Parental involvement in homework of rural combined schools in the King William's Town Education District
- Authors: Mbembeni, Malixole Ivan
- Date: 2018
- Subjects: Education -- Parent participation -- South Africa
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/9940 , vital:35152
- Description: While parental involvement in homework is significant, few parents are able to assist in rural communities. The purpose of this study was to investigate the way parents and/or caregivers in rural communities are involved in the homework of their children. The main question was to find how parents in rural communities get involved in homework. The study adopted an interpretive paradigm, a qualitative approach, and a case study design to guide data collection and interpretation. Data was collected in two public combined schools in the King William’s Town District of the Eastern Cape Department of Education (ECDoE). One-on-one semi-structured interviews were used to collect data from parents, educators and principals whilst focus group interviews were used with learners. Documents were collected for background context of the schools. Documents collected include the school journals, learner portfolios, staff establishment, and school timetable. Schools were chosen purposefully because of their rural context and convenience to the researcher. Purposive sampling was also used in the selection of participants. To enhance the trustworthiness of the study, data sources were triangulated, participants were allowed to use their own language, data was mechanically recorded and transcribed and verbatim quotes were used in analysing data. The study found that all participants in both schools supported the need for parents to be involved in homework. Educators, largely, had a pessimistic view about parents; they felt that the parents do not meet their expectations in terms of assisting learners with homework. The study found that although parents see the need for their involvement in homework, in reality they are not always involved. Those parents who are able to assist with homework use a variety of strategies like assisting with the actual homework, referring their children to those who can assist, monitoring and supervising, assisting financially, and organising infrastructure. The study also found that there are several challenges facing parents in rural communities that hinder them from assisting optimally. These include negative attitude towards homework, lack of subject knowledge, irresponsibility, lack of finances and material resources, community commitments, not having enough time, family responsibilities, lack of commitment by learners, and homework overload. These challenges suggest that many parents in rural communities may not be able to provide the necessary leadership for modelling purposes to learners. This can be attributed to several exogenous and exogenous factors that have an impact on homework completion by learners. This study, in addition, found that participants have a good sense of what can be done to improve parental involvement in homework. These include the revival of Adult Basic Education (ABET), the need for integrated efforts by Non-Governmental Organizations (NGOS), government departments, schools, and community organizations to improve infrastructure in rural communities, have awareness campaigns on the significance of parental involvement, provision of access to Information Communication Technology (ICT), establishment of homework support groups and quiz clubs, provision of incentives for parental assistance, and reduction of child labour.
- Full Text:
- Date Issued: 2018
- Authors: Mbembeni, Malixole Ivan
- Date: 2018
- Subjects: Education -- Parent participation -- South Africa
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/9940 , vital:35152
- Description: While parental involvement in homework is significant, few parents are able to assist in rural communities. The purpose of this study was to investigate the way parents and/or caregivers in rural communities are involved in the homework of their children. The main question was to find how parents in rural communities get involved in homework. The study adopted an interpretive paradigm, a qualitative approach, and a case study design to guide data collection and interpretation. Data was collected in two public combined schools in the King William’s Town District of the Eastern Cape Department of Education (ECDoE). One-on-one semi-structured interviews were used to collect data from parents, educators and principals whilst focus group interviews were used with learners. Documents were collected for background context of the schools. Documents collected include the school journals, learner portfolios, staff establishment, and school timetable. Schools were chosen purposefully because of their rural context and convenience to the researcher. Purposive sampling was also used in the selection of participants. To enhance the trustworthiness of the study, data sources were triangulated, participants were allowed to use their own language, data was mechanically recorded and transcribed and verbatim quotes were used in analysing data. The study found that all participants in both schools supported the need for parents to be involved in homework. Educators, largely, had a pessimistic view about parents; they felt that the parents do not meet their expectations in terms of assisting learners with homework. The study found that although parents see the need for their involvement in homework, in reality they are not always involved. Those parents who are able to assist with homework use a variety of strategies like assisting with the actual homework, referring their children to those who can assist, monitoring and supervising, assisting financially, and organising infrastructure. The study also found that there are several challenges facing parents in rural communities that hinder them from assisting optimally. These include negative attitude towards homework, lack of subject knowledge, irresponsibility, lack of finances and material resources, community commitments, not having enough time, family responsibilities, lack of commitment by learners, and homework overload. These challenges suggest that many parents in rural communities may not be able to provide the necessary leadership for modelling purposes to learners. This can be attributed to several exogenous and exogenous factors that have an impact on homework completion by learners. This study, in addition, found that participants have a good sense of what can be done to improve parental involvement in homework. These include the revival of Adult Basic Education (ABET), the need for integrated efforts by Non-Governmental Organizations (NGOS), government departments, schools, and community organizations to improve infrastructure in rural communities, have awareness campaigns on the significance of parental involvement, provision of access to Information Communication Technology (ICT), establishment of homework support groups and quiz clubs, provision of incentives for parental assistance, and reduction of child labour.
- Full Text:
- Date Issued: 2018
Errors and misconceptions of grade 6 learners in common fractions: a case study of two primary schools in the Queenstown education district
- Authors: Libazi, Babini Precious
- Date: 2017
- Subjects: Arithmetic -- Study and teaching (Elementary) , Mathematics -- Problems, exercises, etc , School children
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11652 , vital:39093
- Description: The objective of this study was to investigate and explore the errors and misconceptions associated with the concept of fractions which are displayed by Grade 6 learners in two primary schools in the Queenstown Education District of the Eastern Cape Province. The research was done specifically to identify errors and misconceptions made by these learners in the addition and subtraction of common and mixed fractions. The study further tried to establish the causes of these errors and misconceptions. The research explored whether Cognitively Guided Instruction (CGI) can assist in the improvement or reduction of these errors and misconceptions. The study was conducted at Mlungisi and Xhalanga primary schools (pseudo – names) of the Queenstown Education District in the Eastern Cape Province. This was a mixed method research design, where 100 learners from two purposively identified primary schools were selected and subjected to a pre-test. From the 100 learners, 10 purposively selected learners were identified for interviews. The learners were also subjected to direct observations and documents (such as the Caps document, ANA examination papers, learners’ home and classwork books, November/December Grades 5 and 6 mark sheets and schedules, etc.) which were analysed and a post-test was administered. Two mathematics teachers teaching at the two primary schools were interviewed. Triangulation was used for data analysis. A Cognitively Guided Instruction was used to investigate whether the errors and misconceptions can be reduced or improved. The findings of the study were that learners do make errors when learning common fractions and that the types of errors were careless mistakes, conceptual errors, procedural errors and application errors which were identified and discussed in the study. The study further established that the Cognitively Guided Instruction approach recommended by the Curriculum and Assessment Policy Statement (CAPS) can be used to develop the learners’ conceptual understanding of common fractions. The CGI approach advocates the use of concrete materials for conceptual learning to take place. The findings of the study confirmed well documented research on the learners’ difficulties when dealing with fractions.
- Full Text:
- Date Issued: 2017
- Authors: Libazi, Babini Precious
- Date: 2017
- Subjects: Arithmetic -- Study and teaching (Elementary) , Mathematics -- Problems, exercises, etc , School children
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11652 , vital:39093
- Description: The objective of this study was to investigate and explore the errors and misconceptions associated with the concept of fractions which are displayed by Grade 6 learners in two primary schools in the Queenstown Education District of the Eastern Cape Province. The research was done specifically to identify errors and misconceptions made by these learners in the addition and subtraction of common and mixed fractions. The study further tried to establish the causes of these errors and misconceptions. The research explored whether Cognitively Guided Instruction (CGI) can assist in the improvement or reduction of these errors and misconceptions. The study was conducted at Mlungisi and Xhalanga primary schools (pseudo – names) of the Queenstown Education District in the Eastern Cape Province. This was a mixed method research design, where 100 learners from two purposively identified primary schools were selected and subjected to a pre-test. From the 100 learners, 10 purposively selected learners were identified for interviews. The learners were also subjected to direct observations and documents (such as the Caps document, ANA examination papers, learners’ home and classwork books, November/December Grades 5 and 6 mark sheets and schedules, etc.) which were analysed and a post-test was administered. Two mathematics teachers teaching at the two primary schools were interviewed. Triangulation was used for data analysis. A Cognitively Guided Instruction was used to investigate whether the errors and misconceptions can be reduced or improved. The findings of the study were that learners do make errors when learning common fractions and that the types of errors were careless mistakes, conceptual errors, procedural errors and application errors which were identified and discussed in the study. The study further established that the Cognitively Guided Instruction approach recommended by the Curriculum and Assessment Policy Statement (CAPS) can be used to develop the learners’ conceptual understanding of common fractions. The CGI approach advocates the use of concrete materials for conceptual learning to take place. The findings of the study confirmed well documented research on the learners’ difficulties when dealing with fractions.
- Full Text:
- Date Issued: 2017
Teacher' views and experiences on learners' drug and substances abuse : a case of two secondary schools in King William's Town education district
- Authors: Malisi, Nyaniso Victor
- Date: 2017
- Subjects: Drug abuse--South Africa--Eastern Cape Substance abuse--South Africa--Eastern Cape High school students--Substance use
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11630 , vital:39091
- Description: Drug and substance abuse amongst secondary school children is a universal phenomenon and it has increased at an unprecedented rate over the past decade and still rising. In South Africa, drug and substance abuse has continued to ruin the youth and subsequently education despite various measures taken to stop it. This study aimed at investigating teachers’ views and experiences on drug and substance abuse by learners. Teachers have a responsibility to ensure that learners do not involve themselves in the use of drugs and substances at school. A case study research was conducted to investigate the views of eight teachers in two selected rural secondary schools in the King William’s Town Education District. Qualitative research guided the research process and the interpretivist paradigm served as bases for data collection. Face-to- face semi-structured interviews and focus group discussions were used to collect data. It emerged from the data that alcohol and substance abuse by learners have a negative effect on their academic work as learners abusing drugs could not concentrate on their studies and bunk classes. The data also showed that learners become violent and most of the time important time that could have been spent teaching is lost dealing with alcohol and substance abuse users. The findings also indicated that there was a lack of parental and community support to effectively deal with drugs in schools. From the findings it can be concluded that there are serious social and academic problems that are caused by drug and substance abuse in the rural schools. It can also be concluded that teachers and school managers had no clear and coherent strategies to deal with drug and substance abuse in schools. In view of the above, I recommend that a comprehensive model should be adopted to fight dug and substance abuse by learners.
- Full Text:
- Date Issued: 2017
- Authors: Malisi, Nyaniso Victor
- Date: 2017
- Subjects: Drug abuse--South Africa--Eastern Cape Substance abuse--South Africa--Eastern Cape High school students--Substance use
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11630 , vital:39091
- Description: Drug and substance abuse amongst secondary school children is a universal phenomenon and it has increased at an unprecedented rate over the past decade and still rising. In South Africa, drug and substance abuse has continued to ruin the youth and subsequently education despite various measures taken to stop it. This study aimed at investigating teachers’ views and experiences on drug and substance abuse by learners. Teachers have a responsibility to ensure that learners do not involve themselves in the use of drugs and substances at school. A case study research was conducted to investigate the views of eight teachers in two selected rural secondary schools in the King William’s Town Education District. Qualitative research guided the research process and the interpretivist paradigm served as bases for data collection. Face-to- face semi-structured interviews and focus group discussions were used to collect data. It emerged from the data that alcohol and substance abuse by learners have a negative effect on their academic work as learners abusing drugs could not concentrate on their studies and bunk classes. The data also showed that learners become violent and most of the time important time that could have been spent teaching is lost dealing with alcohol and substance abuse users. The findings also indicated that there was a lack of parental and community support to effectively deal with drugs in schools. From the findings it can be concluded that there are serious social and academic problems that are caused by drug and substance abuse in the rural schools. It can also be concluded that teachers and school managers had no clear and coherent strategies to deal with drug and substance abuse in schools. In view of the above, I recommend that a comprehensive model should be adopted to fight dug and substance abuse by learners.
- Full Text:
- Date Issued: 2017
Learners' views regarding their effective participation in school governance
- Authors: Munikwa, Julius
- Date: 2016
- Subjects: Student participation in administration
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/16013 , vital:40582
- Description: Effective learner participation for the development of Representative Council of Learners (RCL) governors in school governance (SG) is of great essence. A qualitative study was conducted in order to assess the learners’ views regarding their lived views and experiences in SG. Twenty four (24) RCL and class representatives from three data sites comprising three high schools in East Cape, in the East London District Education participated in the study. Data was gathered through semi-structured interviews, focus group discussions and document analysis from two convenient and one snowball samples, respectively. From each school, a chairperson, a secretary and six focus group discussions (FDGs) members were utilised as participants in order to enrich the study. In doing so, the study made use of Wilcox’s ladder of participation as the lens to unpack the learners’ views regarding their effective participation in school governance. This ladder includes information, consultation, deciding together, acting together and supporting independent community interests. The findings showed that learner participation in both township and former Model C schools is significant. However, a number of pertinent factors that make the voices of learner governors to be stifled emerged. These include lack of capacity building, exclusion from other meetings, dominance of adult governors, lack of collaboration and the fact that learners have to be seen as being respectful and disciplined when in meetings with parents. This makes them to accept their role as a tool for middlemen between the parents, teachers and fellow students. These make the field of effective learner participation uneven, hence making them window dressers and have pseudo contributions in SG. The study therefore suggested that learners should be capacitated to make effective and meaningful contribution in school governance. Learners should work collaboratively with adult governors to enhance effective participation in SG.
- Full Text:
- Date Issued: 2016
- Authors: Munikwa, Julius
- Date: 2016
- Subjects: Student participation in administration
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/16013 , vital:40582
- Description: Effective learner participation for the development of Representative Council of Learners (RCL) governors in school governance (SG) is of great essence. A qualitative study was conducted in order to assess the learners’ views regarding their lived views and experiences in SG. Twenty four (24) RCL and class representatives from three data sites comprising three high schools in East Cape, in the East London District Education participated in the study. Data was gathered through semi-structured interviews, focus group discussions and document analysis from two convenient and one snowball samples, respectively. From each school, a chairperson, a secretary and six focus group discussions (FDGs) members were utilised as participants in order to enrich the study. In doing so, the study made use of Wilcox’s ladder of participation as the lens to unpack the learners’ views regarding their effective participation in school governance. This ladder includes information, consultation, deciding together, acting together and supporting independent community interests. The findings showed that learner participation in both township and former Model C schools is significant. However, a number of pertinent factors that make the voices of learner governors to be stifled emerged. These include lack of capacity building, exclusion from other meetings, dominance of adult governors, lack of collaboration and the fact that learners have to be seen as being respectful and disciplined when in meetings with parents. This makes them to accept their role as a tool for middlemen between the parents, teachers and fellow students. These make the field of effective learner participation uneven, hence making them window dressers and have pseudo contributions in SG. The study therefore suggested that learners should be capacitated to make effective and meaningful contribution in school governance. Learners should work collaboratively with adult governors to enhance effective participation in SG.
- Full Text:
- Date Issued: 2016
The perceptions of teachers teaching mathematical literacy at Further Education and Training level : a case study conducted in the East London District
- Pillai, Sivarama Panicker Mohanan
- Authors: Pillai, Sivarama Panicker Mohanan
- Date: 2016
- Subjects: Mathematics--Study and teaching--South Africa--Eastern Cape Education, Higher--South Africa--Eastern Cape--Administration
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/15980 , vital:40571
- Description: Mathematical Literacy is a compulsory subject at the Further Education and Training (FET) level in South Africa. All learners who do not select Mathematics are required to study Mathematical Literacy as their numeracy subject in Grade 10, the first year of studying at the FET level. This requirement coincided with the educational reforms which were introduced in South Africa after democracy was attained in1994. Mathematical Literacy was introduced in Grade 10 in 2008, in Grade 11 in 2009 and in Grade 12 in 2010. Matriculants in 2012 comprised the cohort who wrote the Mathematical Literacy examination for the first time in South African history. Although 4 years have passed since the introduction of Mathematical Literacy in Grade 12, many teachers are still not sufficiently competent enough to teach the subject. This fact has been demonstrated quite conclusively in the matriculation results of the past 4 years. The failure to teach the subject satisfactorily is the result of poor knowledge of the content of the courses, insufficient teaching materials and incorrect teaching methods. This study has focused on uncovering the perceptions of teachers of the teaching of Mathematical Literacy and on how best to support and assist teachers in order to improve their knowledge of the content of their courses, to improve the methods of teaching the subject and to provide sufficient resources to support both teaching and learning. The study is also aimed to draw the attention of the Department of Education (DoE) to the need to provide better training in order to develop the competency of teachers in the subject and to overcome the lack of resources through developing innovative ways of teaching it. A qualitative approach was adopted in order to conduct the research, as it aims to provide an explicit rendering of the structure, order and broad patterns pertaining to the teaching of the subject from a group of participants. Qualitative research is best suited to studies of this sort, as it provides the means to conduct an in-depth investigation of the thoughts, beliefs, attitudes and responses of teachers concerning the teaching of Mathematical Literacy at the FET level. The research was conducted in 6 FET schools in the East London Education District. Six teachers of Mathematics and Mathematical Literacy in Grades 10, 11 and 12 were selected to comprise the research sample for the study. Semi-structured questions were used to collect the data. The research study established that educators have divergent perceptions and beliefs concerning the teaching of Mathematical Literacy at the FET level. The study was also able to identify the problems, obstacles and difficulties encountered by the teachers in their attempts to teach the subject and the trends which emerged during the conducting of the research.
- Full Text:
- Date Issued: 2016
- Authors: Pillai, Sivarama Panicker Mohanan
- Date: 2016
- Subjects: Mathematics--Study and teaching--South Africa--Eastern Cape Education, Higher--South Africa--Eastern Cape--Administration
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/15980 , vital:40571
- Description: Mathematical Literacy is a compulsory subject at the Further Education and Training (FET) level in South Africa. All learners who do not select Mathematics are required to study Mathematical Literacy as their numeracy subject in Grade 10, the first year of studying at the FET level. This requirement coincided with the educational reforms which were introduced in South Africa after democracy was attained in1994. Mathematical Literacy was introduced in Grade 10 in 2008, in Grade 11 in 2009 and in Grade 12 in 2010. Matriculants in 2012 comprised the cohort who wrote the Mathematical Literacy examination for the first time in South African history. Although 4 years have passed since the introduction of Mathematical Literacy in Grade 12, many teachers are still not sufficiently competent enough to teach the subject. This fact has been demonstrated quite conclusively in the matriculation results of the past 4 years. The failure to teach the subject satisfactorily is the result of poor knowledge of the content of the courses, insufficient teaching materials and incorrect teaching methods. This study has focused on uncovering the perceptions of teachers of the teaching of Mathematical Literacy and on how best to support and assist teachers in order to improve their knowledge of the content of their courses, to improve the methods of teaching the subject and to provide sufficient resources to support both teaching and learning. The study is also aimed to draw the attention of the Department of Education (DoE) to the need to provide better training in order to develop the competency of teachers in the subject and to overcome the lack of resources through developing innovative ways of teaching it. A qualitative approach was adopted in order to conduct the research, as it aims to provide an explicit rendering of the structure, order and broad patterns pertaining to the teaching of the subject from a group of participants. Qualitative research is best suited to studies of this sort, as it provides the means to conduct an in-depth investigation of the thoughts, beliefs, attitudes and responses of teachers concerning the teaching of Mathematical Literacy at the FET level. The research was conducted in 6 FET schools in the East London Education District. Six teachers of Mathematics and Mathematical Literacy in Grades 10, 11 and 12 were selected to comprise the research sample for the study. Semi-structured questions were used to collect the data. The research study established that educators have divergent perceptions and beliefs concerning the teaching of Mathematical Literacy at the FET level. The study was also able to identify the problems, obstacles and difficulties encountered by the teachers in their attempts to teach the subject and the trends which emerged during the conducting of the research.
- Full Text:
- Date Issued: 2016
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