Exploring the influence of learners’ participation in an after-school science enrichment programme on their disposition towards science: a case study of Khanya Maths and Science Club
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Date Issued: 2016
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Date Issued: 2016
An investigation of Grade 11 learners' mathematical preparedness in a selected Namibian school: a case study
- Mwandingi, Albertina Ndahambelela
- Authors: Mwandingi, Albertina Ndahambelela
- Date: 2011
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Education, Secondary -- Namibia Mathematical readiness
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1627 , http://hdl.handle.net/10962/d1003509
- Description: The proliferation in the number of schools offering junior secondary education in Namibia since independence in 1990 has led to an increase in the number of learners in the classroom and has created a wide range of mathematical proficiency among learners entering senior secondary education in grade 11. This broad range of basic mathematical ability among these learners, together with increasing classroom numbers has caused problems for the senior secondary mathematics teachers (Batchelor, 2004). The study shows that diagnostic testing can prove to be useful in assessing learners’ mathematical preparedness by identifying learners’ areas of weakness, which have hindered their mathematics learning and performance. Taking the results of a diagnostic test into consideration could help teachers cater for their learners who need remediation classes as early as possible before extending the mathematics curriculum. Setting and using diagnostic testing requires careful consideration; there are many pitfalls that are highlighted in this research. These include question coverage and general analysis of category totals.
- Full Text:
- Date Issued: 2011
- Authors: Mwandingi, Albertina Ndahambelela
- Date: 2011
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Education, Secondary -- Namibia Mathematical readiness
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1627 , http://hdl.handle.net/10962/d1003509
- Description: The proliferation in the number of schools offering junior secondary education in Namibia since independence in 1990 has led to an increase in the number of learners in the classroom and has created a wide range of mathematical proficiency among learners entering senior secondary education in grade 11. This broad range of basic mathematical ability among these learners, together with increasing classroom numbers has caused problems for the senior secondary mathematics teachers (Batchelor, 2004). The study shows that diagnostic testing can prove to be useful in assessing learners’ mathematical preparedness by identifying learners’ areas of weakness, which have hindered their mathematics learning and performance. Taking the results of a diagnostic test into consideration could help teachers cater for their learners who need remediation classes as early as possible before extending the mathematics curriculum. Setting and using diagnostic testing requires careful consideration; there are many pitfalls that are highlighted in this research. These include question coverage and general analysis of category totals.
- Full Text:
- Date Issued: 2011
Food gardens, environmental lesson planning and active learning in the life orientation learning area - foundation phase: a case study at Lungelolethu Lower and Higher Primary School
- Ncula, Ntombizandile Shirley
- Authors: Ncula, Ntombizandile Shirley
- Date: 2007
- Subjects: School gardens -- South Africa -- Eastern Cape Gardening -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Environmental education -- Study and teaching (Elementary) -- South Africa --Eastern Cape Environmental education -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1546 , http://hdl.handle.net/10962/d1003428
- Description: This study was conducted at Lungelolethu Lower/Higher Primary School in Keiskammahoek at a time when I was struggling to understand and implement the new South African curriculum policy, particularly in the Foundation Phase Life Skills Learning Programme. The research focused on my developing an understanding of key Learning Outcomes and linking them with the National Curriculum Statement principle of social justice, human rights, a healthy environment and inclusivity. During this time I was the key 4-H Programme educator in my school, responsible for school food garden activities. I used the school food garden for this study to explore the opportunities the garden might provide to develop the new curriculum using active learning approaches to teaching and learning; as well as to respond to environmental issues such as poverty. This research was an interpretive case study which supported my reflections within a practical action research framework. This framework suited my intention to change my classroom practice. I undertook three action research cycles with the first cycle aimed at gaining insights from the 4-H Programme teachers which informed 2 lesson plans for cycles 2 and 3 respectively. I generated data through focus group interviews, observations, document analysis, video and tape recording, and my research journal entries. The data indicated the value of school food gardens in meeting curriculum requirements, particularly in relation to learner centred ideologies and the first principle of the national curriculum. As both researcher and mediator of learning, I developed skills and knowledge that helped me to understand working in the Foundation Phase. The study also revealed a need for meaningful integration within and across Learning Areas when planning lessons in the Life Skills Learning Programme. The study indicated that there is a need to develop assessment practices beyond a technical exercise to a more interpretive approach. Lastly this study offers some recommendations for further research into the use of school food gardens through taking the context of learners into account and by encouraging school community relationships that will also contribute in poverty alleviation.
- Full Text:
- Date Issued: 2007
- Authors: Ncula, Ntombizandile Shirley
- Date: 2007
- Subjects: School gardens -- South Africa -- Eastern Cape Gardening -- Study and teaching (Elementary) -- South Africa -- Eastern Cape Environmental education -- Study and teaching (Elementary) -- South Africa --Eastern Cape Environmental education -- South Africa -- Eastern Cape -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1546 , http://hdl.handle.net/10962/d1003428
- Description: This study was conducted at Lungelolethu Lower/Higher Primary School in Keiskammahoek at a time when I was struggling to understand and implement the new South African curriculum policy, particularly in the Foundation Phase Life Skills Learning Programme. The research focused on my developing an understanding of key Learning Outcomes and linking them with the National Curriculum Statement principle of social justice, human rights, a healthy environment and inclusivity. During this time I was the key 4-H Programme educator in my school, responsible for school food garden activities. I used the school food garden for this study to explore the opportunities the garden might provide to develop the new curriculum using active learning approaches to teaching and learning; as well as to respond to environmental issues such as poverty. This research was an interpretive case study which supported my reflections within a practical action research framework. This framework suited my intention to change my classroom practice. I undertook three action research cycles with the first cycle aimed at gaining insights from the 4-H Programme teachers which informed 2 lesson plans for cycles 2 and 3 respectively. I generated data through focus group interviews, observations, document analysis, video and tape recording, and my research journal entries. The data indicated the value of school food gardens in meeting curriculum requirements, particularly in relation to learner centred ideologies and the first principle of the national curriculum. As both researcher and mediator of learning, I developed skills and knowledge that helped me to understand working in the Foundation Phase. The study also revealed a need for meaningful integration within and across Learning Areas when planning lessons in the Life Skills Learning Programme. The study indicated that there is a need to develop assessment practices beyond a technical exercise to a more interpretive approach. Lastly this study offers some recommendations for further research into the use of school food gardens through taking the context of learners into account and by encouraging school community relationships that will also contribute in poverty alleviation.
- Full Text:
- Date Issued: 2007
A critical investigation of a planned organisation change initiative within an educational institution in the Eastern Cape Province
- Authors: Irvine, Margaret Hillian
- Date: 2000
- Subjects: School management and organization -- South Africa -- Evaluation Education and state Educational change -- South Africa -- Eastern Cape Education -- Economic aspects Organizational change -- South Africa -- Management Non-governmental organizations -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1479 , http://hdl.handle.net/10962/d1003360
- Description: South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.
- Full Text:
- Date Issued: 2000
- Authors: Irvine, Margaret Hillian
- Date: 2000
- Subjects: School management and organization -- South Africa -- Evaluation Education and state Educational change -- South Africa -- Eastern Cape Education -- Economic aspects Organizational change -- South Africa -- Management Non-governmental organizations -- South Africa -- Eastern Cape School management and organization -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1479 , http://hdl.handle.net/10962/d1003360
- Description: South Africa is living is turbulent times at present. Non-government educational organisations are challenged by changes in education policy and by scarcity of donor funding for their work. This study focuses on the management of organisation change in a non-government organisation (NGO) working in rural areas of the Eastern Cape Province. I undertook the research to gain a clearer understanding of the management of organisational change. I used a third-wave change management approach, the future search conference, to conduct the process of change with the NGO. It focuses on the positive aspects of the organisation, its potential and its desired future. I conducted both the study and the future search conference as participatory action research, which involved the participants in the cycles of planning, action, observation and reflection and thus built ownership of the solutions they generated. I used the accounts of the activities arising from the future search conference, minutes of meetings, semistructured interviews and observation of behaviour to gather data. I analysed the data using triangulation, and in particular, space triangulation, to minimise the impact of the differences in culture and language use in the facilitator and participants. Analysis of the data collected revealed in the NGO that change and transformation are slow processes requiring ongoing support from the OD consultant. The staff defined organisational effectiveness, the goal of organisational change initiatives, in terms of fundraising ability. This ability embraces many of the qualities of a learning organisation and open systems thinking, two requirements for successful organisational change. In the NGO both organisation development and transformation were processes as well as products, and changes could not easily be measured until after the processes were completed. Organisational culture, and in particular the juxtaposition of the values of the organisation and staff and those of its partners and clients, played an important role in transformation. The differences lay in a ‘being’ and a ‘task’ orientation and the staff’s responsibility lay in building connections between the two. The staff received the approach of the future search conference well and there was an equally good fit between the future search conference and participatory action research. This needs to be investigated further with regard to change management in South African organisations.
- Full Text:
- Date Issued: 2000
A history of the Good Shepherd School, Huntley Street, Grahamstown
- Authors: Holshausen, Nicole
- Date: 1999
- Subjects: Good Shepherd School (South Africa) -- History Schools -- South Africa -- Eastern Cape Schools -- Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1554 , http://hdl.handle.net/10962/d1003436
- Description: This thesis is a qualitative, historical study of The Good Shepherd School in Huntly Street, Grahamstown, South Africa. It is one of the oldest school buildings in South Africa that remains in use as a school. There are two main threads to understanding The Good Shepherd School in context. The first of these threads, the colonial root of the school, is explained in a discussion of the Grammar School, attached to the Cathedral of St. Michael and St. George, that utilised the Huntly Street facilities from 1851 to 1902. The second thread is the strong tradition of caring for the underprivileged. This is traced through following the development of the educational works of The Community of the Resurrection which involves the discussion of various schools at different locations in Grahamstown. The current school on the Huntly Street premises, The Good Shepherd School, forms, however, the focus of this study, which draws on all the histories of its forerunners and their historical locations. Historical social science methods and procedures were used in the research. This was done through documentary analysis of evidence as well as through semi-structured interviews, creating an interpretative account of how the school has affected people's lives. The conclusion reached is that The Good Shepherd School has contributed greatly to the education of underprivileged people in the Grahamstown area. It appears to be an outstanding example of a school offering a well-rounded, caring education when this was historically denied to many people in South Africa.
- Full Text:
- Date Issued: 1999
- Authors: Holshausen, Nicole
- Date: 1999
- Subjects: Good Shepherd School (South Africa) -- History Schools -- South Africa -- Eastern Cape Schools -- Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1554 , http://hdl.handle.net/10962/d1003436
- Description: This thesis is a qualitative, historical study of The Good Shepherd School in Huntly Street, Grahamstown, South Africa. It is one of the oldest school buildings in South Africa that remains in use as a school. There are two main threads to understanding The Good Shepherd School in context. The first of these threads, the colonial root of the school, is explained in a discussion of the Grammar School, attached to the Cathedral of St. Michael and St. George, that utilised the Huntly Street facilities from 1851 to 1902. The second thread is the strong tradition of caring for the underprivileged. This is traced through following the development of the educational works of The Community of the Resurrection which involves the discussion of various schools at different locations in Grahamstown. The current school on the Huntly Street premises, The Good Shepherd School, forms, however, the focus of this study, which draws on all the histories of its forerunners and their historical locations. Historical social science methods and procedures were used in the research. This was done through documentary analysis of evidence as well as through semi-structured interviews, creating an interpretative account of how the school has affected people's lives. The conclusion reached is that The Good Shepherd School has contributed greatly to the education of underprivileged people in the Grahamstown area. It appears to be an outstanding example of a school offering a well-rounded, caring education when this was historically denied to many people in South Africa.
- Full Text:
- Date Issued: 1999
An investigation into the use of a nature reserve as a cross-curricular teaching resource
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
- Full Text:
- Date Issued: 1996
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
- Full Text:
- Date Issued: 1996
"Why I like history ...": Ciskeian secondary school pupils' attitudes towards history
- Atuahene-Sarpong, Boateng Kofi
- Authors: Atuahene-Sarpong, Boateng Kofi
- Date: 1993
- Subjects: History -- Study and teaching (Secondary) -- South Africa--Ciskei -- Attitudes , History -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1824 , http://hdl.handle.net/10962/d1003710 , History -- Study and teaching (Secondary) -- South Africa--Ciskei -- Attitudes , History -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Description: This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.
- Full Text:
- Date Issued: 1993
- Authors: Atuahene-Sarpong, Boateng Kofi
- Date: 1993
- Subjects: History -- Study and teaching (Secondary) -- South Africa--Ciskei -- Attitudes , History -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1824 , http://hdl.handle.net/10962/d1003710 , History -- Study and teaching (Secondary) -- South Africa--Ciskei -- Attitudes , History -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Description: This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.
- Full Text:
- Date Issued: 1993
Skoolvoorligting in die primêreskool met spesifieke verwysing na druiping van intelligente leerlinge in Kaapland
- Authors: Maritz, Jacob Petrus
- Date: 1985
- Subjects: Counseling in elementary education -- South Africa--Western Cape , School failure -- South Africa -- Western Cape
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:1366 , http://hdl.handle.net/10962/d1001432 , Counseling in elementary education -- South Africa--Western Cape , School failure -- South Africa -- Western Cape
- Description: Die doelstellings van onderwys in die primereskool maak o.a. voorsiening vir al die behoeftes van leerlinge. Om die doel te bereik is dit nood saaklik dat alle moontlike middele en dienste benut word. Skoolvoorligting maak 'n noodsaaklike deel uit van die spektrum van voorsiening. Skoolvoorligting is nie iets nuut wat van buite op die skool afgedruk word nie, maar vorm 'n integrale deel van gesonde onderwyspraktyk. Die gevaar bestaan dat skoolvoorligting sy invloed kan verloor ten koste van 'n meer a kademiesgerigte leerplan. In die lig hiervan is dit nodig om te bepaal wat die aard en doel van skoolvoorligting in die primereskool is (Introduction, p. 8)
- Full Text:
- Date Issued: 1985
- Authors: Maritz, Jacob Petrus
- Date: 1985
- Subjects: Counseling in elementary education -- South Africa--Western Cape , School failure -- South Africa -- Western Cape
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:1366 , http://hdl.handle.net/10962/d1001432 , Counseling in elementary education -- South Africa--Western Cape , School failure -- South Africa -- Western Cape
- Description: Die doelstellings van onderwys in die primereskool maak o.a. voorsiening vir al die behoeftes van leerlinge. Om die doel te bereik is dit nood saaklik dat alle moontlike middele en dienste benut word. Skoolvoorligting maak 'n noodsaaklike deel uit van die spektrum van voorsiening. Skoolvoorligting is nie iets nuut wat van buite op die skool afgedruk word nie, maar vorm 'n integrale deel van gesonde onderwyspraktyk. Die gevaar bestaan dat skoolvoorligting sy invloed kan verloor ten koste van 'n meer a kademiesgerigte leerplan. In die lig hiervan is dit nodig om te bepaal wat die aard en doel van skoolvoorligting in die primereskool is (Introduction, p. 8)
- Full Text:
- Date Issued: 1985
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