- Title
- Multi-grade teaching strategies used by rural primary school teachers at Amatole East Education district
- Creator
- Masebe, Nocawe https://orcid.org/ 0000-0003-4809-4643
- Subject
- Combination of grades
- Subject
- Resource programs (Education)
- Date Issued
- 2021-03
- Date
- 2021-03
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/20068
- Identifier
- vital:45105
- Description
- The purpose of the study was to assess multi-grade classroom teaching strategies in rural primary schools at Amatole East Education District. The lens with which to view pedagogical practices of multi-grade teaching was through Bronfenbrenner Ecological System on Human Development and Vygotsky’s Social Learning Theory. An interpretivist paradigm within a qualitative research approach was chosen as befitting the study. The study sampled four primary schools in Amathole East Education District, with eight participants purposively selected. Data collection methods included semi-structured interviews, classroom observations and documents. Data gathering instruments utilised were Interview Schedule, Observation Sheets and Document Checklist. Data was analysed and interpreted through thematic and content analysis. Peer tutoring, self-directed learning and group-work were found to be the most effective teaching strategies in classroom-based teaching. Instructional techniques that involved teacher–directed activities and learner-directed learning activities were viewed as most beneficial for learners in multi-grade settings. However, multi-grade teachers struggled in coping with the utilisation of time and resources in teaching learners of different grade levels combined in the same classroom. The study concludes that during separate grade teaching, grade-by-grade approach, thematic teaching or individual seatwork utilisation of differentiated tasks accommodate application of a variety of teaching strategies. Thus the study suggests that pedagogical practices can be differentiated to address learners’ diverse learning needs, paying more attention to struggling learners. It is further recommended that teachers in multi-grade situations be equipped with special multi-grade teacher training through in-service training programs to overcome challenges of teaching in multi-grade settings.
- Description
- Thesis (MEd) -- Faculty of Education, 2021
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (104 pages)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | MASEBE NOCAWE FINAL DISSERTATION PDF.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |