Natal
- Authors: Zulu, Xolani Wycliff
- Date: 2022-04
- Subjects: School management teams , nutrition -- Study and teaching -- KwaZulu-Natal
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56102 , vital:55420
- Description: This study focused on the perception of School Management Teams and Teachers about their role to implement the national school nutrition programme in the Sisonke District in KwaZulu-Natal (South Africa). The national school nutrition programme like any other projects in the country, faces some changes in the District which seem to interfere with the role of stakeholders in implementing the programme. This study explored the following research question with the set of secondary research questions: What are the perceptions of School Management Teams and Teachers in the Sisonke District of KwaZulu-Natal about their role in National School Nutrition Programme? • What perceptions do teachers and school managers have on the implementation of National School Nutrition Programme? • What challenges do Teachers and School Managers have to enhance the objectives of the National School Nutrition Programme? Both Teachers and School Managers were conveniently and purposively selected. For the generation of data, semi-structured interviews were used which were tape-recorded which were followed by transcription of data with interim analysis. Data was also generated through the use document analysis. Thematic analysis was used to analyse the data, which was theoretically framed by Maslow’s theory of motivation, Hertzberg two-factor motivation theory, Lawler and Porter’s Expectancy theory of motivation and the Situational theory of Hersey and Blanchard through which, I lens the study and managed to explain the findings. The study findings revealed that most Teachers and School Managers perceived national school nutrition programme as an important programme in the context of Umzimkhulu as it isa deep rural area. Despite the positive perceptions of Teachers and School Managers about their role, the study findings further revealed that they are facing some challenges in the implementation of the programme. The findings have several implications for poverty alleviation in the Sisonke District, job creation and improved learner’s attendance, improved health conditions of learners. They also highlighted the weaknesses of the DBE official’s nutrition sub-directorate about role players of the programme. Both stakeholders in fulfilling their role, should take into consideration the constitutional rights of learners as some of them are in Maslow’s hierarchy of needs. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Zulu, Xolani Wycliff
- Date: 2022-04
- Subjects: School management teams , nutrition -- Study and teaching -- KwaZulu-Natal
- Language: English
- Type: Doctoral's theses , Thesis
- Identifier: http://hdl.handle.net/10948/56102 , vital:55420
- Description: This study focused on the perception of School Management Teams and Teachers about their role to implement the national school nutrition programme in the Sisonke District in KwaZulu-Natal (South Africa). The national school nutrition programme like any other projects in the country, faces some changes in the District which seem to interfere with the role of stakeholders in implementing the programme. This study explored the following research question with the set of secondary research questions: What are the perceptions of School Management Teams and Teachers in the Sisonke District of KwaZulu-Natal about their role in National School Nutrition Programme? • What perceptions do teachers and school managers have on the implementation of National School Nutrition Programme? • What challenges do Teachers and School Managers have to enhance the objectives of the National School Nutrition Programme? Both Teachers and School Managers were conveniently and purposively selected. For the generation of data, semi-structured interviews were used which were tape-recorded which were followed by transcription of data with interim analysis. Data was also generated through the use document analysis. Thematic analysis was used to analyse the data, which was theoretically framed by Maslow’s theory of motivation, Hertzberg two-factor motivation theory, Lawler and Porter’s Expectancy theory of motivation and the Situational theory of Hersey and Blanchard through which, I lens the study and managed to explain the findings. The study findings revealed that most Teachers and School Managers perceived national school nutrition programme as an important programme in the context of Umzimkhulu as it isa deep rural area. Despite the positive perceptions of Teachers and School Managers about their role, the study findings further revealed that they are facing some challenges in the implementation of the programme. The findings have several implications for poverty alleviation in the Sisonke District, job creation and improved learner’s attendance, improved health conditions of learners. They also highlighted the weaknesses of the DBE official’s nutrition sub-directorate about role players of the programme. Both stakeholders in fulfilling their role, should take into consideration the constitutional rights of learners as some of them are in Maslow’s hierarchy of needs. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-04
A culturally responsive strategy for teaching sexual concepts in rural Xhosa secondary schools
- Authors: Simayi, Ayanda
- Date: 2021-11
- Subjects: Sex instruction for children , Sex instruction for youth , Rural schools -- South Africa -- Eastern Cape
- Language: English
- Type: Doctorate's theses , text
- Identifier: http://hdl.handle.net/10948/58519 , vital:59660
- Description: While research shows that the recognition and integration of indigenous knowledge (IK) is an important issue for developing culturally responsive strategies when teaching and learning science to, and by, indigenous people, little has been said about cultural taboos of a sexual nature and their effects on teaching and learning. This study investigated issues of taboo language use when teaching topics of a sexual nature during high school Biology classes. It also investigated the effects of a teacher development intervention based on Ogunniyi’s Contiguity Argumentation Theory (CATPD) towards culturally responsive teaching strategies. Four phases in one cycle of a Critical Participatory Action Learning and Action Research (CPALAR) design were used in schools located in deep rural villages with a sample of Life Science Grade 12 teachers. Initially, 30 teachers answered a semi-structured questionnaire aimed at identifying cultural restrictions that could impede the teaching of sexual concepts (Stage 1). Stages 2-4 included seven participants of both gender. Data were generated from two sets of drawings with descriptions and audio recorded focus group discussions. The teaching of a collectively developed Indigenised Teaching Strategy lesson by a group-selected ‘modelteacher’ was video-recorded and analysed. Written participant evaluation is presented in a flow chart. Data analysis was done by manual thematic data analysis and by using Atlas ti. 8. The use of multiple data collection strategies contributed to the trustworthiness and credibility of the study. The few existing studies on cultural taboos report avoidance of using the vernacular for biological terminology and promote the exclusive use of standard, terms in English. In contrast, Xhosa IK-based sexual euphemisms derived from elderly, unlearned Xhosa women were successfully used for teaching sexual concepts. The teachers reported their findings through the cultural lens of Xhosa people. Cognitive change from the suppressed level in the CAT hierarchy to a more harmonious equipollent level of understanding was brought about using Bakhtin’s theory of heteroglossia and the indigenist cognitive perspective of Contiguity Argumentation Theory. This cognitive shift enabled verbalisation of the culturally avoided taboo sexual concepts. The transition in thinking symbolised transformation in terms of critical pedagogy. The claim is made that using Contiguity Argumentation Theory (CAT) and Bakhtin’s explanations of heteroglossia provides an effective professional intervention in a deeply culturally determined Xhosa community. While not generalisable, the effect of this strategy should be of value when considering teacher development in indigenous communities and disciplines. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-11
- Authors: Simayi, Ayanda
- Date: 2021-11
- Subjects: Sex instruction for children , Sex instruction for youth , Rural schools -- South Africa -- Eastern Cape
- Language: English
- Type: Doctorate's theses , text
- Identifier: http://hdl.handle.net/10948/58519 , vital:59660
- Description: While research shows that the recognition and integration of indigenous knowledge (IK) is an important issue for developing culturally responsive strategies when teaching and learning science to, and by, indigenous people, little has been said about cultural taboos of a sexual nature and their effects on teaching and learning. This study investigated issues of taboo language use when teaching topics of a sexual nature during high school Biology classes. It also investigated the effects of a teacher development intervention based on Ogunniyi’s Contiguity Argumentation Theory (CATPD) towards culturally responsive teaching strategies. Four phases in one cycle of a Critical Participatory Action Learning and Action Research (CPALAR) design were used in schools located in deep rural villages with a sample of Life Science Grade 12 teachers. Initially, 30 teachers answered a semi-structured questionnaire aimed at identifying cultural restrictions that could impede the teaching of sexual concepts (Stage 1). Stages 2-4 included seven participants of both gender. Data were generated from two sets of drawings with descriptions and audio recorded focus group discussions. The teaching of a collectively developed Indigenised Teaching Strategy lesson by a group-selected ‘modelteacher’ was video-recorded and analysed. Written participant evaluation is presented in a flow chart. Data analysis was done by manual thematic data analysis and by using Atlas ti. 8. The use of multiple data collection strategies contributed to the trustworthiness and credibility of the study. The few existing studies on cultural taboos report avoidance of using the vernacular for biological terminology and promote the exclusive use of standard, terms in English. In contrast, Xhosa IK-based sexual euphemisms derived from elderly, unlearned Xhosa women were successfully used for teaching sexual concepts. The teachers reported their findings through the cultural lens of Xhosa people. Cognitive change from the suppressed level in the CAT hierarchy to a more harmonious equipollent level of understanding was brought about using Bakhtin’s theory of heteroglossia and the indigenist cognitive perspective of Contiguity Argumentation Theory. This cognitive shift enabled verbalisation of the culturally avoided taboo sexual concepts. The transition in thinking symbolised transformation in terms of critical pedagogy. The claim is made that using Contiguity Argumentation Theory (CAT) and Bakhtin’s explanations of heteroglossia provides an effective professional intervention in a deeply culturally determined Xhosa community. While not generalisable, the effect of this strategy should be of value when considering teacher development in indigenous communities and disciplines. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-11
Integrating Indigenous Ugandan social ethics into an education foundations curriculum: teacher educator’s perspectives
- Authors: Nampijja, Florence Kirabo
- Date: 2021-04
- Subjects: Indigenous peoples – Education--Africa , Decolonization Africa-Uganda , Curriculum change
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53552 , vital:45436
- Description: The research claims that curriculum in Uganda is too westernized to the extent that indigenous Ugandan social ethics which informed pre- colonial curriculum have been totally neglected. Consequently, there are many learned but few socially educated persons in the country. Findings highlighted that teacher educators supported the integration of relevant indigenous knowledges into curriculum because indigenous knowledge is directly linked to the environment within which Ugandan students live, studies and operates after studies. They also believed that IUSEs provides a bedrock for professional conduct to flourish and thus, must be treated as an important component of the curriculum. However, though participants acknowledged the advantages of integrating IUSE into curriculum, they identified a number of obstacles to the integration of IUSEs. For instance: lack of consensus of IUSEs among the fifty-six tribes in Uganda; lack of support by the civil service deployment policy. Some confessed to the lack of adequate knowledge about IUSEs; the feeling of cognitive imperialism that is still possessed by some teacher educators and others. Among the strategies to be used for successful integration, teacher educators highlighted the need for collaborative efforts among all stakeholders, adopting the use of local languages as a medium of instruction and others. Data also revealed that the EFC currently aims at professional mentorship and giving employable skills to the students. The Such a situation manifests itself in the degeneration of ethical values by many Ugandans. This study examined teacher educators’ perspectives on integrating IUSEs in an Education Foundations curriculum (EFC). I used the decolonization theory, anti-colonial theory and indigenous knowledge discursive framework as lenses that framed the study. The findings from the study have implications for formulation of an education philosophy that is anchored in a national philosophy should be designed to guide curriculum designers in Uganda. The study further recommended that NCHE should compel all universities to integrate IUSEs into curriculum treating IUSEs as part of the minimum standards that must be satisfied before program accreditation. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Nampijja, Florence Kirabo
- Date: 2021-04
- Subjects: Indigenous peoples – Education--Africa , Decolonization Africa-Uganda , Curriculum change
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53552 , vital:45436
- Description: The research claims that curriculum in Uganda is too westernized to the extent that indigenous Ugandan social ethics which informed pre- colonial curriculum have been totally neglected. Consequently, there are many learned but few socially educated persons in the country. Findings highlighted that teacher educators supported the integration of relevant indigenous knowledges into curriculum because indigenous knowledge is directly linked to the environment within which Ugandan students live, studies and operates after studies. They also believed that IUSEs provides a bedrock for professional conduct to flourish and thus, must be treated as an important component of the curriculum. However, though participants acknowledged the advantages of integrating IUSE into curriculum, they identified a number of obstacles to the integration of IUSEs. For instance: lack of consensus of IUSEs among the fifty-six tribes in Uganda; lack of support by the civil service deployment policy. Some confessed to the lack of adequate knowledge about IUSEs; the feeling of cognitive imperialism that is still possessed by some teacher educators and others. Among the strategies to be used for successful integration, teacher educators highlighted the need for collaborative efforts among all stakeholders, adopting the use of local languages as a medium of instruction and others. Data also revealed that the EFC currently aims at professional mentorship and giving employable skills to the students. The Such a situation manifests itself in the degeneration of ethical values by many Ugandans. This study examined teacher educators’ perspectives on integrating IUSEs in an Education Foundations curriculum (EFC). I used the decolonization theory, anti-colonial theory and indigenous knowledge discursive framework as lenses that framed the study. The findings from the study have implications for formulation of an education philosophy that is anchored in a national philosophy should be designed to guide curriculum designers in Uganda. The study further recommended that NCHE should compel all universities to integrate IUSEs into curriculum treating IUSEs as part of the minimum standards that must be satisfied before program accreditation. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-04
The implementation of strategies which could develop multiplicative reasoning of learners in grade 5 mathematics classrooms
- Authors: Pansegrouw, Michelle
- Date: 2021-04
- Subjects: Mathematics--Study and teaching (Elementary) , Interaction analysis in education -- South Africa , English language--Study and teaching (Elementary)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/54684 , vital:47215
- Description: This research study explored whether the use of strategies such as the development of exploratory talk; the practice of number talks, and the possible development of growth mindsets during a four-week multiplicative reasoning intervention could improve the multiplicative reasoning skills of grade 5 learners in one urban school in the Eastern Cape, South Africa. This study is located within the social constructivist paradigm. The theory of social constructivism and communities of practice were applied when implementing the intervention lessons. The strategies implemented assisted the learners to create their own knowledge in a social constructivist setting, where the knowledge was created through social interaction and discussions. The data collected and analysed from the pre-tests and post-tests has indicated that the learners’ multiplicative reasoning skills have improved. This is evident when looking at the gains from the pre-test to the post-test. Based on the analysis of episodes of interaction among the students, it is evident that a progression of using exploratory talk has occurred from lesson 1 through to lesson 4 of the intervention. During the number talk interventions, the learners engaged in exploratory talk and indications of the development of growth mindsets were evident. At the end of the intervention the learners had not only shared their ideas, but also engaged in questioning one another’s ideas until they could mutually agree upon an answer for the problem at hand. Unfortunately, due to the time constraints caused by the Covid-19 pandemic in March 2020, the effect of the development of growth mindsets could not be fully implemented and tested during the multiplicative reasoning intervention. Further research will have to be conducted in order to determine definitively the effects of these strategies on multiplicative reasoning ability of grade 5 mathematics learners. , Thesis (MA) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Pansegrouw, Michelle
- Date: 2021-04
- Subjects: Mathematics--Study and teaching (Elementary) , Interaction analysis in education -- South Africa , English language--Study and teaching (Elementary)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/54684 , vital:47215
- Description: This research study explored whether the use of strategies such as the development of exploratory talk; the practice of number talks, and the possible development of growth mindsets during a four-week multiplicative reasoning intervention could improve the multiplicative reasoning skills of grade 5 learners in one urban school in the Eastern Cape, South Africa. This study is located within the social constructivist paradigm. The theory of social constructivism and communities of practice were applied when implementing the intervention lessons. The strategies implemented assisted the learners to create their own knowledge in a social constructivist setting, where the knowledge was created through social interaction and discussions. The data collected and analysed from the pre-tests and post-tests has indicated that the learners’ multiplicative reasoning skills have improved. This is evident when looking at the gains from the pre-test to the post-test. Based on the analysis of episodes of interaction among the students, it is evident that a progression of using exploratory talk has occurred from lesson 1 through to lesson 4 of the intervention. During the number talk interventions, the learners engaged in exploratory talk and indications of the development of growth mindsets were evident. At the end of the intervention the learners had not only shared their ideas, but also engaged in questioning one another’s ideas until they could mutually agree upon an answer for the problem at hand. Unfortunately, due to the time constraints caused by the Covid-19 pandemic in March 2020, the effect of the development of growth mindsets could not be fully implemented and tested during the multiplicative reasoning intervention. Further research will have to be conducted in order to determine definitively the effects of these strategies on multiplicative reasoning ability of grade 5 mathematics learners. , Thesis (MA) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-04
An evaluation of the effectiveness of communication between the education district office and schools in Nelson Mandela Bay
- Authors: Brown, Xenophon
- Date: 2020
- Subjects: Communication in organizations , Communication in management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/50491 , vital:42203
- Description: This study focuses on an evaluation of communication effectiveness between the school administration office in Nelson Mandela Bay and its representative schools in advancing the business case of school development and heightened learner experience in line with the national development goal. The research uses a qualitative research approach to gather rich insights into the challenges, opportunities and problems that heighten and affect the quality of communication methods, channels and the roles of communication that the interviewed stakeholders representing both the district and schools depict and understand within the communication processes and methods used. Fourteen interviewees were identified using a judgemental and purposive sampling technique. They were identified from the Nelson Mandela Bay district office and schools within the district. Findings from the study reveal that the critical areas of concern include the roles of communication, stakeholder roles in the communication process, methods of communication, and challenges in communication effectiveness. While schools and the district office share the responsibility for providing quality education, it is critical that an effective communication strategy, which embraces computer-mediated communication as a supplementary tool, should be adopted to ensure that this shared mandate could be achieved.
- Full Text:
- Date Issued: 2020
- Authors: Brown, Xenophon
- Date: 2020
- Subjects: Communication in organizations , Communication in management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/50491 , vital:42203
- Description: This study focuses on an evaluation of communication effectiveness between the school administration office in Nelson Mandela Bay and its representative schools in advancing the business case of school development and heightened learner experience in line with the national development goal. The research uses a qualitative research approach to gather rich insights into the challenges, opportunities and problems that heighten and affect the quality of communication methods, channels and the roles of communication that the interviewed stakeholders representing both the district and schools depict and understand within the communication processes and methods used. Fourteen interviewees were identified using a judgemental and purposive sampling technique. They were identified from the Nelson Mandela Bay district office and schools within the district. Findings from the study reveal that the critical areas of concern include the roles of communication, stakeholder roles in the communication process, methods of communication, and challenges in communication effectiveness. While schools and the district office share the responsibility for providing quality education, it is critical that an effective communication strategy, which embraces computer-mediated communication as a supplementary tool, should be adopted to ensure that this shared mandate could be achieved.
- Full Text:
- Date Issued: 2020
Designing a parental involvement programme to enhance parental engagement in the educational support programme at a disadvantaged primary school in the Nelson Mandela Bay Metropole, South Africa through participatory action research
- WIlliams, Pearl Juanita Cherrol
- Authors: WIlliams, Pearl Juanita Cherrol
- Date: 2020
- Subjects: Education -- Parent participation -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/47303 , vital:39841
- Description: Over the past decades parental involvement in education has increased rapidly within disadvantaged schools in South Africa. This transformation is evident in the legislation of the country which celebrates a spirit of Ubuntu in a democratised society, and, education at large. The ideal of effective school-home partnership across racial boundaries are, for example, emphasised and strengthened via parental involvement at all public schools. Parents, according to the Department of Education (DoE, 1996b:11; 2000c:29; 2001b:29; 2008:23; 2009:17; 2014b:27; n.d.:6), are considered key role-players in school governance and encouraged to support equal educational opportunities for all learners. It implies that the praxis of parental involvement – especially at disadvantaged schools – is a huge benefit to learners with existing backlogs in education. In relation to this view, Stofile and Green (2007:63) emphasise the significance of parental involvement in school life as it can assist greatly in addressing the divere needs of disadvantaged learners. The dynamics associated with parental involvement are investigated in this study through two cycles of participatory action research. Initially ten parents from one of the disadvantaged primary schools within the Nelson Mandela Bay Metropole were purposively selected to participate in an in-depth qualitative research study pertaining to the design of a suitable parental involvement programme for disadvantaged learners. All the relevant information was gathered during action learning sets, individual interviews, and observations to triangulate the data and fill in possible gaps. This data was coded and categorised throughout the cyclical process via inductive participatory data analysis, as described by Patton (2015:216 & 551). Three main themes with sub-themes emerged from the study, namely (1) deficits of the academic programme: remedial education, teacher-assistants, homeworksupport, technical abilities; (2) the neglect of social wellness programmes: need for parental guidance, necessary professional assistance, upgrading of safety measures, availability of clothing bank, sustainability of a nutritional programme; and (3) voids in communication and relationships: the home environment, community, school environment. These themes and sub-themes successfully answered all the research questions. An increasing number of learners at disadvataged primary schools are neglected and/or leave school at a very young age. This scenario is often linked to poor communication and/or a lack of adequate educational support programmes to enhance better learning outcomes. The design of a PIP aimed to address the diverse needs of learners at a specific disadvantaged primary school with the full cooperation of their parents. Nested within the Ecological Model of Bronfenbrenner, the participating parents were engaged in comprehensive discussions about educational support programmes that the school could embark on with them. Numerous programmes were identified as fundamental to transforming the quality of education for many disadvantaged learners. This research therefore encouraged greater parental involvement at disadvantaged primary schools in order to sustain better learning outcomes.
- Full Text:
- Date Issued: 2020
- Authors: WIlliams, Pearl Juanita Cherrol
- Date: 2020
- Subjects: Education -- Parent participation -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/47303 , vital:39841
- Description: Over the past decades parental involvement in education has increased rapidly within disadvantaged schools in South Africa. This transformation is evident in the legislation of the country which celebrates a spirit of Ubuntu in a democratised society, and, education at large. The ideal of effective school-home partnership across racial boundaries are, for example, emphasised and strengthened via parental involvement at all public schools. Parents, according to the Department of Education (DoE, 1996b:11; 2000c:29; 2001b:29; 2008:23; 2009:17; 2014b:27; n.d.:6), are considered key role-players in school governance and encouraged to support equal educational opportunities for all learners. It implies that the praxis of parental involvement – especially at disadvantaged schools – is a huge benefit to learners with existing backlogs in education. In relation to this view, Stofile and Green (2007:63) emphasise the significance of parental involvement in school life as it can assist greatly in addressing the divere needs of disadvantaged learners. The dynamics associated with parental involvement are investigated in this study through two cycles of participatory action research. Initially ten parents from one of the disadvantaged primary schools within the Nelson Mandela Bay Metropole were purposively selected to participate in an in-depth qualitative research study pertaining to the design of a suitable parental involvement programme for disadvantaged learners. All the relevant information was gathered during action learning sets, individual interviews, and observations to triangulate the data and fill in possible gaps. This data was coded and categorised throughout the cyclical process via inductive participatory data analysis, as described by Patton (2015:216 & 551). Three main themes with sub-themes emerged from the study, namely (1) deficits of the academic programme: remedial education, teacher-assistants, homeworksupport, technical abilities; (2) the neglect of social wellness programmes: need for parental guidance, necessary professional assistance, upgrading of safety measures, availability of clothing bank, sustainability of a nutritional programme; and (3) voids in communication and relationships: the home environment, community, school environment. These themes and sub-themes successfully answered all the research questions. An increasing number of learners at disadvataged primary schools are neglected and/or leave school at a very young age. This scenario is often linked to poor communication and/or a lack of adequate educational support programmes to enhance better learning outcomes. The design of a PIP aimed to address the diverse needs of learners at a specific disadvantaged primary school with the full cooperation of their parents. Nested within the Ecological Model of Bronfenbrenner, the participating parents were engaged in comprehensive discussions about educational support programmes that the school could embark on with them. Numerous programmes were identified as fundamental to transforming the quality of education for many disadvantaged learners. This research therefore encouraged greater parental involvement at disadvantaged primary schools in order to sustain better learning outcomes.
- Full Text:
- Date Issued: 2020
Exploring student teachers’ self-reflections on implementation of IsiXhosa literacy strategies with Grade 3 learners : a single case study approach
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
Exploring the career aspirations of youths from a rural secondary school in the Eastern Cape Province
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020