Challenges experienced in reading and writing English first additional language by learners in rural grade 4 classes at Lusikisiki, in OR Thambo Coastal District
- Authors: Nomalala, Lundi
- Date: 2023-03
- Subjects: Teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/10888 , vital:75322
- Description: This study sought to explore the challenges experienced in reading and writing English First Additional Language by learners in rural Grade 4 classes at Lusikisiki, in O.R. Tambo Coastal District. There are common reading and writing challenges in English FAL learners in Grade 4 classes. The pragmatism paradigm was employed in this study. A mixed methods approach was used through quantitative and qualitative approaches. I used three research designs, that is, case study, explanatory research and descriptive research design since this study is a mixed method. I sampled 10 primary schools to participate in this research. These were purposively sampled as: 20 Grade 4 English FAL teachers (2 per school) to answer semi-structured interviews close-ended questionnaires, 100 Grade 4 learners (10 learners per school) were also randomly sampled to answer close-ended questionnaires. Classroom observations were used to observe the reading lessons; terms 3 and 4 written work of Grade 4 English FAL learners for data collection was examined. Collected data were analysed by means of Applied Thematic Analysis (ATA) where themes and categories emerged; the Statistical Package for Social Sciences (SPSS) was used where findings were presented in the form of frequency tables (cross-tabulations), histograms and pie charts. Findings from analysed data revealed major reading and writing challenges, such as spelling, punctuation, paragraphs, word recognition, pronunciation, sentence construction and comprehension. The study revealed that these challenges were caused by the following factors: no reading and writing clubs, English is not the mother tongue of learners, teachers rushing the syllabus, overcrowded classrooms, shortage of LTSM, parental involvement being minimal and transition from Foundation Phase to Intermediate Phase. Based on the findings, recommendations were made. These are the reduction of workload for teachers, libraries to be built in schools and communities and integration of teachers and parental support. , Thesis (D.Ed) -- Faculty of Education Sciences, 2023
- Full Text:
- Date Issued: 2023-03
- Authors: Nomalala, Lundi
- Date: 2023-03
- Subjects: Teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/10888 , vital:75322
- Description: This study sought to explore the challenges experienced in reading and writing English First Additional Language by learners in rural Grade 4 classes at Lusikisiki, in O.R. Tambo Coastal District. There are common reading and writing challenges in English FAL learners in Grade 4 classes. The pragmatism paradigm was employed in this study. A mixed methods approach was used through quantitative and qualitative approaches. I used three research designs, that is, case study, explanatory research and descriptive research design since this study is a mixed method. I sampled 10 primary schools to participate in this research. These were purposively sampled as: 20 Grade 4 English FAL teachers (2 per school) to answer semi-structured interviews close-ended questionnaires, 100 Grade 4 learners (10 learners per school) were also randomly sampled to answer close-ended questionnaires. Classroom observations were used to observe the reading lessons; terms 3 and 4 written work of Grade 4 English FAL learners for data collection was examined. Collected data were analysed by means of Applied Thematic Analysis (ATA) where themes and categories emerged; the Statistical Package for Social Sciences (SPSS) was used where findings were presented in the form of frequency tables (cross-tabulations), histograms and pie charts. Findings from analysed data revealed major reading and writing challenges, such as spelling, punctuation, paragraphs, word recognition, pronunciation, sentence construction and comprehension. The study revealed that these challenges were caused by the following factors: no reading and writing clubs, English is not the mother tongue of learners, teachers rushing the syllabus, overcrowded classrooms, shortage of LTSM, parental involvement being minimal and transition from Foundation Phase to Intermediate Phase. Based on the findings, recommendations were made. These are the reduction of workload for teachers, libraries to be built in schools and communities and integration of teachers and parental support. , Thesis (D.Ed) -- Faculty of Education Sciences, 2023
- Full Text:
- Date Issued: 2023-03
Teacher's perspectives on the implementation of HIV/AIDS policy in OR Tambo Inland Education District: A case study of five selected schools
- Authors: Tebekana, Jongiwe
- Date: 2022-11
- Subjects: Teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/10842 , vital:75288
- Description: This thesis explored teachers’ perspectives in implementing HIV/AIDS policy in the O. R. Tambo Inland Education District. HIV/AIDS is one of the greatest challenges in the world and is crippling almost every aspect of society (politically, socially, financially, and educationally). In the education sector, it affects teachers, learners, their families, and the communities at large. Governments everywhere, especially Education Ministries, developed policies to combat the pandemic. In South Africa, the National Policy on HIV/AIDS for learners and teachers for public schools and students in Further Education and Training Institutions was published in 1999. The Department of Education also developed guidelines for teachers, to assist them in managing HIV/AIDS issues in Public Schools. Theoretically, this study was informed by the implementation theory of Pressman and Wildavsky (1973) who view policy implementation as a procedure of collaboration between the establishments of objectives, and Elite/Mass theory which implore that the key people in authority, who are considered as the elite group, determine policy without considering its implementation on the ground. This is a qualitative case study based on interpretivism, which strives to comprehend how individuals in everyday settings construct meaning and explain the events of their world. Purposive sampling was employed to identify twelve rich informants (teachers) from five purposively selected primary schools. Data were collected through document analysis, semi-structured interviews, and field notes. Findings reveal that teachers have insufficient knowledge about HIV/AIDS policy which they are expected to implement, they were insufficiently trained, lacked support, and encountered some barriers towards the implementation of HIV/AIDS policy. The study recommends that that professional in-service development programme should be developed by the Department of Basic Education (DBE) for all qualified Life Orientation (LO) teachers since HIV/AIDS is an aspect of the LO subject and DBE should increase school-based support visits by subject specialists to ensure that there is proper monitoring. It further recommends that policy formulators should engage the implementers in policy dissemination through meetings, newsletters, conferences, debates, circulars and networks like cluster and circuit networks to eradicate distortion of crucial policy information for implementation. It is further recommended based on the findings and informed by the two theoretical frameworks of Implementation and Elites/Mass theories, Tebekana Collaborative Policy Formulation, and Implementation model for the benefit of the schools is proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2024
- Full Text:
- Date Issued: 2022-11
- Authors: Tebekana, Jongiwe
- Date: 2022-11
- Subjects: Teaching strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/10842 , vital:75288
- Description: This thesis explored teachers’ perspectives in implementing HIV/AIDS policy in the O. R. Tambo Inland Education District. HIV/AIDS is one of the greatest challenges in the world and is crippling almost every aspect of society (politically, socially, financially, and educationally). In the education sector, it affects teachers, learners, their families, and the communities at large. Governments everywhere, especially Education Ministries, developed policies to combat the pandemic. In South Africa, the National Policy on HIV/AIDS for learners and teachers for public schools and students in Further Education and Training Institutions was published in 1999. The Department of Education also developed guidelines for teachers, to assist them in managing HIV/AIDS issues in Public Schools. Theoretically, this study was informed by the implementation theory of Pressman and Wildavsky (1973) who view policy implementation as a procedure of collaboration between the establishments of objectives, and Elite/Mass theory which implore that the key people in authority, who are considered as the elite group, determine policy without considering its implementation on the ground. This is a qualitative case study based on interpretivism, which strives to comprehend how individuals in everyday settings construct meaning and explain the events of their world. Purposive sampling was employed to identify twelve rich informants (teachers) from five purposively selected primary schools. Data were collected through document analysis, semi-structured interviews, and field notes. Findings reveal that teachers have insufficient knowledge about HIV/AIDS policy which they are expected to implement, they were insufficiently trained, lacked support, and encountered some barriers towards the implementation of HIV/AIDS policy. The study recommends that that professional in-service development programme should be developed by the Department of Basic Education (DBE) for all qualified Life Orientation (LO) teachers since HIV/AIDS is an aspect of the LO subject and DBE should increase school-based support visits by subject specialists to ensure that there is proper monitoring. It further recommends that policy formulators should engage the implementers in policy dissemination through meetings, newsletters, conferences, debates, circulars and networks like cluster and circuit networks to eradicate distortion of crucial policy information for implementation. It is further recommended based on the findings and informed by the two theoretical frameworks of Implementation and Elites/Mass theories, Tebekana Collaborative Policy Formulation, and Implementation model for the benefit of the schools is proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2024
- Full Text:
- Date Issued: 2022-11
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