The nature of postgraduate student-supervisor relationship in the completion of doctoral studies in education: an exploration in two African universities
- Authors: Rugut, Cornelius Kipleting
- Date: 2018
- Subjects: Universities and colleges -- Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/17955 , vital:28545
- Description: Postgraduate supervision and particularly the student-supervisor relationship in doctoral studies has recently become a topic of great discussion in the academic arena. The relationship between the student and the supervisor is central to the successful completion of doctoral studies. Production of more PhDs in Africa is of great significance, seeing that there is a growing need for highly trained researchers to support the national social, economic and environmental goals of African countries. However, statistics show that the completion rate of doctoral studies in Africa is still very low. As such, the focus of this study was to explore the nature of the student-supervisor relationship in the completion of educational doctoral studies in two African universities, namely, Nelson Mandela University in South Africa and Moi University in Kenya. In order to answer the main research question: “What is the nature of the student-supervisor relationship as experienced by graduates who recently completed their educational doctoral studies in two African universities?” a qualitative approach was used, located within an interpretivist paradigm and positioned as an intrinsic interpretive case study. Convenient and purposive sampling was utilised to select participants who had recently completed their doctoral studies in education within the last five years. An individual semi-structured interview and drawings were used to generate the data with ten participants, five from each of the two Universities. The data was analysed thematically and the model for interpersonal supervisor behaviour of Mainhard, Roeland, Tarkwijk and Wubbels (2009), was used to make meaning of the findings. The findings were discussed under four areas, namely, expectations of the student-supervisor relationship, experiences of the student-supervisor relationship, negotiating the student-supervisor relationship and perceptions of the student-supervisor relationship in the successful completion of doctoral studies. These findings revealed that there were moments of cooperation or opposition, as well as instances of dominance or submission in the student-supervisor relationship. However, it appeared that negotiation was at the centre of the relationship, as it was evident that it strengthened the affiliation between the student and the supervisor and thus created a harmonious working relationship, while the lack of proper negotiation created discontent and opposition between the student and the supervisor. The conclusions from the findings were used to generate implications which could be helpful to university management in improving postgraduate supervision and in so doing, promote the success rate of doctoral studies in African universities.
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- Date Issued: 2018
The use of textbooks by teachers in teaching mathematics at selected primary schools in East London education district
- Authors: Adu, K.O.
- Date: 2018
- Subjects: Mathematics -- Textbooks Mathematics -- Study and teaching (Primary)
- Language: English
- Type: Thesis , Masters , MEd.
- Identifier: http://hdl.handle.net/10353/8989 , vital:34180
- Description: Mathematics is the foundation for the economic and technological development of any nation. It has been asserted that Mathematics is expected to help in accelerating social, economic and technological progress of any society. The Primary school level is very important in any educational system and any lack at this level would permeate to other levels of the educational system. Hence, this dissertation examines the use of textbooks by teachers in teaching Mathematics at selected primary schools in East London Education district. The study adopted the interpretivist paradigm and employed the qualitative approach in investigating the phenomenon. The dissertation made use of phenomenology research design as it attempted to understand people’s (learners’ and teachers’) perceptions, perspectives and understandings of the use of textbooks in teaching Mathematics. Semi-structured interviews and observation were used to elicit information from the six mathematics teachers and three heads of department who were purposively selected. The data collected were analysed using thematic approach where themes were developed from the research questions after transcribing, sorting and categorizing them. The findings of the study demonstrated that the participants selected textbooks from the ones prescribed by the department that were written in the CAPS documents. They had no influence or decision on textbook selection. All the teachers believed that lesson plan is very important and it is a must to have a very detailed and comprehensive lesson plan that is well-aligned to the contents of CAPS document and the textbook. The study further revealed that, for effective delivery of lesson and planning, there is need for a practical use of textbooks by the teacher. The study concluded that one of the most fundamental issues to consider is the fact that, as good as the use of textbook for planning and delivery of lesson activities is, it can also be a problem if not carefully and professionally planned and used accordingly. The over-dependence on textbooks at the expense of other resources may cause ineffective learning and teaching of mathematics.
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- Date Issued: 2018
Towards a framework to enhance entry-level national diploma students' learning of computer programming - effects of guided inquiry learning
- Authors: Lukose, Jose
- Date: 2018
- Subjects: Computer programming -- Study and teaching Computer science -- Study and teaching (Higher)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9522 , vital:34362
- Description: Research reports using global data show that the failure rates in introductory programming courses average about 32 percent. This study assessed the effect of elements of Guided Inquiry Learning (GIL) on enhancing academic performance of first year students in Introduction to Computer Programming course. As learners from schools join the university and enrol for different courses, they find the sudden transformation quite challenging. This makes it more challenging for first year university students, especially in difficult courses such as Introduction to Programming. As times change with advances in technology, the traditional ways of presenting information during teaching–learning interface may not address students’ needs. Lecturers and university stakeholders make efforts to address these challenges by proposing innovative teaching ways. One of the common approaches that have been used profitably in other science and engineering programmes is GIL. It is a form of inductive collaborative learning approach where students are presented with a challenge which challenges them to accomplish the desired learning outcomes in the process of responding to the posed challenge. The strategies in GIL include, among others, learning teams who participate in intra- and inter-learner interactions besides lecturer-learner interactions, linking theory and practical information cementing skills and problem solving strategies, scaffolding information, blended learning by integrating both traditional and technology-assisted learning, inquiry activities such as initiating investigations, gathering data, and critiquing evidence to come up with evidence-based solutions. The objective was to apply GIL to this module and observe if there were gains in students’ academic performance. This study was located in the pragmatic paradigm using action research design and a mixed method approach. The sample consisted offirst year students enrolled for Introduction to programming which was a year-long course (two semesters) at a South African university. The population consisted of the only 49 students who were registered for the module under focus. A group of 20 students were considered for the whole year in the GIL experiment. Although it would students were considered for the whole year in the GIL experiment. Although it would students were considered for the whole year in the GIL experiment. Although it would have been ideal to have experimental and control groups with same number of students, that was not possible in this study, because only 20 out of the 49 who were willing to be included in the experimental group. The present researcher employed willing to be included in the experimental group. The present researcher employed three of these GIL strategies in teaching the module Introduction to Programming to the experimental group while another colleague continued with traditional teaching in the control group. Care was taken to limit the insider outsider conflict. Both groups were assessed by the same assessment tools at the same times. Results from these assessments together with focus group interviews provided the core data for this study. Both quantitative and qualitative analyses were carried out on the data, statistical analysis (mainly, chi-Square and t-test) for the former and thematic analysis for the latter. Results indicated gains in the experimental group such as enhanced motivation, interaction, intra-group social cohesion, creativity and provided students the confidence to share knowledge and skills with their peers and keep everyone focused on the course contents. These gains are reflected in higher year marks and pass rates than those in the control group as the analysed data indicate. A study that will pilot the GIL framework in several universities with different teaching modes and large classes are recommended.
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- Date Issued: 2018
Understanding the contribution of third space theory in the Masikhulisane reading programme
- Authors: Janse van Rensburg, Monique
- Date: 2018
- Subjects: Literacy programs -- South Africa , Literacy -- Social aspects -- South Africa , Language arts -- South Africa , Reading promotion
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/18652 , vital:28699
- Description: The focus of this study is to understand the contribution third space theory makes to literacy practices in the Masikhulisane Reading Programme. The Masikhulisane Reading Programme is an in-school reading club involving reading stories for enjoyment. This study concentrated on the Grade Six participants in term three of the programme, where cross-age reading receives emphasis in service of cultivating reading for pleasure. An older (or more experienced) learner was paired with a younger (less competent) learner for the purpose of nurturing quality reading competencies and reading for enjoyment. The challenges of bilingual reading and developing reading practices without sufficient resources informed this study. The Masikhulisane Reading Programme seems to provide a solution to some of these challenges, offering reading material to learners and affording them agency in terms of their buddy system. Multiple data generation methods were used in order to gain a real understanding of what the Masikhulisane Reading Programme meant to the Grade Six learners, namely: observation of classroom practice, drawings with written and verbal descriptions, and two teacher interviews. The teachers corroborated what the learners said, supporting the idea that learners benefit from an abundance of opportunities to read, while taking ownership in their paired reading. The framework designed for data analysis provided a type of coding, and a way of recognising themes. The designed framework provided an overview and was applied to all the data as a means of drawing out patters to provide explanatory potential. One way to understanding this programme is through the, Third Space Theory, which recognises that in different spaces, participants can take up different positions, allowing for different ways of being. Each Grade Six learners became the teachers with one buddy, teaching and establishing a reading practice with their younger buddy. This gave them the chance to be responsible for developing a love for reading, which was empowering for both them and their buddy.
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- Date Issued: 2018
Examining the reasons for the exclusion of pregnant learners from school through the school governing body pregnancy policy
- Authors: Bamidele, James Seidu https://orcid.org/0000-0001-6641-0385
- Date: 2017-07
- Subjects: School board members , Pregnant teenagers , Human rights
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/22979 , vital:53375
- Description: Discrimination is a serious violation of human rights and it is strongly condemned by various legal instruments in South Africa. The South African Constitution (1996), Promotion of Administration Justice Act (2000) and Promotion of Equality and Prevention of Unfair Discrimination Act (2000) forbade discrimination and exclusion of pregnant learners from school. In spite of these legislative frameworks, School Governing Body (SGB) continues to exclude pregnant learners from school. SGB claimed that pregnant learners are harmful to other female learners and is becoming a significant barrier to girls’ education. Research shows that learners’ pregnancy is predominant in rural areas, apparently poses a threat to female education (Annual School Survey Report, 2010). The purpose of this dissertation is to establish that SGB lacks power to do so; however, their resistance to the law by excluding the pregnant learners from school is in conflict with the South African Constitution. This dissertation investigated an alternative instrument of legal remedy to reduce the problem of learners’ pregnancy rather than exclusion. The theoretical framework of this study is informed by Public Policy Theory (Ijeoma, 2010). Literatures and scholarly works on education law (Oosthuizen, 2015) and articles on Learners’ pregnancy shall be reviewed (Morell, Bhana & Shefer, 2012). The study followed qualitative research method which utilizes a transformative research paradigm that provides a collective voice for the participants. The data is collected through focused interview and open-ended questions, and subsequently analysed to establish that SGB lacks power to exclude a pregnant learner from school. Finally, the study reveals an alternative instrument of legal remedy to reduce the alarming number of pregnant learners rather than exclusion. , Thesis (MEd) -- Faculty of Education, 2017
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- Date Issued: 2017-07
A baseline study of teacher and learner perspectives of language demands in science classrooms in the Nelson Mandela Bay Metropole
- Authors: Woods, Tracey
- Date: 2017
- Subjects: Language arts -- Correlation with content subjects -- South Africa -- Nelson Mandela Bay Municipality , Interpersonal communication -- South Africa -- Nelson Mandela Bay Municipality Communication in education -- South Africa -- Nelson Mandela Bay Municipality Communicative competence -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/21153 , vital:29451
- Description: Globally, one of the challenges in science education is providing equitable access to increasingly diverse learners in equally diverse learning contexts. In South Africa, science is taught to learners by means of English, which is the preferred language of instruction even if it is only spoken by 9.6% of the South African population. In the Eastern Cape, the majority of the population speak isiXhosa and the minority speak English. Parents of isiXhosa-speaking children often choose schools where English is the language of learning and teaching (LoLT) as they feel their children will have better career opportunities as English is considered to be the language of economic power. The aim of this study was to determine teachers’ and learners’ perspectives of language in science classrooms. To this end, a baseline study was conducted. A quantitative research method was used and data were collected through questionnaires. The research found that English is the preferred language for teaching and learning, even though the majority of the participants were isiXhosa home-language speakers. In addition, learners in South African whose home language is not English do not have the necessary language skills to cope with the switch to English as LoLT. Science teachers are therefore faced with two distinct challenges: firstly teaching content and secondly teaching the LoLT, if it is not the learners’ home language. The major difficulty experienced by learners when learning science is learning the language of science, as science is regarded as having a language of its own, with its own specific register and discourse. Thus, for many learners, learning the language of science is a challenge as it contains unfamiliar technical words and everyday words that have specialised scientific meanings (e.g. diagrams, procedures, table, current and force). English is seen as the language in which to explore these concepts. A conclusion that can be drawn is that English is regarded as the language in which to learn science thus reflecting the continued hegemony of English.
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- Date Issued: 2017
A collaboratively constructed process model for understanding and supporting the work of the community volunteer in a community school
- Authors: Damons, Bruce Peter
- Date: 2017
- Subjects: Volunteer workers in education -- South Africa Community schools -- South Africa , Volunteers -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/15049 , vital:28116
- Description: This thesis sought to explore how community volunteers could be recruited, supported and sustained to assist a community school operating in difficult socioeconomic conditions in achieving basic school functionality. Through a collaborative process, the participants in the study attempted to address a significant gap in the literature, namely how this could be achieved in a way that would be beneficial both to the community volunteers and to the school itself. Based on existing literature, the vast majority of South African schools are struggling to reach the basic functionality levels required in terms of legislation. My interest in this topic was piqued while serving as principal of one such school; hence the focus in this thesis on whether schools would benefit in terms of achieving functionality if they partnered with the communities in which they are located. However, communities are seldom actively involved in the schools and school activities on an ongoing daily basis. In this thesis, I argue for an opportunity for schools and the community to collaborate in a way that would be mutually beneficial. In this, I was guided by the School-Based Complementary Learning Framework (SBCLF) in gaining a greater understanding of how multiple stakeholders could support a school to obtain basic functionality. A key stakeholder is the community in which a school is located, and the multidimensional framework provided a framework to understand why the community would want to get involved in the school. Following a Participatory Action Learning and Action Research (PALAR) design, I recruited 15 community volunteers from the existing pool at my then school; some of whom had been volunteering for over twelve years. We formed an action learning set where we collaboratively sought to understand the processes and conditions needed to recruit, support and sustain community volunteers and their involvement in the school. From this action learning set emerged a key advisors’ set, comprising five members of the action learning set, who were entrusted with the responsibility of planning, preparing and analysing the action learning set meetings. Transcripts and visual artefacts from the action learning set meetings and a focus group meeting of the school management team were analysed to generate data, complemented by secondary sources, such as documents. This participatory approach to data generation allowed the voice of every participant to be heard; agency was increased through active participation; and the sense of affiliation to the group was deepened. The iterative design of the research process further ensured that the participants also engaged in a critical discourse analysis of the emerging data, of which the trustworthiness was enhanced through the use of dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect; equality and inclusion; democratic participation; active learning; making a difference; collective action; and personal integrity. The findings revealed that community volunteers did add immense value to the school by supporting teaching and learning processes. However, the community volunteers also harboured expectations of material support and opportunities to develop skills. In addition, the study revealed that the hierarchical culture and structures present in most South African schools need to become more democratic and collaborative, with those working to make the school more functional, including community volunteers, being valued, acknowledged and supported. The participants also constructed their understanding of what a community school should be and do and how it should serve the interests of the children from the community. A process model was constructed from these findings regarding on ways to recruit, sustain and support community volunteers involved in community schools, specially designed so that schools could adapt it to suit individual contexts. This study is unique; I am not aware of any similar study ever having been conducted in a community school in South Africa. Furthermore, the collaborative approach used in the study helped ensure that the methodology used could be of value to principals and other school stakeholders in addressing the various complex challenges that confront schools in these contexts. Also, the findings will add to the theoretical body of knowledge around volunteerism, especially in difficult socioeconomic conditions.
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- Date Issued: 2017
A framework to support inexperienced postgraduate research supervisors
- Authors: Mapasa, Tobeka Eugié
- Date: 2017
- Subjects: Graduate students -- Supervision of Universities and colleges -- Graduate work -- Supervision , Supervision Research -- Study and teaching -- Supervision
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/18529 , vital:28657
- Description: It has been taken for granted that being able to lecture presupposes being able to supervise research students, and completing a Master’s or doctoral degree successfully meant that an academic could assume the research supervisor role. However, findings on research into graduate students’ experiences of the research process indicate that in most cases, postgraduate students are dissatisfied with the guidance they receive from their supervisors. In an effort to contribute to finding ways and to continuing the debate on the improvement of postgraduate research supervision, in this study, I aimed to develop a framework that could be used to support postgraduate research supervisors within faculties. To achieve this aim, I conducted a literature review in order to understand what it means to supervise at postgraduate level effectively and also to identify existing support programmes for postgraduate research supervisors. I adopted a phenomenological research design within an interpretive tradition. The technique used to select the sample was purposeful criterion. The sample size was determined by means of data saturation. It consisted of four faculty postgraduate studies committee chairpersons, seven inexperienced and four experienced postgraduate research supervisors. Meetings and semi-structured interviews were employed to generate data. The findings revealed that attempts by faculties to support postgraduate research supervisors have not been systematically documented as they were done, to a large extent, informally. The size of the faculty, lack of resources, heavy workload and timing emerged as factors that impacted positively and/or negatively on the provision of support to postgraduate research supervisors within faculties. Thematic analysis of the semi-structured interviews revealed that both the experienced and the inexperienced postgraduate research supervisors view good postgraduate research supervision as a relationship of human beings involving critical engagement between the postgraduate students and their supervisors. A need to mentor postgraduate research students was also highlighted. The findings also indicated that the participants viewed good postgraduate research supervision as a developmental process of co-learning and mutual growth culminating from joint effort by both the student and the research supervisor. Striking the balance between backing off and taking over was highlighted as important linked to the roles of the student and that of the supervisor in the research supervision process. The inexperienced and the experienced supervisors had mixed feelings about the usefulness of the existing support initiatives by faculties that they have been exposed to, citing the duration, the level at which some of them were pitched and the presentation styles of the facilitators as cause for concern. The support needs that were common to both the inexperienced and the experienced supervisors were designated mentors, manageable workload and time. The inexperienced postgraduate supervisors expressed the need for focussed support, briefing sessions, online resources for easy access, good timing, and an extended co-supervision period. The experienced supervisors expressed the need for support that will be at their level, group supervision, time and/or money to buy the time and better prepared postgraduate students. This study contributed the proposed framework informed by the integration of the insights from the literature on postgraduate research supervision, professional development and the findings from this study. The principles of the Transformative Learning Theory are appropriate to guide the implementation of the proposed framework in future applications.
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- Date Issued: 2017
A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy
- Authors: Hendricks, Farah
- Date: 2017
- Subjects: Peer teaching -- South Africa Teenage pregnancy -- South Africa , Sex instruction for teenagers -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: http://hdl.handle.net/10948/16011 , vital:28306
- Description: The phenomenon of teenage pregnancy among school-going youth is on the increase in South Africa, despite the existence of a number of intervention programmes. Although both curricular and co-curricular awareness programmes targeting this phenomenon are currently employed within South African schools, these programmes have patently not met with much success, since the problem remains acute. It was the question why these programmes are not succeeding in alleviating the problem that prompted my interest in undertaking this study. Based on literature that suggests that those programmes that are successful in reaching the youth are designed through participatory processes, rather than being designed by outside experts, my thesis proposes that prevention programmes that are designed and implemented by the youth for the youth may be more successful in helping them to make healthy decisions in terms of their sexual behaviour. This study attempted to engage youth in a participatory way in identifying and exploring their perceptions of teenage pregnancy and using the knowledge thus gained to design, implement and evaluate prevention strategies in their school. The study is informed by social learning theory and adopted a participatory action research (PAR) design, which is located in a critical paradigm. I purposefully recruited twenty-four youths (14 females and 10 males) to participate. The primary research question that guided this study was: “How can peer educators be engaged to create prevention strategies to reduce teenage pregnancy and its impacts?” The following sub-questions were identified from the primary research question: What do learners themselves know feel and experience with regard to the causes and effects of teenage pregnancy How might a participatory methodology help learners to create relevant and contextualised strategies for addressing teenage pregnancy? How can such strategies be implemented in a school system? What recommendations could be made for addressing teenage pregnancy in a contextualised way? The research was conducted in two cycles. In Cycle One, data was generated through two focus group discussions, led by a young researcher from the community to encourage openness and honesty. In addition through snowball sampling, six teenage mothers and two teenage fathers agreed to be interviewed individually. The same questions were asked in the two discussions and the individual interviews, namely: “What do you know, feel and think about teenage pregnancy?” In the first cycle, I responded to my first sub-research question. Interviews, drawings and focus group discussions were used to generate data. Three themes emerged from the data to provide insight into how the youth at the school perceived the phenomenon of teenage pregnancy. The findings from this cycle revealed certain tensions between what youth said they needed and what adults, such as teachers and parents, thought they needed to know. The participating teenagers regarded themselves as sexual beings, while the adults in their sphere of influence preached abstinence, moralised or merely cited the facts, without entering into any discussion of how young people could deal with social pressures and better protect themselves against unplanned pregnancy. The participating youth were clearly aware of how to prevent pregnancy, but the social barriers to using condoms or contraceptive pills were a stumbling block. They possessed knowledge of the potential consequences of risky behaviour, but this did not stop them from engaging in such behaviour. In the second cycle of the research, the participants used the findings of the first cycle to develop prevention messages and strategies to convey these messages to their peers. They used participatory visual methods to accomplish this. The findings from this cycle revealed that a peer education approach helped participants to increase maturity in sexual decision-making, had a positive effect on the learning and acquisition of new skills, and improved critical thinking relating to sexuality. The study also had a positive impact on other learners’ knowledge and the attitudes displayed by both learners and teachers, and also led to improvements in school policies related to sexuality education. It is contended that the study contributed important theoretical and methodological insights. Knowledge generated from the study could make a contribution to the field of sexuality education and how it should be approached in schools, particularly in communities facing social and economic adversity. The methodological contribution of this study provided guidelines and theory on how participatory action research and participatory methods can be implemented in schools to enable youth to influence change in their schools, not only regarding teenage pregnancy, but also other social issues.
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- Date Issued: 2017
A teacher collective as a professional development approach to promote foundation phase mathematics teaching
- Authors: Hlam, Thandiwe Lillian
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa Teachers -- Development -- South Africa , Teachers -- Education (Primary) -- South Africa Early childhood education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15071 , vital:28119
- Description: This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
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- Date Issued: 2017
Agriculture vocational education programme and the promotion of job creation skills in the Free State Technical Vocational Education and Training College
- Authors: Thwala, William Mandla
- Date: 2017
- Subjects: Vocational education -- South Africa -- Free State Job creation -- South Africa -- Free State
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/11172 , vital:37199
- Description: The aim of the study was to investigate agriculture educational programme and the promotion of job creation skills in the OFS FET College. The interpretivism paradigm and design approach were adopted in this qualitative research. The sample consisted of three final year students, three facilitators and one coordinator. The non-probability and purposive sampling techniques was used for the qualitative research. The qualitative data was descriptive, and thematically analysed. The study found that there is a big demand for agricultural professional in South Africa but very few are choosing this career. The quality of education in agricultural sector is not where it should be. The demand for skilled people in the sector is growing, while the number of students enrolling in agriculture-related training continues to decrease. Africa’s agricultural education is failing to produce a new wave of farmers. The study found that FET colleges did not train and provide enough skills to students to enhance development in agriculture sectors and therefore make students non-productive at labour market. The study also found that the FET colleges had left a trail of low skills, partially educated and jobless youth behind. The study also found that the curriculum tended to be outmoded, irrelevant to adequately address the challenges facing modern agriculture .The curriculum still focused on farm production rather than encompassing all segments of agricultural value chains, entrepreneurship, and agriculture business processing market. Agriculture forms the basic food security of every country .It contributes a large proportion of gross domestic product in many developing countries and is the source of income and subsistence for many of the poorest and most vulnerable individuals and households.
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- Date Issued: 2017
An analysis of formative assessment challenges facing English language (L2) secondary school teachers in the Makoni District of Zimbabwe : a study of five schools
- Authors: Mawuye, Enock Panganayi
- Date: 2017
- Subjects: English language -- Study and teaching -- Foreign speakers Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , Education
- Identifier: http://hdl.handle.net/10353/5058 , vital:29028
- Description: The purpose of this study was to analyse formative assessment challenges facing English Language (L2) Secondary school teachers in the Makoni District of Zimbabwe. Data were collected from 25 English Language secondary school teachers pooled from 5 secondary schools in the Makoni District. The study utilised the pragmatic paradigm which allowed the use of the mixed methods approach. The study used the survey research design. Quantitative data were collected through questionnaires while qualitative data were collected through follow-up interviews, documents and non-participant observations. Cross-tabulations were used to present data which were then reported mainly in percentages. While most of the qualitative data were used to buttress findings established through the questionnaires, the other data were categorised into themes and analysed accordingly. Major challenges that were revealed by this study were that teachers used the teacher – centred approach, feedback given to pupils was not detailed, there was less time to assess appropriately and that teachers were not motivated to assess effectively. Remedial activities were not being carried out and that teachers’ training in assessment was not thorough. Shortage of teaching and learning resources and high teacher – pupil ratios were some of the challenges that teachers faced. There was lack of coordination of agencies involved in assessment and that assessment was examinations – oriented. Assessment policy formulation did not involve teachers and that most pupils were not motivated to learn. On the basis of these findings, the study recommended the provision of adequate teaching and learning resources, provision of appropriate pre-service and in – service training programs as well as involving the teachers in the formulation of assessment policies.
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- Date Issued: 2017
An analysis of the implementation of the integrated approach in a Luganda language classroom in Uganda
- Authors: Ssembatya, Henry Hollan
- Date: 2017
- Subjects: Ganda language -- Study and teaching -- Uganda African languages -- Study and teaching , Language acquisition
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/14422 , vital:27590
- Description: This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm, and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomena. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews and observations which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. This study is located in the field of language education and informed by the theoretical framework of the cognitive constructivist theory of learning. In terms of the integrated approach in a Luganda language classroom, the findings show firstly, that teachers held positive perceptions towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. Secondly, teachers implemented the integrated approach in a Luganda language classroom as a practical-based activity where learners are engaged in tasks which promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thirdly, findings on the enhancement of language practices in an integrated Luganda language classroom show that if teachers adopted and implemented the principles of the integrated approach, learners would be motivated to acquire not only the four language practices, but also other related practices such as cognitive, social and interpersonal practices which collectively simplify the language use. Lastly, while teachers are aware of what learners could achieve in an integrated Luganda language classroom, findings indicate that they are demotivated by the many challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself. The major implications and recommendations of this study’s findings include: firstly, teachers’ perceptions on the use of the integrated approach in a Luganda language classroom imply that since language learning is a function of social and meaningful classroom interactions learning activities should recognize a teacher as a reflective practitioner, consultant or facilitator of learning rather than an instructor. Secondly, the implementation of the integrated approach in a language classroom would require teachers to be grounded in both practical and theoretical instructional strategies which form a basis for monitoring and engaging learners’ oral and interactive practices. Thirdly, the enhancement of language practices is an outcome of classroom motivation and active interactions which involve creative and critical thinking. Thus, creating and sustaining situations for the enhancement of language practices in a language classroom would require effective branding of learners’ interactive activities with ample opportunities for practice as well as instructional support. Fourthly, considering the perceived challenges in the implementation of the integrated approach, the overall recommendation would be that those challenges need to be resolved if the integrated approach is to be successfully implemented in the context of the Luganda language. An awareness of such challenges provides teachers, educators and policy-makers with insightful ideas in terms of how to manage or change instructional strategies in the classroom.
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- Date Issued: 2017
An arts based comparative study of pre-service teachers' perceptions of lecturers' engagement with a humanizing pedagogy
- Authors: Wafula, Josphat Gamba
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa , Teacher-student relationships -- Kenya Teachers college graduates -- South Africa Teachers college graduates -- Kenya Teachers -- Training of -- South Africa Teachers -- Training of -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/20162 , vital:29148
- Description: The tenet of this study was to elicit pre-service teachers’ insights, thoughts and opinions on their perceptions of lecturers’ engagement with a humanizing pedagogy through the analysis of the participants’ role plays, focused group interviews and written narratives. For the purposes of this study a qualitative approach was adopted employing a multiple case study design that focused on two African institutions; one in Kenya (University M) and one in South Africa (University N), involving 3rd year pre-service teachers in the intermediate phase programme of study. The accumulated data were coded, integrated and analyzed thematically. The findings revealed that although there are lectures who make concerted efforts to embrace humanizing pedagogy in their teaching and create opportunities for interactive learning, most of the teaching is concerned with the issuing of communiqués prepared by others with little input from students thereby leading to a one-way communication process, which denies students of a voice. One-way dialogue excludes the students from critical participation as highlighted by the participants in the study. Furthermore, the findings emerging from the study revealed that the participants perceived the humanizing pedagogy as key to facilitating a safe and friendly learning environment; a strategy that affirms interactive engagement and one which favors a learner-centered approach inclusive of positive pedagogical practices and approaches. The findings of the study also revealed that the dehumanizing experiences that participants had to contend with focused predominantly on the teachers’ obsession with banking education which the participants believed stifled the development of critical consciousness. It is hoped that the findings emerging from this study will inform an understanding and need for dialogue since the study provides valuable insights into the personal and professional transformation which can take place in the lecture rooms. Furthermore, the study has the potential to inform Kenyan and South African teacher education programs with a view to improving teaching practices and approaches that have the potential to stimulate critical and creative thinking through active participation, dialogue and interactive meaning-making.
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- Date Issued: 2017
An assessment of the strategies for implementing inclusive education in teacher education in Zimbabwe
- Authors: Makiwa, Ellen
- Date: 2017
- Subjects: Inclusive education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/5025 , vital:29013
- Description: Inclusive education has become a global trend in the 21st century and is seen as a way of addressing barriers to learning for children with diverse backgrounds, needs, abilities and learning styles. The key to the success of the implementation of inclusive education lies in teacher education as this is where teachers are trained. Teacher education is thus expected to equip pre-service teacher trainees with relevant and effective strategies to enable them to implement inclusive education effectively in the schools in response to learner diversity. This study therefore focused on assessing the strategies for implementing inclusive education that teacher educators equip their pre-service trainees with in the primary teacher training colleges in Zimbabwe. The research was grounded in the pragmatist paradigm and the mixed method approach was employed. Data were collected from two primary teacher training colleges in Zimbabwe and in primary schools in the Harare Metropolitan Province. The participants were lecturers (teacher educators), pre-service trainees in the final phase of the course and qualified teachers who trained with the two colleges and are teaching in the Mbare-Hatfield District of the Harare Metropolitan Province. The study found out that most of the lecturers, pre-service teacher trainees and qualified teachers knew about inclusive education although some had a narrow view of the extent to which learner diversity entails. Therefore, this could affect the way these educators perceive inclusive teaching strategies in the implementation of inclusive education. The main finding was that the teaching strategies that pre-service trainees were equipped with were not quite effective for inclusive classrooms. The study also unveiled that lecturers in the primary teacher training colleges were aware of different teaching strategies with which pre-service trainees can be equipped and exposed to in order for effective teaching and learning to take place. They, however, did not differentiate between those strategies for regular classes and those for inclusive ones. Although the lecturers were aware of inclusive teaching strategies, they did not do much to equip their trainees with these due to challenges which include lack of coordinated programmes in lecturing in the different subject areas; lack of integration in topics taught in the different subject areas; loaded timetables in the teacher education curriculum; the nature of the teacher education curriculum which is not flexible as it focuses on examinations; inadequate resources and high lecturer-student ratio in the colleges; and high teacher-pupil ratio in the primary schools where the pre-service trainees do their teaching practice. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for adequate teacher preparation and training to enable teachers to be flexible, accommodative and reflective in their practice in terms of employing teaching strategies. The researcher also recommended a review of the primary teacher education curriculum in its entirety to accommodate fully the teaching of inclusive education.
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- Date Issued: 2017
An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools
- Authors: Zaram, Gyang Nyam
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- Nigeria , Numeracy -- Study and teaching (Elementary) -- Nigeria Gifted children -- Education -- Curricula Gifted children -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/13381 , vital:27180
- Description: The purpose of this study was to determine whether gifted pupils can master an enriched advanced level curriculum in mathematics using self-regulated learning strategies. A mathematics curriculum for class five primary school learners in Nigeria was developed for this study. An empirical study was conducted on primary five pupils who were seen to be significantly gifted in mathematics. The study employed the quantitative method of research, that is, the true experimental research. The pre-test, post-test control group design was used. Sixty gifted pupils who participated in a mathematics enrichment programme (MEP) were assigned into two groups of the control group and experimental group with thirty pupils forming each group. The control group was exposed to direct teaching (DT) while the experimental group used self-regulated learning (SRL) strategies. Four teachers served as facilitators in the MEP. The teaching and learning activities were carried out at a higher cognitive level as opposed to the regular curriculum, ensuring that the contents of the MEP were enriched and accelerated. Pupils in both the experimental group and the control group were administered a pre-test, problem-solving exercises, and post-test. These pupils also completed an attitudinal questionnaire to provide feedback about the MEP. The empirical results show that gifted pupils in primary five are capable of self-regulating their own learning through self-monitoring, self-evaluation, and self-reinforcement. The empirical results also show that there is a significant relationship between self-regulated learning, gifted learners, and an enriched advanced level differentiated curriculum as a realistic alternative to the present regular curriculum for gifted pupils in the mainstream of education. The findings further show that the lack of differentiation of instruction, lack of facilities such as libraries, media centres, and support materials contributes to low achievement of gifted pupils. Furthermore, the findings show that pupils were challenged and motivated with the MEP to the extent that they were engaged to think divergently and applied their metacognitive skills in finding solutions to mathematical problems. Therefore, the findings of this study could have significant implications for the future direction of gifted primary school education as well as teacher education. This study has made a significant contribution to the existing body of knowledge for implementing an enriched advanced level curriculum using SRL strategies for mathematically gifted pupils in the mainstream of primary school education.
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- Date Issued: 2017
An investigation of the link between the typical geometry errors and the Van Hiele levels of geometric thought of grade 9 learners
- Authors: Steyn, Catherina
- Date: 2017
- Subjects: Van Hiele Model Geometry -- Study and teaching (Elementary) , Error analysis (Mathematics)
- Language: English
- Type: Thesis , Masters , MEdu
- Identifier: http://hdl.handle.net/10948/12152 , vital:27037
- Description: South African learners perform poorly in the geometry sections of both national and international assessments. Numerous assessment reports mention multiple errors that keep re-occurring and play a big role in the learners’ poor performance. For this research, the link between the grade 9 learners Van Hiele levels of thought and the typical errors that they made were investigated. In this mixed method study, 194 grade 9 learners in two schools in Port Elizabeth, South Africa were tested using a Van Hiele based test. A test was set up containing multiple-choice and open-ended questions and was used to determine firstly, the predominant level of geometric reasoning of the learners and secondly, to determine their typical errors. Semi-structured interviews were held with six learners to gain more insight into some of the typical errors uncovered in the tests. The quantitative data revealed that the learners’ predominant levels of geometric thought were low. Furthermore, the qualitative data revealed typical error patterns concerning angles and sides, parallel lines, hierarchy of quadrilaterals and incorrect reasons in the proofs. The quantitative and qualitative data was merged to determine if the errors could be linked to the Van Hiele levels. From the findings, it was concluded that most of their typical errors could be linked to the Van Hiele levels of the learners.
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- Date Issued: 2017
Assessment of student satisfaction on institutional factors influencing student retention in one comprehensive university in the Eastern Cape Province of South Africa
- Authors: Stofile, Regina N
- Date: 2017
- Subjects: Education, Higher -- South Africa College dropouts Dropouts -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9450 , vital:34353
- Description: In all higher education institutions across the world, the student retention and success is an issue of concern and a pressing one. Students invest heavily in their higher education, while institutions in turn, lose a considerable sum of money for each student that drops out due to dissatisfaction with institutional services. The purpose of this quantitative methods research study, employing a survey design, was to assess student satisfaction with institutional factors that influence student satisfaction in higher education. The research questions focused on student satisfaction factors namely; academic advising, academic support, teaching approaches, assessment techniques, learning facilities, student funding services, student accommodation and administrative services. The study used structured questionnaire, with Likert scale type of question items, to collect data from the respondents These were hand delivered to 650 students in four campuses of the selected university. SPSS was used for data analysis. Major findings revealed that the selected institutional factors significantly impacted on student satisfaction, and their decisions to stay within the institution. Based on the results of the study, a framework to assist the institution ensure that student are receiving the services that they need from the institution as early as possible, was proposed. The study provided therefore the useful data for institutions to use in their quality enhancement activities. The result of the study can be incorporated into enrolment management planning and the intervention strategies, to improve the success of students at the selected institution in Eastern Cape.
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- Date Issued: 2017
Assessment strategy framework for the National Diploma : fashion course at one Eastern Cape Comprehensive University
- Authors: McLaren, Lorian
- Date: 2017
- Subjects: Fashion -- Study and teaching Fashion design -- Study and teaching Clothing trade -- Handbooks, manuals, etc
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4904 , vital:28750
- Description: The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.
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- Date Issued: 2017
Contextual factors influencing the use of learner-centred approaches in the teaching of home economics : a case of two universities in Zimbabwe
- Authors: Motsi, Emily
- Date: 2017
- Subjects: Home economics -- Study and teaching (Higher) -- Zimbabwe Student-centered learning -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8463 , vital:32834
- Description: This study examined contextual factors influencing the use of learner-centred approaches in the teaching of Home Economics in two universities in Zimbabwe. The sample consisted of eight students and four lecturers who were purposively sampled. The study was anchored in the interpretivist paradigm and it adopted a qualitative approach and case-study design. Data collection instruments consisted of structured in-depth interviews, observations and documents. Interviews were conducted with students and lecturers at their respective universities with observations and document analysis inter-spaced in between. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses and analysed and discussed accordingly, with data from observed and documented analysis being used to buttress/refute observations made from the interviews. A number of findings emanated from the study. Students had varied conceptions of learner-centred approaches. Some viewed learner-centred approaches as methods of teaching that were participatory, while others viewed them as learning situations in which learners were actively engaged and developed specific capabilities such as problem-solving. Lecturers conceptualised learner-centred approaches as methods that led to active learner participation with the lecturer playing more of a facilitative role. The study revealed that contextual factors such as time available in each course, flexibility of content, the use of teaching methods characterised by active learner participation, the use of constructive and interactive learning activities, had facilitative as well as inhibiting influences on the use of learner-centred approaches. Social factors such as cooperativeness within the peer group, lecturer availability for consultations, technical staff support as well as structural factors such as the availability of textbooks and e-resources, provision of materials and tools, and access to the internet had a facilitative influence on use of learner-centred approaches. The main inhibitive structural factors were the absence of purpose-built facilities and limited space that caused overcrowding. University administration support for integration of learner-centred approaches was fairly evident in the two universities. To sustain the use of learner-centred approaches, lecturers required support through professional development. The study recommended that universities have well-articulated commitments to use learner-centred approaches through a Teaching and Learning Policy. Home Economics course designers should consider contextual factors in course design and course delivery to ensure effective implementation of learner-centred approaches in the teaching of the subject. Seminars and workshops should be organised by the University Teaching and Learning Centres to enhance the teacher educators’ knowledge on interactive teaching methodologies and strategies for creating student-centred learning environments.
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- Date Issued: 2017