An investigation into the role of lesson study in developing teachers’ mathematics content and pedagogical content knowledge
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Student protests in South African universities with specific reference to Rhodes University (1970-1994)
- Authors: Gillam, Katherine Elaine
- Date: 2021-04
- Subjects: Student movements South Africa Makhanda History , Students Political activity South Africa Makhanda , College students, Black Political activity South Africa Makhanda , Rhodes Must Fall , FeesMustFall , South Africa Politics and government 1994- , Democratic transition
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178457 , vital:42941
- Description: This thesis is about student protest at Rhodes University from 1970- 1994 It examines how student protests mirrored broader political and economic contexts in this period. Further this thesis also investigates the changes in student protest over the years. As democracy drew closer, student protests at Rhodes became less apparent. This thesis consults numerous sources which include books, articles, archives and extensive interviews. A significant aspect of this work is that the research on the Black Students Movement at Rhodes University has not been explored in detail, particularly in scholarly works. This thesis therefore contributes to the historiography of black student politics at a historically white university. It also explores the period of democratic transition in South Africa, where secondary issues such as gender and access came to the forefront of student protests. As democracy drew closer, student protests became infrequent on campus due to the changes anticipated under the newly elected democratic government. Despite sparse protests, black students remained sceptical of the democratic transition. The thesis uncovers that many issues were left unresolved which later resurfaced under the 2015 and 2016 #RhodesMustFall, #FeesMustFall and #RUReferenceList protests. , Thesis (MA) -- Faculty of Humanities, History, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Gillam, Katherine Elaine
- Date: 2021-04
- Subjects: Student movements South Africa Makhanda History , Students Political activity South Africa Makhanda , College students, Black Political activity South Africa Makhanda , Rhodes Must Fall , FeesMustFall , South Africa Politics and government 1994- , Democratic transition
- Language: English
- Type: thesis , text , Masters , MA
- Identifier: http://hdl.handle.net/10962/178457 , vital:42941
- Description: This thesis is about student protest at Rhodes University from 1970- 1994 It examines how student protests mirrored broader political and economic contexts in this period. Further this thesis also investigates the changes in student protest over the years. As democracy drew closer, student protests at Rhodes became less apparent. This thesis consults numerous sources which include books, articles, archives and extensive interviews. A significant aspect of this work is that the research on the Black Students Movement at Rhodes University has not been explored in detail, particularly in scholarly works. This thesis therefore contributes to the historiography of black student politics at a historically white university. It also explores the period of democratic transition in South Africa, where secondary issues such as gender and access came to the forefront of student protests. As democracy drew closer, student protests became infrequent on campus due to the changes anticipated under the newly elected democratic government. Despite sparse protests, black students remained sceptical of the democratic transition. The thesis uncovers that many issues were left unresolved which later resurfaced under the 2015 and 2016 #RhodesMustFall, #FeesMustFall and #RUReferenceList protests. , Thesis (MA) -- Faculty of Humanities, History, 2021
- Full Text:
- Date Issued: 2021-04
Impact of Virtual Laboratory Delivery Environment on Grade 11 Learners’ Learning Outcomes in Physical Sciences: A Case of Two Low Performing Schools in OR Tambo Inland
- Sincuba, Muthandwa Chinamhora
- Authors: Sincuba, Muthandwa Chinamhora
- Date: 2020-08
- Subjects: Physics--Laboratory blanks
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6627 , vital:47172
- Description: This study sought to evaluate factors affecting the quality of food provided by the school nutrition programme in Mthatha, OR Tambo Inland Education District. This was a qualitative study in the form of case study research design. Two (2) schools were conveniently selected and from these, 2 principals, 2 school nutrition coordinators, 4 food handlers and 10 learners were purposefully selected to form the sample. Thus, 18 participants were selected in total. Interviews were used to collect data. A review of literature demonstrated that the school nutrition programme was valuable and played an important role towards addressing some of challenges prevalent in South Africa due to the history of the country. The literature reviewed also highlighted challenges faced by the school nutrition programme despite its tremendous success. These are some of the findings: the school nutrition programme was successful towards improving learner punctuality and engaging in the classroom. This had the potential to improve learner health overall; however, it was observed that lack of training around food preparation and hygiene could reduce the effectiveness of the programme. The provision for appropriate storage facilities was also noted as an issue that placed the programme at risk. These are some of the recommendations: the government should provide appropriate training and proper storage facilities in schools with nutrition programme; this could contribute meaningfully towards improving the quality of food provided by the school nutrition programme. , Thesis (M.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2020-08
- Authors: Sincuba, Muthandwa Chinamhora
- Date: 2020-08
- Subjects: Physics--Laboratory blanks
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6627 , vital:47172
- Description: This study sought to evaluate factors affecting the quality of food provided by the school nutrition programme in Mthatha, OR Tambo Inland Education District. This was a qualitative study in the form of case study research design. Two (2) schools were conveniently selected and from these, 2 principals, 2 school nutrition coordinators, 4 food handlers and 10 learners were purposefully selected to form the sample. Thus, 18 participants were selected in total. Interviews were used to collect data. A review of literature demonstrated that the school nutrition programme was valuable and played an important role towards addressing some of challenges prevalent in South Africa due to the history of the country. The literature reviewed also highlighted challenges faced by the school nutrition programme despite its tremendous success. These are some of the findings: the school nutrition programme was successful towards improving learner punctuality and engaging in the classroom. This had the potential to improve learner health overall; however, it was observed that lack of training around food preparation and hygiene could reduce the effectiveness of the programme. The provision for appropriate storage facilities was also noted as an issue that placed the programme at risk. These are some of the recommendations: the government should provide appropriate training and proper storage facilities in schools with nutrition programme; this could contribute meaningfully towards improving the quality of food provided by the school nutrition programme. , Thesis (M.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2020-08
The role of funding composition on efficiency in public universities in South Africa
- Nkohla, Tumi Vuyolwethu https://orcid.org/0000-0003-2426-9509
- Authors: Nkohla, Tumi Vuyolwethu https://orcid.org/0000-0003-2426-9509
- Date: 2020-08
- Subjects: Education, Higher -- Finance
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20373 , vital:45659
- Description: Studies on the relationship between funding and efficiency of public universities in South Africa were triggered mainly by the decline of government spending on public universities while the enrolment of financially needy students is increasing. This increase is a product of government’s initiatives to redress the imbalances in access and success caused by the apartheid regime. However, the government seems to be grappling to strike a balance between its initiatives and funding. While the government’s HE transformation initiatives are appreciated, public universities are caught in a dilemma: their revenue is no longer sufficient for the operations given the increase in the number of unfunded and financially constrained students. It is with this background that the study evaluates the efficiency of public South African universities for the period 2009–2016 and how funding composition affects their efficiency. The study contributes to the existing literature in various ways First, a recent study on this subject matter found a decline in the average technical efficiency (TE) score of the South African public universities from 83percent in 2009 to 78percent in 2013. However, the study did not include non-academic staff among other input variables that are assumed to potentially influence performance outcomes of the universities. We therefore developed an argument that a biased conclusion on the subject matter is likely, if academic staff are assumed to dominate efficiency of public universities in South Africa while the efforts of non-academic staff are not considered. Using a Data Envelopment Analysis (DEA) model, the findings of this study revealed that over the study period the average TE of public universities in South Africa increased from 91percent to 95percent. These results suggest that academic and non-academic staff can be deemed as mutually inclusive variables and therefore neglecting either of them can lead to biased estimated average TE scores. The efficiency levels provided in this study can be used as performance benchmarks for identifying potential improvements required to reach a satisfactory level of efficiency. Second, the literature argues that different streams of revenue utilised for funding universities’ activities can provide alternative incentives which might have an impact on efficiency. However, none of the studies examined comparatively the impact of different revenue streams on the efficiency of the public universities in South Africa. Using a fixed-effects regression model, this study found that only traditional universities’ efficiency can be affected by student fees and private income, while government funding does not seem to bear a significant impact on the efficiency of all universities irrespective of their category. Precisely, student fees enhance the efficiency of traditional universities while private income is deleterious on the efficiency of the traditional universities. The study concluded that traditional universities use students’ fees efficiently to deliver quality academic services in a bid to safeguard their reputation and image while revenue from private funders is not efficiently utilised due to the principal-agent problem. In terms of state funding, it was concluded that government spending on public universities is yet to reach a minimum threshold level at which it can contribute significantly to the efficiency of the universities. Third, recent literature used Stochastic Frontier Analysis (SFA) efficiency scores to determine the drivers of efficiency of public universities in South Africa. Although SFA can control for the stochastic error component in the econometric estimation, the model imposes several theoretical assumptions in the production function which may lead to biased estimations. As a result, several studies on efficiency analysis of Higher Education Institutions (HIEs) around the globe have reverted to using DEA. Using DEA efficiency scores and a Tobit model, this study found that that quality of staff, government funding, student fees, private income, and GDP per capita are positive factors of efficiency while the share of non-white to white staff was found as the determinant of inefficiency. It was concluded that adequate funding and proper management of income by the universities, economic growth and employment of highly educated academic staff can increase efficiency levels of public universities in South Africa, whereas an increase of non-white to white staff in South African public universities is a threat to the universities’ efficiency. Overall, the findings of this study suggest that a cost-sharing framework is inevitable in the South African higher education (HE) system, particularly now that the government is heavily burdened due to the prevailing economic turmoil in the country. As a results, private funders and parents and/guardians are encouraged to honour their portion of obligations with universities. Due to limited funding across all sources, efforts dedicated to strengthen managerial competencies of public universities in South Africa can eliminate the principle-agent problem and therefore promote managerial efficiency. The South African government is encouraged to support its transformation initiatives on HEIs with adequate funding, otherwise the initiatives need to be revisited and revised to suit the current economic environment. Revision of these initiatives may include adjustment of the education standards such that state funding can be allocated to deserving students in terms of both finances and students’ performance starting from matric. , Thesis (PhD) -- Faculty of Management and Commerce, 2020
- Full Text:
- Date Issued: 2020-08
- Authors: Nkohla, Tumi Vuyolwethu https://orcid.org/0000-0003-2426-9509
- Date: 2020-08
- Subjects: Education, Higher -- Finance
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20373 , vital:45659
- Description: Studies on the relationship between funding and efficiency of public universities in South Africa were triggered mainly by the decline of government spending on public universities while the enrolment of financially needy students is increasing. This increase is a product of government’s initiatives to redress the imbalances in access and success caused by the apartheid regime. However, the government seems to be grappling to strike a balance between its initiatives and funding. While the government’s HE transformation initiatives are appreciated, public universities are caught in a dilemma: their revenue is no longer sufficient for the operations given the increase in the number of unfunded and financially constrained students. It is with this background that the study evaluates the efficiency of public South African universities for the period 2009–2016 and how funding composition affects their efficiency. The study contributes to the existing literature in various ways First, a recent study on this subject matter found a decline in the average technical efficiency (TE) score of the South African public universities from 83percent in 2009 to 78percent in 2013. However, the study did not include non-academic staff among other input variables that are assumed to potentially influence performance outcomes of the universities. We therefore developed an argument that a biased conclusion on the subject matter is likely, if academic staff are assumed to dominate efficiency of public universities in South Africa while the efforts of non-academic staff are not considered. Using a Data Envelopment Analysis (DEA) model, the findings of this study revealed that over the study period the average TE of public universities in South Africa increased from 91percent to 95percent. These results suggest that academic and non-academic staff can be deemed as mutually inclusive variables and therefore neglecting either of them can lead to biased estimated average TE scores. The efficiency levels provided in this study can be used as performance benchmarks for identifying potential improvements required to reach a satisfactory level of efficiency. Second, the literature argues that different streams of revenue utilised for funding universities’ activities can provide alternative incentives which might have an impact on efficiency. However, none of the studies examined comparatively the impact of different revenue streams on the efficiency of the public universities in South Africa. Using a fixed-effects regression model, this study found that only traditional universities’ efficiency can be affected by student fees and private income, while government funding does not seem to bear a significant impact on the efficiency of all universities irrespective of their category. Precisely, student fees enhance the efficiency of traditional universities while private income is deleterious on the efficiency of the traditional universities. The study concluded that traditional universities use students’ fees efficiently to deliver quality academic services in a bid to safeguard their reputation and image while revenue from private funders is not efficiently utilised due to the principal-agent problem. In terms of state funding, it was concluded that government spending on public universities is yet to reach a minimum threshold level at which it can contribute significantly to the efficiency of the universities. Third, recent literature used Stochastic Frontier Analysis (SFA) efficiency scores to determine the drivers of efficiency of public universities in South Africa. Although SFA can control for the stochastic error component in the econometric estimation, the model imposes several theoretical assumptions in the production function which may lead to biased estimations. As a result, several studies on efficiency analysis of Higher Education Institutions (HIEs) around the globe have reverted to using DEA. Using DEA efficiency scores and a Tobit model, this study found that that quality of staff, government funding, student fees, private income, and GDP per capita are positive factors of efficiency while the share of non-white to white staff was found as the determinant of inefficiency. It was concluded that adequate funding and proper management of income by the universities, economic growth and employment of highly educated academic staff can increase efficiency levels of public universities in South Africa, whereas an increase of non-white to white staff in South African public universities is a threat to the universities’ efficiency. Overall, the findings of this study suggest that a cost-sharing framework is inevitable in the South African higher education (HE) system, particularly now that the government is heavily burdened due to the prevailing economic turmoil in the country. As a results, private funders and parents and/guardians are encouraged to honour their portion of obligations with universities. Due to limited funding across all sources, efforts dedicated to strengthen managerial competencies of public universities in South Africa can eliminate the principle-agent problem and therefore promote managerial efficiency. The South African government is encouraged to support its transformation initiatives on HEIs with adequate funding, otherwise the initiatives need to be revisited and revised to suit the current economic environment. Revision of these initiatives may include adjustment of the education standards such that state funding can be allocated to deserving students in terms of both finances and students’ performance starting from matric. , Thesis (PhD) -- Faculty of Management and Commerce, 2020
- Full Text:
- Date Issued: 2020-08
Water restriction and vitamin c supplementation on Xhosa goats during summer: Effect on growth performance, blood biochemical profile, nutrient balance, carcass characteristics and meat quality
- Akinmoladun, Oluwakamisi Festus https://orcid.org/0000-0001-6462-374X
- Authors: Akinmoladun, Oluwakamisi Festus https://orcid.org/0000-0001-6462-374X
- Date: 2020-08
- Subjects: Goats -- Nutrition , Goats -- Feeding and feeds
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22710 , vital:52664
- Description: This study aimed to evaluate the effect of single and extra vitamin C (VC) supplementation on water-stressed Xhosa goats during the summer by evaluating their growth performance, blood biochemical profile, nutrient balance, carcass characteristics and meat qualities. The objectives were to assess the effect of water restriction and vitamin C supplementation by evaluating: firstly, growth performance, heat tolerance responses, and blood metabolites; secondly, intake, nutrient digestibility, nitrogen and mineral balance; thirdly, stress indices, carcass characteristics and meat qualities parameters and lastly, fatty acid profile, oxidative stability of lipids and sensory attributes were evaluated. To achieve these objectives, forty-two (42) goats were divided equally into seven treatments (75-day trial); without water restriction (W0, control); water restriction of 70percent of ad libitum water intake WI (W70); water restriction of 50percent ad libitum WI (W50); water restriction of 70percent of ad libitum WI plus 3g VC daily (W70+); water restriction 50percent of ad libitum WI plus 3g VC daily (W50+); water restriction of 70percent of ad libitumWI plus 3g VC and extra 5gVC given every eight-day (70++); water restriction of 50percent of ad libitum WI plus 3g VC and extra 5gVC given every eight-day (W50++). In the first objective, growth performance parameters, body condition scores, rectal temperature, respiratory rate, heat tolerance response parameters and blood metabolites were measured.Weight loss due to water restriction was reduced by VC supplementation in treated groups. The attenuation effect of VC was significant (P<0.05) in responses to respiratory rate (RR), Na+, K+, Mg2+, Cl-, Ca2+ and urea. Supplementation of VC (either single or multiple) did not (P>0.05) improve the effect of water restriction on body condition scores (BCs), FAMACHA©, glucose, globulin, alanine aminotransferase (ALT) and high-density lipoprotein (HDL). In the second objective, intake, nutrient digestibility, nitrogen and mineral balance were evaluated. The reduced nutrient intake was similar (P>0.05) irrespective of water restrictions and VC supplementations. Water-restriction levels did not affect nutrient intake/metabolic weight. Retained nitrogen increased with water-restriction levels but not influenced by VC. NH3-N decreased with the levels of water restriction while the pH was similar across the water restricted groups. Supplementation of VC had no effect (P>0.05) on apparent digestibility and digestible nutrients induced by water restriction levels. The amount of Ca, K, Mg retained increased (P<0.05) with water-restriction levels. In the third objective, stress indices, carcass characteristics and meat quality parameters were evaluated. The level of plasma cortisol concentration due to water stress was lessened (P<0.05) by VC. Follicle stimulating hormone (FSH), Luteinizing hormone (LH) and insulin were not affected (P>0.05) by levels of water restriction. The hot and carcass weights were lower (P<0.05) in W70+ and W50+ compared to W70 and W50 respectively. Vitamin C treated goats had higher redness (a*) compared to W70, W50 and W0. The shear force and cooking loss increased (P<0.05) with water restriction levels, while thaw loss, pH45min and pH24h were not affected by water restriction levels. In the final objective, the treatments did not affect (P>0.05) the oxidative stability of lipids (TBARS). The moisture and fat content in the water restricted groups were lower (P<0.05) than W0. The consumer meat sensory appearance decreased (P<0.05) with levels of water restrictions. Regardless of VC concentration and supplementation, vaccenic, and docosahexaenoic acid increased (P<0.05) while linolenic acid decreased as the water restriction levels increased. Nonetheless, treatment did not affect (P>0.05) the saturated and unsaturated fatty acids. These studies showed that suboptimal water intake negatively affects the growth performance and nutrient intake of Xhosa goats. However, the reduction in body weight loss and decreased plasma cortisol (chief stress hormone) concentration following vitamin C supplementation (especially at a daily single dose [3g/d]) may well reduce the effect of water stress in goats. , Thesis (PhD) -- Faculty of Science and Agriculture, 2020
- Full Text:
- Date Issued: 2020-08
- Authors: Akinmoladun, Oluwakamisi Festus https://orcid.org/0000-0001-6462-374X
- Date: 2020-08
- Subjects: Goats -- Nutrition , Goats -- Feeding and feeds
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/22710 , vital:52664
- Description: This study aimed to evaluate the effect of single and extra vitamin C (VC) supplementation on water-stressed Xhosa goats during the summer by evaluating their growth performance, blood biochemical profile, nutrient balance, carcass characteristics and meat qualities. The objectives were to assess the effect of water restriction and vitamin C supplementation by evaluating: firstly, growth performance, heat tolerance responses, and blood metabolites; secondly, intake, nutrient digestibility, nitrogen and mineral balance; thirdly, stress indices, carcass characteristics and meat qualities parameters and lastly, fatty acid profile, oxidative stability of lipids and sensory attributes were evaluated. To achieve these objectives, forty-two (42) goats were divided equally into seven treatments (75-day trial); without water restriction (W0, control); water restriction of 70percent of ad libitum water intake WI (W70); water restriction of 50percent ad libitum WI (W50); water restriction of 70percent of ad libitum WI plus 3g VC daily (W70+); water restriction 50percent of ad libitum WI plus 3g VC daily (W50+); water restriction of 70percent of ad libitumWI plus 3g VC and extra 5gVC given every eight-day (70++); water restriction of 50percent of ad libitum WI plus 3g VC and extra 5gVC given every eight-day (W50++). In the first objective, growth performance parameters, body condition scores, rectal temperature, respiratory rate, heat tolerance response parameters and blood metabolites were measured.Weight loss due to water restriction was reduced by VC supplementation in treated groups. The attenuation effect of VC was significant (P<0.05) in responses to respiratory rate (RR), Na+, K+, Mg2+, Cl-, Ca2+ and urea. Supplementation of VC (either single or multiple) did not (P>0.05) improve the effect of water restriction on body condition scores (BCs), FAMACHA©, glucose, globulin, alanine aminotransferase (ALT) and high-density lipoprotein (HDL). In the second objective, intake, nutrient digestibility, nitrogen and mineral balance were evaluated. The reduced nutrient intake was similar (P>0.05) irrespective of water restrictions and VC supplementations. Water-restriction levels did not affect nutrient intake/metabolic weight. Retained nitrogen increased with water-restriction levels but not influenced by VC. NH3-N decreased with the levels of water restriction while the pH was similar across the water restricted groups. Supplementation of VC had no effect (P>0.05) on apparent digestibility and digestible nutrients induced by water restriction levels. The amount of Ca, K, Mg retained increased (P<0.05) with water-restriction levels. In the third objective, stress indices, carcass characteristics and meat quality parameters were evaluated. The level of plasma cortisol concentration due to water stress was lessened (P<0.05) by VC. Follicle stimulating hormone (FSH), Luteinizing hormone (LH) and insulin were not affected (P>0.05) by levels of water restriction. The hot and carcass weights were lower (P<0.05) in W70+ and W50+ compared to W70 and W50 respectively. Vitamin C treated goats had higher redness (a*) compared to W70, W50 and W0. The shear force and cooking loss increased (P<0.05) with water restriction levels, while thaw loss, pH45min and pH24h were not affected by water restriction levels. In the final objective, the treatments did not affect (P>0.05) the oxidative stability of lipids (TBARS). The moisture and fat content in the water restricted groups were lower (P<0.05) than W0. The consumer meat sensory appearance decreased (P<0.05) with levels of water restrictions. Regardless of VC concentration and supplementation, vaccenic, and docosahexaenoic acid increased (P<0.05) while linolenic acid decreased as the water restriction levels increased. Nonetheless, treatment did not affect (P>0.05) the saturated and unsaturated fatty acids. These studies showed that suboptimal water intake negatively affects the growth performance and nutrient intake of Xhosa goats. However, the reduction in body weight loss and decreased plasma cortisol (chief stress hormone) concentration following vitamin C supplementation (especially at a daily single dose [3g/d]) may well reduce the effect of water stress in goats. , Thesis (PhD) -- Faculty of Science and Agriculture, 2020
- Full Text:
- Date Issued: 2020-08
- «
- ‹
- 1
- ›
- »