Bioprospectin of medicinal cannabis from Eastern Cape, South Africa
- Authors: Odieka, Anwuli, Endurance
- Date: 2024-02
- Subjects: Organic chemistry
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9427 , vital:73532
- Description: Cannabis sativa L. (Family Cannabaceae) has continued to attract much interest among natural product scientists in recent time because of its known medicinal values and remarkable chemical diversity. This study reports the investigation of C. sativa cultivated in the Eastern Cape Province of South Africa, with a view to obtaining its chemical fingerprint and isolating compounds from its stem bark for possible biological applications. Fresh and dried leaves, flowers, stem barks and roots of two Cannabis cultivars were obtained under permit NO. PIA-HP-EC-2022-0023. The fresh and dried plant materials were extracted for their essential oils (EOs), using hydro-distillation method on a Clevenger apparatus set at optimum extraction condition. The EOs were characterized by a gas chromatography coupled to a mass spectrometer (GC-MS). The chemical components of the EOs were elucidated based on their retention indices, as well as with reference to literature report. Other portions of the dried leaf, inflorescence and stem bark of each cultivar were extracted with methanol. The methanol extract was profiled for its cannabinoid content using liquid chromatography mass spectrometry (LCMS) based metabolomics approach, with reference to standard cannabinoids (∆9-THC, ∆9-THCA, and CBD). Lastly, the dried stem bark of Cultivar II was investigated for its compounds. The stem bark powder was subjected to sequential extraction at room temperature with n-hexane, dichloromethane, ethyl acetate and methanol. Based on the TLC analysis, the afforded n-hexane and ethyl acetate extracts were further individually fractionated on a repeated column chromatography, using silica gel and Sephadex LH20 as stationary phases. The column fractionation process led to the isolation of seven compounds, E1-E4, A20, A21, and A23. The isolated compounds were characterized by spectroscopic and spectrometric methods on nuclear magnetic resonance (NMR) spectrometer and ultra high-performance liquid chromatography hyphenated to a mass spectrometer, respectively. The results from the study showed that the EOs of the C. sativa cultivars contain majorly sesquiterpenes in their oxygenated and non-oxygenated forms. Caryophyllene (0.6421.4%), caryophyllene oxide (1.27-20.34%), -pinene (0.35-13.21%), D-limonene (0.51-10.99%), humulene (0.37-10.56%), humulene-1,2-epoxide (0.45-5.98%), pinene (0.16-5.22%), nerolidol (0.32-4.99%), -myrcene (0.31-4.23%), -selinene (0.92-2.51%), and trans--bergamotene (0.50-2.70%), were the main terpene constituents of the EOs in both cultivars. Neutral cannabinoids were also detected in both cultivars with cannabidiol found in significant amount up to 85.03% in the fresh stem oil (LSO) of Cultivar I (Lifter). LC-MS fingerprints revealed that Cultivar I had the highest accumulation of cannabinoids with CBDA having the highest amount (88.65%) in the stembark and CBD at about 23% in the leaves. The inflorescence (flower) contained 51.55% of CBDA. Cultivar II had the least number of cannabinoids but contains the highest amount of ∆9-THCA (94.8%) in the leaf sample. Cultivar II showed ∆9-THCA and ∆9-THC dominant profiles with less than 2% of ∆8-THC. ∆9-THC, ∆8- THC were the only neutral cannabinoids detected in Cultivar II while CBD, ∆9-THC, and ∆8- THC were found in significant amounts in Cultivar I. The compounds isolated from the stem bark of Cultivar II were elucidated as five triterpenoids: Sativalenic acid ethyl ester (E1), Phyllanthone (E2), Friedelin (E3), Sativalonone (A20) and Sativaol (A23); an alkaloid, Sativacherine (E4); and a fatty acid ester, Ethyl stearate (A21). Four of these compounds are newly described, while all the compounds are reported for the first time from the Eastern Cape Cultivar (Cherrywine) of C. sativa stem. , Thesis (PHD) -- Faculty of Natural Sciences, 2024
- Full Text:
- Date Issued: 2024-02
- Authors: Odieka, Anwuli, Endurance
- Date: 2024-02
- Subjects: Organic chemistry
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9427 , vital:73532
- Description: Cannabis sativa L. (Family Cannabaceae) has continued to attract much interest among natural product scientists in recent time because of its known medicinal values and remarkable chemical diversity. This study reports the investigation of C. sativa cultivated in the Eastern Cape Province of South Africa, with a view to obtaining its chemical fingerprint and isolating compounds from its stem bark for possible biological applications. Fresh and dried leaves, flowers, stem barks and roots of two Cannabis cultivars were obtained under permit NO. PIA-HP-EC-2022-0023. The fresh and dried plant materials were extracted for their essential oils (EOs), using hydro-distillation method on a Clevenger apparatus set at optimum extraction condition. The EOs were characterized by a gas chromatography coupled to a mass spectrometer (GC-MS). The chemical components of the EOs were elucidated based on their retention indices, as well as with reference to literature report. Other portions of the dried leaf, inflorescence and stem bark of each cultivar were extracted with methanol. The methanol extract was profiled for its cannabinoid content using liquid chromatography mass spectrometry (LCMS) based metabolomics approach, with reference to standard cannabinoids (∆9-THC, ∆9-THCA, and CBD). Lastly, the dried stem bark of Cultivar II was investigated for its compounds. The stem bark powder was subjected to sequential extraction at room temperature with n-hexane, dichloromethane, ethyl acetate and methanol. Based on the TLC analysis, the afforded n-hexane and ethyl acetate extracts were further individually fractionated on a repeated column chromatography, using silica gel and Sephadex LH20 as stationary phases. The column fractionation process led to the isolation of seven compounds, E1-E4, A20, A21, and A23. The isolated compounds were characterized by spectroscopic and spectrometric methods on nuclear magnetic resonance (NMR) spectrometer and ultra high-performance liquid chromatography hyphenated to a mass spectrometer, respectively. The results from the study showed that the EOs of the C. sativa cultivars contain majorly sesquiterpenes in their oxygenated and non-oxygenated forms. Caryophyllene (0.6421.4%), caryophyllene oxide (1.27-20.34%), -pinene (0.35-13.21%), D-limonene (0.51-10.99%), humulene (0.37-10.56%), humulene-1,2-epoxide (0.45-5.98%), pinene (0.16-5.22%), nerolidol (0.32-4.99%), -myrcene (0.31-4.23%), -selinene (0.92-2.51%), and trans--bergamotene (0.50-2.70%), were the main terpene constituents of the EOs in both cultivars. Neutral cannabinoids were also detected in both cultivars with cannabidiol found in significant amount up to 85.03% in the fresh stem oil (LSO) of Cultivar I (Lifter). LC-MS fingerprints revealed that Cultivar I had the highest accumulation of cannabinoids with CBDA having the highest amount (88.65%) in the stembark and CBD at about 23% in the leaves. The inflorescence (flower) contained 51.55% of CBDA. Cultivar II had the least number of cannabinoids but contains the highest amount of ∆9-THCA (94.8%) in the leaf sample. Cultivar II showed ∆9-THCA and ∆9-THC dominant profiles with less than 2% of ∆8-THC. ∆9-THC, ∆8- THC were the only neutral cannabinoids detected in Cultivar II while CBD, ∆9-THC, and ∆8- THC were found in significant amounts in Cultivar I. The compounds isolated from the stem bark of Cultivar II were elucidated as five triterpenoids: Sativalenic acid ethyl ester (E1), Phyllanthone (E2), Friedelin (E3), Sativalonone (A20) and Sativaol (A23); an alkaloid, Sativacherine (E4); and a fatty acid ester, Ethyl stearate (A21). Four of these compounds are newly described, while all the compounds are reported for the first time from the Eastern Cape Cultivar (Cherrywine) of C. sativa stem. , Thesis (PHD) -- Faculty of Natural Sciences, 2024
- Full Text:
- Date Issued: 2024-02
The Effect of Using English as A Language of Learning and Teaching on Learner Academic Performance in Senior Phase of Mthatha, Eastern Cape Province
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Seabela, Marcia Motlatso
- Date: 2021-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6782 , vital:49059
- Description: The study sought to investigate the effect of using English as a language of learning and teaching on learner academic performance in the senior phase of Mthatha District, Eastern Cape Province. This study employed a mixed-method approach. The researcher used both qualitative and quantitative methods to collect data. The study was conducted in 3 semi-rural senior secondary schools that were conveniently selected. The quantitative part employed Likert-type scale questionnaires that were administered to 10 Mathematics (Math), 10 Natural Sciences (NS) and 10 Social Sciences (SS) teachers making a total of 30 teachers and a total of 30 learners from grades 8 and 9. For the qualitative part, nine (9) teachers and eighteen (18) learners from the selected schools were interviewed. The 18 teachers in three schools were observed as they taught Grade 8 and 9 learners in their respective classes. Qualitative data were, thus, gathered through interviews and observations. Quantitative data was collected using Likert-type scale questionnaires and was analysed using descriptive statistics and Microsoft Excel. The voice recorded qualitative data from the participant’s responses were transcribed and analysed manually through coding, forming categories and themes that were used for data presentation. These are some of the findings: The majority of learners do not understand English, therefore, it was difficult for them to understand the teaching and learning of the selected subjects in Senior Phase (SP) using English as the language of learning and teaching (LoLT); Although the majority of learners reported that they usually use English as a LoLT and their home language when learning the selected subjects, they still struggled to ask and answer questions in English in a classroom and during examinations; Learners who experience difficulties in learning the selected subjects through the use of English as a LoLT in SP, were taught in their home language (isiXhosa) by their teachers; English and isiXhosa, in the form of code-switching, were used when teaching the selected subjects; Inadequate teacher training and preparation made it more difficult for the learners to perform well in the selected subjects. The study recommends that: The Department of Education should conduct enough workshops to help HOD’s and teachers who teach the selected subjects to keep abreast of new developments in these subjects. These should be integrated with appropriate teaching strategies and learning and teaching support materials. Keywords: English as the language of learning and teaching, teaching strategies, learning, teaching support materials. , Thesis (D.Ed) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-04
The effect of academic staff development on lecturer teaching practices at a historically disadvantaged institution: lecturer’ perspectives
- Baleni, Zwelijongile Gaylard
- Authors: Baleni, Zwelijongile Gaylard
- Date: 2021-00
- Subjects: Universities and colleges -- Professional staff
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/8021 , vital:59331
- Description: This study aimed to determine the lecturers’ perspective on the role of Academic Staff Development (ASD) in enhancing and upskilling lecturers' teaching practices and strategies to improve student learning. The study was undertaken at a comprehensive HE Institution in the Eastern Cape province of South Africa. This study was based on the critical theory which advances change, transformation, emancipation, contradiction, alienation and domination, tenets that academic staff development also advocates. Academic development is supported by principles upheld by critical theory, for example, empowerment, transformation and democracy. For this study, the population comprised those lecturers who attended academic staff development workshops as from 2015 to 2017 at the HDI. In line with the Quanti-Quali mixed explanatory sequential approach, I collected quantitative data from academics using questionnaires; followed by interviews to collect qualitative data. The results showed that the majority appreciated academic staff development as a career changing experience as it capacitated them to teach, grounding them in pedagogical content knowledge in addition to their discipline specialisations. Some constraining conditions to the uptake of ASD at the HDI emerged from the study. Due to the privileging of research over teaching, ASD was seen as a waste of their research time. Institutional environment constraints such as huge workloads, constraining departmental cultures; poor timing of ASD workshops, poor institutional communication about ASD activities and lack of monitoring of implementing those skills, were classified as hindrances. Finally, it is clear that lecturers are made, not born. Recommendations are that it must be compulsory for all academics to attend ASD workshops at least bi-annually. ASDs should be planned and conducted in three phases, namely, pre-workshop, workshop and post-workshop phases. , Thesis (Doctoral) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-00
- Authors: Baleni, Zwelijongile Gaylard
- Date: 2021-00
- Subjects: Universities and colleges -- Professional staff
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/8021 , vital:59331
- Description: This study aimed to determine the lecturers’ perspective on the role of Academic Staff Development (ASD) in enhancing and upskilling lecturers' teaching practices and strategies to improve student learning. The study was undertaken at a comprehensive HE Institution in the Eastern Cape province of South Africa. This study was based on the critical theory which advances change, transformation, emancipation, contradiction, alienation and domination, tenets that academic staff development also advocates. Academic development is supported by principles upheld by critical theory, for example, empowerment, transformation and democracy. For this study, the population comprised those lecturers who attended academic staff development workshops as from 2015 to 2017 at the HDI. In line with the Quanti-Quali mixed explanatory sequential approach, I collected quantitative data from academics using questionnaires; followed by interviews to collect qualitative data. The results showed that the majority appreciated academic staff development as a career changing experience as it capacitated them to teach, grounding them in pedagogical content knowledge in addition to their discipline specialisations. Some constraining conditions to the uptake of ASD at the HDI emerged from the study. Due to the privileging of research over teaching, ASD was seen as a waste of their research time. Institutional environment constraints such as huge workloads, constraining departmental cultures; poor timing of ASD workshops, poor institutional communication about ASD activities and lack of monitoring of implementing those skills, were classified as hindrances. Finally, it is clear that lecturers are made, not born. Recommendations are that it must be compulsory for all academics to attend ASD workshops at least bi-annually. ASDs should be planned and conducted in three phases, namely, pre-workshop, workshop and post-workshop phases. , Thesis (Doctoral) -- Faculty of Education Sciences, 2021
- Full Text:
- Date Issued: 2021-00
Perspectives on the effects of Principal's workload on grade 12 learners' academic performance
- Nontso, Andile, 0009-0007-3329-6812
- Authors: Nontso, Andile, 0009-0007-3329-6812
- Date: 2020-00
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9410 , vital:73524
- Description: The aim of this study was to investigate perspectives on the effects of principals’ workloads on Grade 12 learners’ academic performance in selected schools in the Eastern Cape, South Africa. Principals play the role of administrators and expert overseers of legal, contractual and policy mandate initiatives in schools. Their job descriptions frequently sound overwhelming and have the indispensable role of handling and resolving large and diverse challenges. The study was informed by participatory leadership theory. In this study, a mixed methods approach was used to collect and analyse data. The sample size for the study was 214, comprised of teachers, principals and School Governing Bodies for quantitative data. In addition, 13 participants (principals, School Governing Bodies and Circuit Managers) were used for qualitative data and, therefore, the total sample size for the whole study was 227 participants and respondents. Statistical descriptive, factor and inferential analysis were used to examine the quantitative data while in qualitative data, similar categories were identified and analysed manually. The findings revealed that principals’ added responsibilities, attending unplanned departmental meetings and lack of support from various stakeholders were the work drivers which increased the workload of the principal, thus, contributing to poor Grade 12 learner performances. These resulted to poor teacher supervision, which directly or indirectly led to a lack of effective teaching and poor learner performance at the matric level. This shows that there was no participation by everyone, and it can be argued that there was no participatory leadership. The study recommends, among others, that principals be adequately trained to cope with their workloads and in various other school managerial tasks. In addition, the DoE should design a schedule of meetings for all schools the previous year for the coming year, and not hold those meetings during school hours. Planning meetings in the previous year would limit and completely put to a stop the calling of unplanned departmental meetings. The study further suggests that more personnel should be employed to assist the principal in managing extra duties like school finances, school information systems, teacher unions, school nutrition, overcrowded classrooms, school discipline, school safety, teacher redeployment and teacher rationalisation. The study concludes by suggesting a proposed A. Nontso workload reduction model for the 21st century, which, if adopted would assist reducing principal’s workload. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2020-00
- Authors: Nontso, Andile, 0009-0007-3329-6812
- Date: 2020-00
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9410 , vital:73524
- Description: The aim of this study was to investigate perspectives on the effects of principals’ workloads on Grade 12 learners’ academic performance in selected schools in the Eastern Cape, South Africa. Principals play the role of administrators and expert overseers of legal, contractual and policy mandate initiatives in schools. Their job descriptions frequently sound overwhelming and have the indispensable role of handling and resolving large and diverse challenges. The study was informed by participatory leadership theory. In this study, a mixed methods approach was used to collect and analyse data. The sample size for the study was 214, comprised of teachers, principals and School Governing Bodies for quantitative data. In addition, 13 participants (principals, School Governing Bodies and Circuit Managers) were used for qualitative data and, therefore, the total sample size for the whole study was 227 participants and respondents. Statistical descriptive, factor and inferential analysis were used to examine the quantitative data while in qualitative data, similar categories were identified and analysed manually. The findings revealed that principals’ added responsibilities, attending unplanned departmental meetings and lack of support from various stakeholders were the work drivers which increased the workload of the principal, thus, contributing to poor Grade 12 learner performances. These resulted to poor teacher supervision, which directly or indirectly led to a lack of effective teaching and poor learner performance at the matric level. This shows that there was no participation by everyone, and it can be argued that there was no participatory leadership. The study recommends, among others, that principals be adequately trained to cope with their workloads and in various other school managerial tasks. In addition, the DoE should design a schedule of meetings for all schools the previous year for the coming year, and not hold those meetings during school hours. Planning meetings in the previous year would limit and completely put to a stop the calling of unplanned departmental meetings. The study further suggests that more personnel should be employed to assist the principal in managing extra duties like school finances, school information systems, teacher unions, school nutrition, overcrowded classrooms, school discipline, school safety, teacher redeployment and teacher rationalisation. The study concludes by suggesting a proposed A. Nontso workload reduction model for the 21st century, which, if adopted would assist reducing principal’s workload. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2020-00
Perceptions Of School Based Support Teams About Providing Support To Foundation Phase Teachers In Two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School support teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6668 , vital:47202
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2017-11
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School support teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6668 , vital:47202
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2017-11
Perceptions of School Based Support Teams about Providing Support to Foundation Phase Teachers in Two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School Support Teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6653 , vital:47204
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Date Issued: 2017-11
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School Support Teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6653 , vital:47204
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Date Issued: 2017-11
Mediating teaching and learning in Foundation Phase Grade 3 Life Skills classrooms: role and use of learning and teaching support materials
- Authors: Nqabeni, Pelokazi
- Date: 2017-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9436 , vital:73535
- Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Date Issued: 2017-04
- Authors: Nqabeni, Pelokazi
- Date: 2017-04
- Subjects: teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9436 , vital:73535
- Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
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- Date Issued: 2017-04
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