An evaluation of the effectiveness of communication between the education district office and schools in Nelson Mandela Bay
- Authors: Brown, Xenophon
- Date: 2020
- Subjects: Communication in organizations , Communication in management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/50491 , vital:42203
- Description: This study focuses on an evaluation of communication effectiveness between the school administration office in Nelson Mandela Bay and its representative schools in advancing the business case of school development and heightened learner experience in line with the national development goal. The research uses a qualitative research approach to gather rich insights into the challenges, opportunities and problems that heighten and affect the quality of communication methods, channels and the roles of communication that the interviewed stakeholders representing both the district and schools depict and understand within the communication processes and methods used. Fourteen interviewees were identified using a judgemental and purposive sampling technique. They were identified from the Nelson Mandela Bay district office and schools within the district. Findings from the study reveal that the critical areas of concern include the roles of communication, stakeholder roles in the communication process, methods of communication, and challenges in communication effectiveness. While schools and the district office share the responsibility for providing quality education, it is critical that an effective communication strategy, which embraces computer-mediated communication as a supplementary tool, should be adopted to ensure that this shared mandate could be achieved.
- Full Text:
- Date Issued: 2020
- Authors: Brown, Xenophon
- Date: 2020
- Subjects: Communication in organizations , Communication in management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/50491 , vital:42203
- Description: This study focuses on an evaluation of communication effectiveness between the school administration office in Nelson Mandela Bay and its representative schools in advancing the business case of school development and heightened learner experience in line with the national development goal. The research uses a qualitative research approach to gather rich insights into the challenges, opportunities and problems that heighten and affect the quality of communication methods, channels and the roles of communication that the interviewed stakeholders representing both the district and schools depict and understand within the communication processes and methods used. Fourteen interviewees were identified using a judgemental and purposive sampling technique. They were identified from the Nelson Mandela Bay district office and schools within the district. Findings from the study reveal that the critical areas of concern include the roles of communication, stakeholder roles in the communication process, methods of communication, and challenges in communication effectiveness. While schools and the district office share the responsibility for providing quality education, it is critical that an effective communication strategy, which embraces computer-mediated communication as a supplementary tool, should be adopted to ensure that this shared mandate could be achieved.
- Full Text:
- Date Issued: 2020
Exploring student teachers’ self-reflections on implementation of IsiXhosa literacy strategies with Grade 3 learners : a single case study approach
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
- Authors: Magangxa, Pretty Neliswa
- Date: 2020
- Subjects: Primary school teachers -- South Africa -- Xhosa language , Education -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46251 , vital:39528
- Description: Reflection is the core aspect in many teacher education programmes around the world, South Africa included. The Department of Higher Education and Training (DHET) regards reflection as a vital tool in integrating theoretical and practical knowledge gained in university coursework with practical knowledge obtained in the school classroom context. Literature highlighted that student teachers do not engage in reflection effectively, especially within the context of African language literacy teaching, thus they feel unprepared to deal with the complexities in classrooms. This has negative repercussions on how learners are taught and achieve their educational attainments. The main aim of this study was to explore and describe student teachers’ selfreflections on implementing isiXhosa literacy strategies with Grade 3 learners. This study further sought to understand their reflections on integrating theory and practice as well as their successes and challenges of implementing theoretical knowledge. The main argument of this study is that reflective thinking is a complex and valuable tool that can be utilised to provide quality teaching and learning. In this qualitative single case study premised on an interpretivist paradigm, I purposively selected student teachers and generated data through classroom observations, individual semi-structured interviews and reflective journals. Data was analysed through thematic analysis and two themes emerged. The findings revealed that student teachers used a learner-centred approach to teach isiXhosa literacy in Grade 3 classrooms. Moreover, it revealed that student teachers experienced curriculum demands that inhibited them from implementing isiXhosa literacy strategies efficiently. Conclusions were made based on ideas of sociocultural theory, the reflective thinking model and literature. From these findings, several recommendations were made for student teachers, literacy teacher educators, mentor teachers and policy makers.
- Full Text:
- Date Issued: 2020
Exploring the career aspirations of youths from a rural secondary school in the Eastern Cape Province
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
- Authors: Ahmed, Leila
- Date: 2020
- Subjects: Career education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/45963 , vital:39395
- Description: Many inequalities still exist among those living in both rural and urban areas despite the abolishment of apartheid in 1994. Addressing these inequalities has been deemed important and require urgent attention, especially career education among rural youth, as this is a social justice issue (Watson, 2010). There also appears to be a lack of qualitative research pertaining to the aspirations of rural youth. During sessions with the research team, the teachers and school governing board (SGB) members, it was indicated that the youth in the community seem to be without hope for the future and that career aspirations were lacking. Based on the background and problem identified, the main research question of this study aimed to explore how youths in a rural secondary school perceive how they might actualise their future career aspirations. This research was set within the interpretivist and critical paradigm. Qualitative data was gathered to gain an understanding of how the participants constructed meaning with regard to ways in which they might actualise their career aspirations, the challenges they faced and pathways to overcome these challenges. This study began with nine secondary school rural youths as participants but this number decreased to four as the research progressed. Four data sets were generated, namely photovoice, participant PowerPoint artefact creation, focus group interviews and PowerPoint presentations by participants to the community, learners and school. The data was generated using a qualitative thematic analysis guided by the utilisation of Creswell’s application of Tesch’s (1990) framework. Measures were employed to ensure trustworthiness, credibility, transferability and dependability (Ary, Jacobs, Razavieh & Sorensen, 2010). Both the primary and secondary researchers had access to identical files that contained all the data that was generated and stored by the primary researcher. Ethical approval to conduct the study was obtained from the ethics committee at the university and consent was obtained in writing from all relevant parties participating. This research found that the research participants had future career aspirations that included careers in the medical field, law enforcement, business, IT as well as the music industry. The participants envisaged a hopeful future for themselves, their families, their school and the community. Their aspirations focused on transcending their current lived experiences and attaining financial stability. They wished to give back to their communities and schools to ensure a better future for all. The participants aspired to be instruments of social change. The participants were aware that they would encounter various challenges along their path to actualise their dreams. The anticipated challenges included peer-pressure and negative influences, being confronted by various social ills such as violence, drugs and alcohol, abuse and gangsterism. They understood that a lack of self-belief would lead to hopelessness. The participants were concerned that if they did not succeed at school they would not be promoted to the next grade. They also indicated that parental involvement was a challenge and that they did not receive adequate support from their parents. The participants also mentioned that underperforming teachers and conflict with the SGB could derail their career aspirations. They were also concerned about their lack of financial means, as they did not have the necessary funding to gain access to a university but were aware of ways to overcome these challenges. They indicated that drawing on the spiritual domain is important to them and this included the church and their faith in God as a means to overcome their challenges. Education was also key to actualise their aspirations and the participants mentioned that being focused at school and knowing that education has the potential to open doors served as a form of motivation. They were prepared to work hard to succeed at school. It was important for their teachers to be committed, as this would assist in ensuring their success. They indicated the importance of having access to social capital through networking. This included guidance, support and mentoring, as well as using social media to inform society of their plight in order to receive encouragement and support. It was also noted that the aspirations project of which they were part, afforded the participants with transformative possibilities, as they began to critically reflect on the future. They shared their vision, hope and goals with those around them, which further motivated them to aspire to achieving their goals. The participants became selfconfident as a result of their new abilities. They were open to exploring alternative career opportunities and developed a sense of self-belief that they can realise their goals. The participants began to take a stand, as they were aware that agency begins with them. The findings revealed that the rural youth, their parents, the school as a whole, the life orientation teacher(s), the school principal, the school governing body, the community as well as the Department of Basic Education could guide them and assist rural secondary youths to actualise their aspirations.
- Full Text:
- Date Issued: 2020
Exploring the perceptions of School Governing Bodies towards foundation phase male teachers in Eastern Cape schools
- Authors: Kagola, Obakeng
- Date: 2020
- Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46239 , vital:39518
- Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
- Full Text:
- Date Issued: 2020
- Authors: Kagola, Obakeng
- Date: 2020
- Subjects: Male teachers -- South Africa , Primary school teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/46239 , vital:39518
- Description: Since the adoption and implementation of the South African Schools Act of (1996), School Governing Bodies (SGBs) have been provided with the powers to recommend the employment of teachers in schools. Moreover, SGBs are also required to have an impact on the promotion of diversity in schools through the employment of teachers in a non-discriminatory way. However, two decades since SASA of 1996, Foundation Phase teaching remains dominated by females. Literature in the South African context posits that gendered schooling practices still exist in the differentiated opportunities of the employment of teachers. Particularly male teachers eager to teach in the foundation phase in the Eastern Cape, KwaZulu-Natal and North West Province. The study sought to explore the perceptions of SGB members towards foundation phase male teachers in the Eastern Cape schools. This study employed Participatory Visual Research Methodologies (PVRM), as its research design and was underpinned by the critical paradigm. It utilised a participatory method, collages and a focus group discussion to generate data with five SGB members from three purposively selected schools in the Eastern Cape. The study utilised a feminist post-structural theory in the analysis of findings. The findings revealed three themes, which are; (1) Males are not seen as good caregivers, (2) Foundation phase male teachers are seen as multifaceted and lastly (3) Male teachers are seen as not suitable for Foundation Phase teaching. Each of the above findings offers recommendations to the following stakeholders, the Department of Basic Education (DBE), Department of Higher Education and Training (DHET) and for future research.
- Full Text:
- Date Issued: 2020
The use of drawing to support teaching and learning of an additional language in foundation phase classrooms
- Authors: Macubeni, Sandiswa
- Date: 2020
- Subjects: Language and languages -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49351 , vital:41676
- Description: Parents in South Africa have been given the privilege and right to choose the language of learning and teaching (LoLT) for their children. However, because of the advantages associated with fluency in English, parents tend to choose English as the language of instruction, often without being informed as to the disadvantages of learning in an additional language. The use of an additional language as the main language of instruction can potentially negatively affect the academic performance of learners, as they are often unable to express themselves efficiently and comprehend instructions given in this additional language. In an effort to assist learners who may be struggling with learning in an additional language, this study explored the use of drawing to support the teaching and learning of an additional language in Foundation Phase classrooms. A qualitative approach was adopted in order to gain insights of Foundation Phase teachers regarding the use of drawing to promote the teaching and learning of English as an additional language. The methods that were used to elicit data in this study included focus groups, an open-ended questionnaire, field notes, reflective journal entries, and document analysis. The participants in this research were 18 Foundation Phase teachers from a school in the Northern Areas of Port Elizabeth. The collected data were analysed using thematic analysis. The findings of this study revealed that drawing is both an expressive and receptive visual language that has the potential to promote the teaching and learning of an additional language. However, for this additional language to be effective, teachers should create a stimulating environment and encourage learners to use this language in their classrooms. Teachers should also find creative ways to accommodate drawing within their planned teaching and learning activities in the classroom.
- Full Text:
- Date Issued: 2020
- Authors: Macubeni, Sandiswa
- Date: 2020
- Subjects: Language and languages -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/49351 , vital:41676
- Description: Parents in South Africa have been given the privilege and right to choose the language of learning and teaching (LoLT) for their children. However, because of the advantages associated with fluency in English, parents tend to choose English as the language of instruction, often without being informed as to the disadvantages of learning in an additional language. The use of an additional language as the main language of instruction can potentially negatively affect the academic performance of learners, as they are often unable to express themselves efficiently and comprehend instructions given in this additional language. In an effort to assist learners who may be struggling with learning in an additional language, this study explored the use of drawing to support the teaching and learning of an additional language in Foundation Phase classrooms. A qualitative approach was adopted in order to gain insights of Foundation Phase teachers regarding the use of drawing to promote the teaching and learning of English as an additional language. The methods that were used to elicit data in this study included focus groups, an open-ended questionnaire, field notes, reflective journal entries, and document analysis. The participants in this research were 18 Foundation Phase teachers from a school in the Northern Areas of Port Elizabeth. The collected data were analysed using thematic analysis. The findings of this study revealed that drawing is both an expressive and receptive visual language that has the potential to promote the teaching and learning of an additional language. However, for this additional language to be effective, teachers should create a stimulating environment and encourage learners to use this language in their classrooms. Teachers should also find creative ways to accommodate drawing within their planned teaching and learning activities in the classroom.
- Full Text:
- Date Issued: 2020
An investigation ofthe effectiveness of using analogies to develop a robust understanding of direct current (DC) electric circuits in first-year university students
- Authors: Bacela, Mpathi Collin
- Date: 2019
- Subjects: Physics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42443 , vital:36657
- Description: The effectiveness of using a teaching strategy, based on analogies for direct current electric circuits, to attempt to address first-year underprepared university students was investigated. The study consisted of 53 participants drawn from the Faculty of Health Sciences at Nelson Mandela University. A quantitative research design was adopted using the “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT) version 1.2 as a research instrument. The DIRECT is a 29-item multiple-choice test with only one correct answer in each question. The DIRECT was modified to further probe students’ confidence levels in their answers. The instrument served as a pre-test prior to the start of the formal lessons on direct current electric circuits. At the end of a five-week treatment period, the same instrument was administered to all participants as a post-test. The statistical analysis and interpretation of the preand post-test data were conducted using Software Package for Social Sciences (SPSS) version 23 and STATISTICA version 12. In answering the main research question (How can a misconception-based module, using analogies,positively influence(or not)academically under-prepared first-year non-major Physics students’ conceptual understanding of direct current(DC)electricalcircuits?)and sub-questions thereof, the students’ mean scores between the pre-and posttest were calculate and compared using t-test at a significant level of 0.05. The results revealed a statistically significant difference between the preand post-test mean scores. The pre-test mean score was 22.24 with a standard deviation of 8.07. The post-test mean score was 38.68 with a standard deviation of 13.93. The mean score difference between the post-test and pre-test was 16.44 with a standard deviation of 13.82 at p-value less than 0.05. The results from the pre-test suggest that students held very strong alternative conceptions on direct current electric circuits. The post-test results also revealed that some alternative conceptions were still held onto after the intervention. There wasno statistical significant difference found between the students’ correct answers and their confidence levels. The quantitative analysis of the results suggested that there is a positive change between the post-testmean score and pre-test mean score and this change is statistically significant (p < 0.05). The results showed sufficient evidence to conclude that analogies-based teaching strategy was a vieffective means of reducing the number of alternative conceptions the students held about direct current electric circuits. The study recommended the need to ascertain out what the students felt about the improvement of their understanding of direct current electric circuits concepts. The study suggested a qualitative research methodology as an area for future research.
- Full Text:
- Date Issued: 2019
- Authors: Bacela, Mpathi Collin
- Date: 2019
- Subjects: Physics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42443 , vital:36657
- Description: The effectiveness of using a teaching strategy, based on analogies for direct current electric circuits, to attempt to address first-year underprepared university students was investigated. The study consisted of 53 participants drawn from the Faculty of Health Sciences at Nelson Mandela University. A quantitative research design was adopted using the “Determining and Interpreting Resistive Electric Circuits Concepts Test” (DIRECT) version 1.2 as a research instrument. The DIRECT is a 29-item multiple-choice test with only one correct answer in each question. The DIRECT was modified to further probe students’ confidence levels in their answers. The instrument served as a pre-test prior to the start of the formal lessons on direct current electric circuits. At the end of a five-week treatment period, the same instrument was administered to all participants as a post-test. The statistical analysis and interpretation of the preand post-test data were conducted using Software Package for Social Sciences (SPSS) version 23 and STATISTICA version 12. In answering the main research question (How can a misconception-based module, using analogies,positively influence(or not)academically under-prepared first-year non-major Physics students’ conceptual understanding of direct current(DC)electricalcircuits?)and sub-questions thereof, the students’ mean scores between the pre-and posttest were calculate and compared using t-test at a significant level of 0.05. The results revealed a statistically significant difference between the preand post-test mean scores. The pre-test mean score was 22.24 with a standard deviation of 8.07. The post-test mean score was 38.68 with a standard deviation of 13.93. The mean score difference between the post-test and pre-test was 16.44 with a standard deviation of 13.82 at p-value less than 0.05. The results from the pre-test suggest that students held very strong alternative conceptions on direct current electric circuits. The post-test results also revealed that some alternative conceptions were still held onto after the intervention. There wasno statistical significant difference found between the students’ correct answers and their confidence levels. The quantitative analysis of the results suggested that there is a positive change between the post-testmean score and pre-test mean score and this change is statistically significant (p < 0.05). The results showed sufficient evidence to conclude that analogies-based teaching strategy was a vieffective means of reducing the number of alternative conceptions the students held about direct current electric circuits. The study recommended the need to ascertain out what the students felt about the improvement of their understanding of direct current electric circuits concepts. The study suggested a qualitative research methodology as an area for future research.
- Full Text:
- Date Issued: 2019
Concept cartoons as a formative assessment instrument in physics – a case study
- Nwaigwe, Chinelo Georgina Candy
- Authors: Nwaigwe, Chinelo Georgina Candy
- Date: 2019
- Subjects: Comic books, strips, etc., in education , Science -- Study and teaching Educational evaluation Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42759 , vital:36689
- Description: Studies have shown that the practice of formative assessment is a challenge for many teachers in South Africa. Teachers are either entrenched in their old habits and methods of assessment, or they have not been adequately trained and supported to apply formative assessment in the instructional process. The aim of this research was to explore Physical Sciences teachers’ perceptions of formative assessment and the usefulness of Concept Cartoons as a formative assessment instrument to assist teachers in their practice of formative assessment. The perceptions of eight Grade 11 Physical Sciences teachers on formative assessment were sought before and after an intervention. During the intervention, the teachers were trained to use Concept Cartoons as a formative assessment instrument. The teachers’ perceptions were also sought after an implementation phase where they implemented Concept Cartoons as a formative assessment instrument in their own classrooms. The teachers were purposefully selected from six schools in the Port Elizabeth area. A qualitative case study approach, informed by a constructivist perspective, was applied in this study. Data were collected through open-ended questionnaires, semi-structured interviews, and the participants’ post-implementation written reflections. These data were analysed and presented in both narrative and tabular formats, supported by verbatim quotes from the participants. The conclusion that can be drawn from this study is that the use of Concept Cartoons as a formative assessment instrument had a substantially positive influence on the Physical Sciences teachers’ understanding and practice of formative assessment. The data also suggest that Concept Cartoons supported both learner- and teacher learning, thus functioning as an Educative Curriculum Material (ECM). Another finding in this study was that a relatively short intervention (i.e. a workshop) could make a difference in teachers’ learning and professional development. Support, however, is needed, particularly in the form of teaching resources or materials, so as to ensure the translation of knowledge into practice. Though the findings are presented within the context of the six sampled schools, and focussed on Grade 11, further research may determine these findings to be informative for other institutions within similar settings.
- Full Text:
- Date Issued: 2019
- Authors: Nwaigwe, Chinelo Georgina Candy
- Date: 2019
- Subjects: Comic books, strips, etc., in education , Science -- Study and teaching Educational evaluation Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42759 , vital:36689
- Description: Studies have shown that the practice of formative assessment is a challenge for many teachers in South Africa. Teachers are either entrenched in their old habits and methods of assessment, or they have not been adequately trained and supported to apply formative assessment in the instructional process. The aim of this research was to explore Physical Sciences teachers’ perceptions of formative assessment and the usefulness of Concept Cartoons as a formative assessment instrument to assist teachers in their practice of formative assessment. The perceptions of eight Grade 11 Physical Sciences teachers on formative assessment were sought before and after an intervention. During the intervention, the teachers were trained to use Concept Cartoons as a formative assessment instrument. The teachers’ perceptions were also sought after an implementation phase where they implemented Concept Cartoons as a formative assessment instrument in their own classrooms. The teachers were purposefully selected from six schools in the Port Elizabeth area. A qualitative case study approach, informed by a constructivist perspective, was applied in this study. Data were collected through open-ended questionnaires, semi-structured interviews, and the participants’ post-implementation written reflections. These data were analysed and presented in both narrative and tabular formats, supported by verbatim quotes from the participants. The conclusion that can be drawn from this study is that the use of Concept Cartoons as a formative assessment instrument had a substantially positive influence on the Physical Sciences teachers’ understanding and practice of formative assessment. The data also suggest that Concept Cartoons supported both learner- and teacher learning, thus functioning as an Educative Curriculum Material (ECM). Another finding in this study was that a relatively short intervention (i.e. a workshop) could make a difference in teachers’ learning and professional development. Support, however, is needed, particularly in the form of teaching resources or materials, so as to ensure the translation of knowledge into practice. Though the findings are presented within the context of the six sampled schools, and focussed on Grade 11, further research may determine these findings to be informative for other institutions within similar settings.
- Full Text:
- Date Issued: 2019
Exploring a dialogic approach to writing for English second language learners
- Authors: Domingo, Jamiellah
- Date: 2019
- Subjects: Dialogism (Literary analysis) , Creative writing -- Study and teaching Thought and thinking -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39534 , vital:35288
- Description: In South Africa, most of our children learn in a language other than their home language. Language and Literacy is thus a major concern for many of them who are trying to make meaning of literature. This study was part of a continuing community dialogic engagement project, between the university and a rural high school in Paterson, a rural settlement in the Eastern Cape. The selected school – ‘Sandhill High’ has English as the Language of Teaching and Learning (LOLT) but has predominantly isiXhosa- and a smaller number of Afrikaans home language learners. The aim of this research was to explore how English second language learners, in a rural high school engage with and experience a dialogic approach to writing as a social practice. This was firstly done by, investigating in which ways dialogic writing might encourage participation in literacy as a social practice. Secondly, exploring in which ways the choices of language might engage learners in responding to text. A qualitative, participatory case study was used to interpret the phenomena. To adequately address the research questions, this study was underpinned by Bakhtin’s theory on Dialogism, viewed through the lens of a third space. As this study was about writing, theories of literacies and second language writing were also reviewed. Dialogic journals offer reflective spaces for learners to record their thinking and because reading and writing complement each other, both need ongoing practice. The data was gathered using the dialogic journals and focus group discussions. Data was analysed in a process of thematic narrative analysis. Participation was voluntary and 16, grade 10 learners of the school participated in the study. The significance of this study was that it enabled learners to engage with texts using their choice of language to participate in dialogic journal writing as a social practice.
- Full Text:
- Date Issued: 2019
- Authors: Domingo, Jamiellah
- Date: 2019
- Subjects: Dialogism (Literary analysis) , Creative writing -- Study and teaching Thought and thinking -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39534 , vital:35288
- Description: In South Africa, most of our children learn in a language other than their home language. Language and Literacy is thus a major concern for many of them who are trying to make meaning of literature. This study was part of a continuing community dialogic engagement project, between the university and a rural high school in Paterson, a rural settlement in the Eastern Cape. The selected school – ‘Sandhill High’ has English as the Language of Teaching and Learning (LOLT) but has predominantly isiXhosa- and a smaller number of Afrikaans home language learners. The aim of this research was to explore how English second language learners, in a rural high school engage with and experience a dialogic approach to writing as a social practice. This was firstly done by, investigating in which ways dialogic writing might encourage participation in literacy as a social practice. Secondly, exploring in which ways the choices of language might engage learners in responding to text. A qualitative, participatory case study was used to interpret the phenomena. To adequately address the research questions, this study was underpinned by Bakhtin’s theory on Dialogism, viewed through the lens of a third space. As this study was about writing, theories of literacies and second language writing were also reviewed. Dialogic journals offer reflective spaces for learners to record their thinking and because reading and writing complement each other, both need ongoing practice. The data was gathered using the dialogic journals and focus group discussions. Data was analysed in a process of thematic narrative analysis. Participation was voluntary and 16, grade 10 learners of the school participated in the study. The significance of this study was that it enabled learners to engage with texts using their choice of language to participate in dialogic journal writing as a social practice.
- Full Text:
- Date Issued: 2019
Strategies schools in a low-socio-economic are used to maintain discipline
- Authors: Manuel, Bianca Winestine
- Date: 2019
- Subjects: Corporal punishment -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/44550 , vital:38143
- Description: The purpose of this study was to investigate the strategies schools use to maintain discipline in a low socio-economic area. Poor discipline in public schools has become a major concern following the abolition of corporal punishment by the National Department of Education. The educational authorities left educators in schools with no constructive alternatives to maintain discipline and alternative strategies had to be found and implemented. Data were collected be means of semi-structured interviews, from principals, educators and school governing body (SGB) members. Three neighbouring high schools in the Northern Areas of Port Elizabeth in the Nelson Mandela Bay District of Education were used. A qualitative research approach was employed in the study. The findings supported the literature that was consulted in that there is a wide range of causes of disciplinary problems in schools. According to the findings, there is a lack of effective strategies to maintain discipline in schools but Bronfenbrenner’s ecological systems theory is in line with the perceptions of the respondents in this study. This study opened a door for further research into effective strategies that are in line with the changing teaching environment in low socio-economic areas. The government should come on board to create an environment to promote the good life for educators and learners. The final outcome of this study focused on strategies that principals, educators and SGB members can use to maintain discipline in low socio-economic areas. These strategies can create an environment that is conducive for teaching and learning, especially in schools situated in low socio-economic areas. These include consistency, parental involvement, detention, suspension and the home environment and socio-economic circumstances. Learners must be disciplined and parents must be involved in the maintenance of discipline in schools situated in low socio-economic areas.
- Full Text:
- Date Issued: 2019
- Authors: Manuel, Bianca Winestine
- Date: 2019
- Subjects: Corporal punishment -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/44550 , vital:38143
- Description: The purpose of this study was to investigate the strategies schools use to maintain discipline in a low socio-economic area. Poor discipline in public schools has become a major concern following the abolition of corporal punishment by the National Department of Education. The educational authorities left educators in schools with no constructive alternatives to maintain discipline and alternative strategies had to be found and implemented. Data were collected be means of semi-structured interviews, from principals, educators and school governing body (SGB) members. Three neighbouring high schools in the Northern Areas of Port Elizabeth in the Nelson Mandela Bay District of Education were used. A qualitative research approach was employed in the study. The findings supported the literature that was consulted in that there is a wide range of causes of disciplinary problems in schools. According to the findings, there is a lack of effective strategies to maintain discipline in schools but Bronfenbrenner’s ecological systems theory is in line with the perceptions of the respondents in this study. This study opened a door for further research into effective strategies that are in line with the changing teaching environment in low socio-economic areas. The government should come on board to create an environment to promote the good life for educators and learners. The final outcome of this study focused on strategies that principals, educators and SGB members can use to maintain discipline in low socio-economic areas. These strategies can create an environment that is conducive for teaching and learning, especially in schools situated in low socio-economic areas. These include consistency, parental involvement, detention, suspension and the home environment and socio-economic circumstances. Learners must be disciplined and parents must be involved in the maintenance of discipline in schools situated in low socio-economic areas.
- Full Text:
- Date Issued: 2019
Teaching NCS (CAPS) FET mathematics: a comparison between an offline techno-blended Model and a traditional approach
- Authors: Munemo, Noname
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Secondary) , Mathematics -- Study and teaching (Higher) -- South Africa Blended learning Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/41614 , vital:36545
- Description: This research is a comparative research study that compares the way learning has taken place when selected mathematics topics were taught to two groups of Grade 11 Mathematics learners. An offline Techno-Blended Teaching and Learning Model was used for one group, while the other group was taught without the integration of technology. The cognitive and affective impact of the use of technology when an offline Techno-Blended T&L Model was followed, was compared to a corresponding impact of an approach where no technology was integrated during the teaching of the topics. The research study involved teachers and selected learners in the Mathematics classes from four different high schools selected from two urban districts in the Eastern Cape Province in South Africa. The curriculum topics that the research focused on were Euclidean Geometry and Trigonometry.
- Full Text:
- Date Issued: 2019
- Authors: Munemo, Noname
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Secondary) , Mathematics -- Study and teaching (Higher) -- South Africa Blended learning Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/41614 , vital:36545
- Description: This research is a comparative research study that compares the way learning has taken place when selected mathematics topics were taught to two groups of Grade 11 Mathematics learners. An offline Techno-Blended Teaching and Learning Model was used for one group, while the other group was taught without the integration of technology. The cognitive and affective impact of the use of technology when an offline Techno-Blended T&L Model was followed, was compared to a corresponding impact of an approach where no technology was integrated during the teaching of the topics. The research study involved teachers and selected learners in the Mathematics classes from four different high schools selected from two urban districts in the Eastern Cape Province in South Africa. The curriculum topics that the research focused on were Euclidean Geometry and Trigonometry.
- Full Text:
- Date Issued: 2019
The art of science: utilising artistic methods to assist in the learning of natural sciences and technology in the intermediate phase
- Authors: Deyzel, Jenilyn
- Date: 2019
- Subjects: Science -- Study and teaching (Primary) -- South Africa , Science -- Study and teaching (Elementary) Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39502 , vital:35279
- Description: This explorative case-study investigates the educational opportunities associated with an Art-infused pedagogy, according to the perceptions of ten Natural Sciences and Technology (NST) teachers. To examine the possible learning benefits of incorporating artistic activities into the teaching of NST, an Educative Curriculum Material (ECM) was designed that focused on teacher learning and the application of skills in real-life educational practice (Krajcik & Delen, 2017). Results suggest that the ECM, known as the Art-education intervention, facilitated an understanding of the learning potential of an Art-based pedagogy, provided practical ways of applying artistic methods in the classroom and illustrated how Art and NST could be taught together. Thus, the ECM supported the participant’s pedagogical design capacity. As a qualitative and interpretive study, emphasis is placed on the unique perspective of each participant while addressing similarities between cases (Creswell & Poth, 2018). Pre-and post-intervention interviews were conducted, recorded and analysed. Data were gathered systematically through the use of semi-structured interview questions and a questionnaire that required participant involvement through drawing and critical reflection. The case-based themes generated through analysis of data, represent shared ideas raised by the participants themselves. Results suggest that an Art-infused pedagogy can provide children with the opportunity to develop observation and critical thinking capabilities, including the advancement of spatial reasoning skills, problem solving abilities and metacognition. The participants reported an increased level of engagement from the children in their respective classes, where ‘doing’ aided the learning process. Added to this, the use of artistic terminology and open-ended questioning facilitated vocabulary enhancement. Time and resource constraints were identified as potential concerns when implementing an Art-infused pedagogy, as was a teacher’s perception of his/her own artistic abilities. Previous artistic experience had little influence on a teacher’s ability to teach in an integrated manner, suggesting that with effective training, artistic activities could be utilised by any NST teacher to promote learning in NST.
- Full Text:
- Date Issued: 2019
- Authors: Deyzel, Jenilyn
- Date: 2019
- Subjects: Science -- Study and teaching (Primary) -- South Africa , Science -- Study and teaching (Elementary) Educational toys
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/39502 , vital:35279
- Description: This explorative case-study investigates the educational opportunities associated with an Art-infused pedagogy, according to the perceptions of ten Natural Sciences and Technology (NST) teachers. To examine the possible learning benefits of incorporating artistic activities into the teaching of NST, an Educative Curriculum Material (ECM) was designed that focused on teacher learning and the application of skills in real-life educational practice (Krajcik & Delen, 2017). Results suggest that the ECM, known as the Art-education intervention, facilitated an understanding of the learning potential of an Art-based pedagogy, provided practical ways of applying artistic methods in the classroom and illustrated how Art and NST could be taught together. Thus, the ECM supported the participant’s pedagogical design capacity. As a qualitative and interpretive study, emphasis is placed on the unique perspective of each participant while addressing similarities between cases (Creswell & Poth, 2018). Pre-and post-intervention interviews were conducted, recorded and analysed. Data were gathered systematically through the use of semi-structured interview questions and a questionnaire that required participant involvement through drawing and critical reflection. The case-based themes generated through analysis of data, represent shared ideas raised by the participants themselves. Results suggest that an Art-infused pedagogy can provide children with the opportunity to develop observation and critical thinking capabilities, including the advancement of spatial reasoning skills, problem solving abilities and metacognition. The participants reported an increased level of engagement from the children in their respective classes, where ‘doing’ aided the learning process. Added to this, the use of artistic terminology and open-ended questioning facilitated vocabulary enhancement. Time and resource constraints were identified as potential concerns when implementing an Art-infused pedagogy, as was a teacher’s perception of his/her own artistic abilities. Previous artistic experience had little influence on a teacher’s ability to teach in an integrated manner, suggesting that with effective training, artistic activities could be utilised by any NST teacher to promote learning in NST.
- Full Text:
- Date Issued: 2019
The potential for concept cartoons to assist natural sciences teachers with developing scientific jargon for primary school learners
- Authors: Abrahams, Warda
- Date: 2019
- Subjects: Science--Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/40219 , vital:35984
- Description: The study was undertaken to investigate whether a teaching tool Concept Cartoons may assist Intermediate Phase (IP) Natural Sciences teachers with the development and understanding of scientific jargon, when implemented in Natural Sciences investigations. As a novice Natural Sciences teacher it was important to find a teaching tool which would assist second language learners with scientific concepts, particularly focusing on science investigations. The focal aim was to search for a fun, captivating, educational resource that would cater for these learners’ barriers to science learning. This research falls within a constructivist worldview, and the research method employed was a case study. Data were collected through qualitative approach, via semi-structured interviews. A total of nine participating Intermediate Phase Natural Sciences teachers from the Port Elizabeth Northern Areas schools contributed towards the findings of this study. This study was an investigation undertaken to see whether a different teaching approach may encourage change. The findings of this study suggested that Concept Cartoons used in Natural Sciences investigations created an educational effect towards the learners understanding of science concepts. Intermediate Phase learners were introduced to Concept Cartoons to assist with their understanding of science terminology during practical investigations. The results of this investigation suggested that Concept Cartoons assisted English second-language learners with scientific jargon and served as an educative curriculum material for Intermediate Phase teachers. Furthermore Grade 4 findings suggested English home-language speakers struggled with scientific language, compared to their second-language peers who achieved greater results due to the amount of effort and determination they dedicated to translating these concepts. Further studies suggested this maybe because science terminology does not form part of their everyday vocabulary, therefore experiencing difficulty with scien1. Concept Cartoons: teachers and scientific investigations 2. Concept Cartoons: design, characters and speech bubbles 3. Concept Cartoons: enabling scientific talk 4. Concept Cartoons: scientific jargon 5. Concept Cartoons: scientific jargon and ESL learners 6. Concept Cartoons: teacher learning. This study, which aimed at introducing Concept Cartoons as an educative curriculum tool in Natural Sciences investigations, is expected to fill an important gap in literature surrounding teaching science jargon to English second-language learners.
- Full Text:
- Date Issued: 2019
- Authors: Abrahams, Warda
- Date: 2019
- Subjects: Science--Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/40219 , vital:35984
- Description: The study was undertaken to investigate whether a teaching tool Concept Cartoons may assist Intermediate Phase (IP) Natural Sciences teachers with the development and understanding of scientific jargon, when implemented in Natural Sciences investigations. As a novice Natural Sciences teacher it was important to find a teaching tool which would assist second language learners with scientific concepts, particularly focusing on science investigations. The focal aim was to search for a fun, captivating, educational resource that would cater for these learners’ barriers to science learning. This research falls within a constructivist worldview, and the research method employed was a case study. Data were collected through qualitative approach, via semi-structured interviews. A total of nine participating Intermediate Phase Natural Sciences teachers from the Port Elizabeth Northern Areas schools contributed towards the findings of this study. This study was an investigation undertaken to see whether a different teaching approach may encourage change. The findings of this study suggested that Concept Cartoons used in Natural Sciences investigations created an educational effect towards the learners understanding of science concepts. Intermediate Phase learners were introduced to Concept Cartoons to assist with their understanding of science terminology during practical investigations. The results of this investigation suggested that Concept Cartoons assisted English second-language learners with scientific jargon and served as an educative curriculum material for Intermediate Phase teachers. Furthermore Grade 4 findings suggested English home-language speakers struggled with scientific language, compared to their second-language peers who achieved greater results due to the amount of effort and determination they dedicated to translating these concepts. Further studies suggested this maybe because science terminology does not form part of their everyday vocabulary, therefore experiencing difficulty with scien1. Concept Cartoons: teachers and scientific investigations 2. Concept Cartoons: design, characters and speech bubbles 3. Concept Cartoons: enabling scientific talk 4. Concept Cartoons: scientific jargon 5. Concept Cartoons: scientific jargon and ESL learners 6. Concept Cartoons: teacher learning. This study, which aimed at introducing Concept Cartoons as an educative curriculum tool in Natural Sciences investigations, is expected to fill an important gap in literature surrounding teaching science jargon to English second-language learners.
- Full Text:
- Date Issued: 2019
Using a reading club to help grade 4 boys, in the kingdom of Saudi Arabia, to position themselves as readers
- Authors: Jansen, Lincoln Lee
- Date: 2019
- Subjects: Boys -- Books and reading -- Saudi Arabia , Reading -- Sex differences -- Saudi Arabia Book clubs (Discussion groups) -- Saudi Arabia Group reading -- Saudi Arabia Reading (Elementary) -- Saudi Arabia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42285 , vital:36642
- Description: Widespread research exists about the challenges of getting boys to read and the gap in reading performance between boys and girls. Using a case study design within a qualitative approach, this study investigated whether engagement in a reading club could help boys in the Kingdom of Saudi Arabia to position themselves as readers. The literature review examined factors that hindered or advanced reading and the reading development of boys, particular in the Arab-Muslim context. Two theoretical frameworks underpin this study: Social Learning Theory which allowed for reading engagement of a social nature and Third Space Theory which enabled this engagement bringing together the in and out of school literacy practices. Grade 4 students at a school in Saudi Arabia were invited to partake in a 45 minute after-school reading club for 12 consecutive weeks. Participatory Visual Methodologies and a Reflective journal were used to generate data. Participants were asked to make drawings to express how they felt about reading in different languages and drawings to express how they felt about reading English books in a reading club. Drawings accompanied by verbal feedback along with the reflective journal notes were analysed using thematic analysis. Results from this study showed that a reading club serving as a socially supportive space does help boys in the Kingdom of Saudi Arabia to position themselves as readers.
- Full Text:
- Date Issued: 2019
- Authors: Jansen, Lincoln Lee
- Date: 2019
- Subjects: Boys -- Books and reading -- Saudi Arabia , Reading -- Sex differences -- Saudi Arabia Book clubs (Discussion groups) -- Saudi Arabia Group reading -- Saudi Arabia Reading (Elementary) -- Saudi Arabia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/42285 , vital:36642
- Description: Widespread research exists about the challenges of getting boys to read and the gap in reading performance between boys and girls. Using a case study design within a qualitative approach, this study investigated whether engagement in a reading club could help boys in the Kingdom of Saudi Arabia to position themselves as readers. The literature review examined factors that hindered or advanced reading and the reading development of boys, particular in the Arab-Muslim context. Two theoretical frameworks underpin this study: Social Learning Theory which allowed for reading engagement of a social nature and Third Space Theory which enabled this engagement bringing together the in and out of school literacy practices. Grade 4 students at a school in Saudi Arabia were invited to partake in a 45 minute after-school reading club for 12 consecutive weeks. Participatory Visual Methodologies and a Reflective journal were used to generate data. Participants were asked to make drawings to express how they felt about reading in different languages and drawings to express how they felt about reading English books in a reading club. Drawings accompanied by verbal feedback along with the reflective journal notes were analysed using thematic analysis. Results from this study showed that a reading club serving as a socially supportive space does help boys in the Kingdom of Saudi Arabia to position themselves as readers.
- Full Text:
- Date Issued: 2019
A case study to explore developing a community of practice to support emergent literacy in preschool children's play
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018
- Authors: Martin, Tamarynd
- Date: 2018
- Subjects: Early childhood education , Children -- Language , Reading (Preschool) , Toddlers -- Books and reading
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/31841 , vital:31850
- Description: In South Africa at present, Literacy is a cause for rising concern, with reading and writing competency in primary school being at an all-time low. It is a widespread belief that part of the problem lies with the lack early childhood education. Only 37% of children under the age of five attend an early childhood development centre. Furthermore, South Africa has a shortage of educators, specifically within the domain of early childhood development. With more research being done in the area of literacy, more educators concur that emergent literacy forms the foundation of formal reading and writing later on. This study is a participatory case study, which reflects on the importance of literacy in the early years, showing the belief that pre-formal schooling, specifically emergent literacy, is directly linked to proficiency in reading and writing in formal schooling. This study also highlights how educators in early childhood development can be involved in ongoing reflective interventions through in-service training and communities of practice. This community of practice was developed as a series of focus groups, which met on a weekly basis to discuss and share thoughts, opinions and experiences surrounding emergent literacy in a preschool context. From multiple focus groups, I found that the participants became more confident in sharing their experiences and building upon each other’s ideas and thoughts. The focus groups, not only added to their understanding of emergent literacy, but enthused them and created more of an awareness in their day to day practices.
- Full Text:
- Date Issued: 2018
Exploring National Certificate Vocational (NCV) level two learners’ misconceptions in algebraic functions through integrating GeoGebra during teaching and learning
- Authors: Ngwabe, Abongile
- Date: 2018
- Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching , Algebraic fields , Mathematical analysis -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/33671 , vital:32963
- Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
- Full Text:
- Date Issued: 2018
- Authors: Ngwabe, Abongile
- Date: 2018
- Subjects: Mathematics -- Study and teaching -- South Africa , Algebraic functions -- Study and teaching , Algebraic fields , Mathematical analysis -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/33671 , vital:32963
- Description: This study focuses on exploring NCV level two learners’ misconceptions in algebraic functions through integrating GeoGebra Dynamic Software during teaching and learning. The research investigates how the integration of GeoGebra during teaching and learning algebraic functions influenced learners’ misconceptions in algebraic functions. Vygotsky’s sociocultural view of learning underpinned the process of teaching and learning during the study. The research was carried out at the TVET College in Port Elizabeth. The data was collected by means of pre-test and post-test, focus group interviews, GeoGebra intervention and observations. Created GeoGebra applets and a worksheet was used during the integration process. The data collected was analyzed and used to answer the research questions of this study. Research findings showed that the integration of GeoGebra during teaching and learning enhanced learners’ conceptual understanding in algebraic functions. There was a significance increase in the number of learners who showed ability to interpret algebraic functions based concepts after the engagement with GeoGebra applets.
- Full Text:
- Date Issued: 2018
Exploring teachers’ attitudes to implementing blended learning: a case study
- Authors: Williams, Monique
- Date: 2018
- Subjects: Blended learning -- South Africa , Educational technology -- South Africa Education, Higher -- South Africa Internet in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/35829 , vital:33851
- Description: One of the many characteristics of the 21st century learner is that they are highly technologically skilled. This characteristic poses today’s teachers with many challenges in order to teach these learners and create optimal learning experiences. It is evident that teachers have their own preferred teaching methods which they believe work best and some teachers teach the way that they were taught at school in ways that have become part of their habitus. Blended learning is a teaching method that can promote effective learning experiences in the 21st century learning environment. This study focussed on teachers’ experiences with blended learning and their current ideas on how learners learn optimally and whether the practice of blended learning changed their ideas of learning. Furthermore, the study determined the teachers’ present technology acceptance and established teachers’ personal views regarding the challenges that teachers face to teach 21st century skills, what they think 21st century teaching is about and new insights on dealing with these challenges. Through experiencing blended learning teachers who made use of a textbook based teaching method made shifts not only to a blended approach, but also shifted their thinking away from what they prefer to what learners get out of the learning experience. Although challenges occur when using a blended teaching approach, their experiences with blended learning were mostly positive and they found learners to be more involved in the learning process. These outcomes created feelings of worthiness in the teachers since they create such positive learning opportunities for their learners. Although the teachers made shifts, some teachers continue to have a fear of technology since they had not received adequate training to incorporate technology into their teaching approaches. It is crucial for the DBE and schools to provide teachers with opportunities to improve their technological skills in order for teachers to create opportunities for blended learning experiences for the 21st century learner
- Full Text:
- Date Issued: 2018
- Authors: Williams, Monique
- Date: 2018
- Subjects: Blended learning -- South Africa , Educational technology -- South Africa Education, Higher -- South Africa Internet in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/35829 , vital:33851
- Description: One of the many characteristics of the 21st century learner is that they are highly technologically skilled. This characteristic poses today’s teachers with many challenges in order to teach these learners and create optimal learning experiences. It is evident that teachers have their own preferred teaching methods which they believe work best and some teachers teach the way that they were taught at school in ways that have become part of their habitus. Blended learning is a teaching method that can promote effective learning experiences in the 21st century learning environment. This study focussed on teachers’ experiences with blended learning and their current ideas on how learners learn optimally and whether the practice of blended learning changed their ideas of learning. Furthermore, the study determined the teachers’ present technology acceptance and established teachers’ personal views regarding the challenges that teachers face to teach 21st century skills, what they think 21st century teaching is about and new insights on dealing with these challenges. Through experiencing blended learning teachers who made use of a textbook based teaching method made shifts not only to a blended approach, but also shifted their thinking away from what they prefer to what learners get out of the learning experience. Although challenges occur when using a blended teaching approach, their experiences with blended learning were mostly positive and they found learners to be more involved in the learning process. These outcomes created feelings of worthiness in the teachers since they create such positive learning opportunities for their learners. Although the teachers made shifts, some teachers continue to have a fear of technology since they had not received adequate training to incorporate technology into their teaching approaches. It is crucial for the DBE and schools to provide teachers with opportunities to improve their technological skills in order for teachers to create opportunities for blended learning experiences for the 21st century learner
- Full Text:
- Date Issued: 2018
Innovative teaching strategies for empowering foundation phase teachers in an inclusive classroom
- Authors: Kusterer, Gail Lee
- Date: 2018
- Subjects: Inclusive education -- South Africa , Teachers -- Training of -- South Africa Classroom management -- South Africa Foundation phase
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/30951 , vital:31234
- Description: The introduction of Inclusive Education into South African schools has been fraught with difficulty and this, coupled with the poor matric pass rate, has become a cause for major concern. Many teachers are unprepared for the challenge of teaching learners with diverse learning needs. Innovative and creative teaching strategies need to be implemented in order to address the learning needs of all the learners so that all learners can achieve their maximum potential and exit school with the school leaving certificate they seek. Consequently, the aim of this research was to identify creative and innovative teaching strategies which could be implemented by teachers in order to address this diversity. Furthermore, it was hoped that such creative teaching strategies would encourage cognitive learning whereby the study material was fully comprehended and could be used by the learners in different contexts. Music and games were identified as innovative and creative ways in which learners could be encouraged to apply the study material to mock real-life scenarios without having to suffer the consequences of incorrect choices. Since all children love to sing and play, it was believed that the introduction of music and games into the classroom would put the fun back into learning. The study was a qualitative study, with Grade Three teachers, learners and their parents being the participants. The data was generated through the use of observations, a teacher journal, questionnaires and focus group interviews. The findings of this study indicated that the learners benefitted from the introduction of music and games into the classroom as they began to read, write and do calculations more effectively. Not only did their academic skills improve, but music and games had the incidental positive consequence of improving their behaviour. This meant that they were better able to comply with classroom rules and conducted their relationships with others in a more respectful and understanding manner. The study concludes with suggestions on strategies that can be implemented by teachers and parents in order to improve the learning and behaviour of the learners. An improvement in the overall academic achievement of the learners may result in an improvement in the matric pass rate in South Africa as a whole, as well as an improvement in tolerance for and understanding of our fellow man.
- Full Text:
- Date Issued: 2018
- Authors: Kusterer, Gail Lee
- Date: 2018
- Subjects: Inclusive education -- South Africa , Teachers -- Training of -- South Africa Classroom management -- South Africa Foundation phase
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/30951 , vital:31234
- Description: The introduction of Inclusive Education into South African schools has been fraught with difficulty and this, coupled with the poor matric pass rate, has become a cause for major concern. Many teachers are unprepared for the challenge of teaching learners with diverse learning needs. Innovative and creative teaching strategies need to be implemented in order to address the learning needs of all the learners so that all learners can achieve their maximum potential and exit school with the school leaving certificate they seek. Consequently, the aim of this research was to identify creative and innovative teaching strategies which could be implemented by teachers in order to address this diversity. Furthermore, it was hoped that such creative teaching strategies would encourage cognitive learning whereby the study material was fully comprehended and could be used by the learners in different contexts. Music and games were identified as innovative and creative ways in which learners could be encouraged to apply the study material to mock real-life scenarios without having to suffer the consequences of incorrect choices. Since all children love to sing and play, it was believed that the introduction of music and games into the classroom would put the fun back into learning. The study was a qualitative study, with Grade Three teachers, learners and their parents being the participants. The data was generated through the use of observations, a teacher journal, questionnaires and focus group interviews. The findings of this study indicated that the learners benefitted from the introduction of music and games into the classroom as they began to read, write and do calculations more effectively. Not only did their academic skills improve, but music and games had the incidental positive consequence of improving their behaviour. This meant that they were better able to comply with classroom rules and conducted their relationships with others in a more respectful and understanding manner. The study concludes with suggestions on strategies that can be implemented by teachers and parents in order to improve the learning and behaviour of the learners. An improvement in the overall academic achievement of the learners may result in an improvement in the matric pass rate in South Africa as a whole, as well as an improvement in tolerance for and understanding of our fellow man.
- Full Text:
- Date Issued: 2018
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.
- Full Text:
- Date Issued: 2018
- 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.
- Full Text:
- 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.
- Full Text:
- Date Issued: 2018
- 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.
- Full Text:
- Date Issued: 2018
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.
- Full Text:
- Date Issued: 2017
- 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.
- Full Text:
- Date Issued: 2017