Factors affecting grade 6 learners’ performance in mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics teachers Education, Primary
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12837 , vital:39383
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and fortyfive (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
- Date Issued: 2019
Factors affecting grade 6 learners’ performance in mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics teachers Education, Primary
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12837 , vital:39383
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and fortyfive (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
- Date Issued: 2019
The role of training and organizational support in strengthening GIS interns’ (‘incubants’) participation in workplace occupations: a case study of the Groen Sebenza internship project
- Authors: Madiba, Morakane
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1330 , vital:20047
- Description: The cases in this study are embedded within a multi-layered, nested case study design. An in-depth exploration of each case is provided with a view to understand the ways in which the internship training in the incubation model strengthens the learning, experience, knowledge, skills and interest of the university graduate interns/incubants to prepare them for full participation in their communities of practice in workplaces. The case study of Groen Sebenza internship project works across more than 40 partnering organisations. It is using incubation model for the first time in the biodiversity sector which is why its training needs to be investigated. To examine this question “In what way can training and the organizational support, of the incubation model strengthen the learning, experience, knowledge, skills and interest of interns/incubants to prepare them towards full participation in workplace roles and responsibilities in biodiversity occupations?” the research was undertaken in the context of university graduate incubants/interns in the Geographic Information System (GIS) field from three host-organizations; Limpopo Economic Development Environment and Tourism (LEDET), Environmental Systems Research Institute (ESRI) and South African National Biodiversity Institute (SANBI). The participants of the study were purposefully selected. Data was collected twice (i.e. after the first seven months and then a follow-up interview was conducted after a further five months) during the first twelve months of the project in the form of interviews and observations. There was also ongoing data collected in the form of documents which focused on their participation in workplaces and training. Data was analysed using different layers of qualitative content analysis and examination of documents at different stages of the study. Through immersion with the data and literature insights were developed regarding the enablers and constraints of the training in the incubation model related to the GIS interns. These included:- 1. The twelve months period spent by the GIS incubants in the Groen Sebenza internship project was not enough to prepare them towards full participation in workplace roles and responsibilities in biodiversity occupations. 2. Internship training is not just a ‘passing insignificant episode of the lives of the incubants/newcomers’ [specifically those from disadvantaged communities] but is a ‘real source of hope’. 3. The investigated institutions (and their members) need to make a real effort to improve if they want to stay relevant and useful in the Groen Sebenza internship project. 4. The incubants and mentors need to make the process of reflexivity real and practical. 5. The 2.5 years incubation model has high potential to work if the institutions, the mentors and the mentees involved in GIS improve the challenges mentioned in the study. Drawing from the data and literature I have discussed and recommended a model which could assist in improving the internship programmes specifically for the university students who are from underprivileged communities.
- Full Text:
- Date Issued: 2016
- Authors: Madiba, Morakane
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1330 , vital:20047
- Description: The cases in this study are embedded within a multi-layered, nested case study design. An in-depth exploration of each case is provided with a view to understand the ways in which the internship training in the incubation model strengthens the learning, experience, knowledge, skills and interest of the university graduate interns/incubants to prepare them for full participation in their communities of practice in workplaces. The case study of Groen Sebenza internship project works across more than 40 partnering organisations. It is using incubation model for the first time in the biodiversity sector which is why its training needs to be investigated. To examine this question “In what way can training and the organizational support, of the incubation model strengthen the learning, experience, knowledge, skills and interest of interns/incubants to prepare them towards full participation in workplace roles and responsibilities in biodiversity occupations?” the research was undertaken in the context of university graduate incubants/interns in the Geographic Information System (GIS) field from three host-organizations; Limpopo Economic Development Environment and Tourism (LEDET), Environmental Systems Research Institute (ESRI) and South African National Biodiversity Institute (SANBI). The participants of the study were purposefully selected. Data was collected twice (i.e. after the first seven months and then a follow-up interview was conducted after a further five months) during the first twelve months of the project in the form of interviews and observations. There was also ongoing data collected in the form of documents which focused on their participation in workplaces and training. Data was analysed using different layers of qualitative content analysis and examination of documents at different stages of the study. Through immersion with the data and literature insights were developed regarding the enablers and constraints of the training in the incubation model related to the GIS interns. These included:- 1. The twelve months period spent by the GIS incubants in the Groen Sebenza internship project was not enough to prepare them towards full participation in workplace roles and responsibilities in biodiversity occupations. 2. Internship training is not just a ‘passing insignificant episode of the lives of the incubants/newcomers’ [specifically those from disadvantaged communities] but is a ‘real source of hope’. 3. The investigated institutions (and their members) need to make a real effort to improve if they want to stay relevant and useful in the Groen Sebenza internship project. 4. The incubants and mentors need to make the process of reflexivity real and practical. 5. The 2.5 years incubation model has high potential to work if the institutions, the mentors and the mentees involved in GIS improve the challenges mentioned in the study. Drawing from the data and literature I have discussed and recommended a model which could assist in improving the internship programmes specifically for the university students who are from underprivileged communities.
- Full Text:
- Date Issued: 2016
The "Big E": the English (first language) endorsement on the teacher's bilingualism certificate: an investigation into the background to and origin of this requirement, an evaluation of past and current examining practices and standards and criteria, a needs assessment, and suggestions and recommendations for sound practice
- Authors: Spingies, Conrad
- Date: 1992
- Subjects: Teachers -- Training of -- South Africa Teachers -- Selection and appointment Teachers -- Language Teachers -- Certification -- South Africa Bilingualism -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1427 , http://hdl.handle.net/10962/d1003308
- Description: South African education authorities demand of teachers a high degree of competency in both official languages. In the Cape Province in particular, teachers are not considered eligible for promotion posts unless they possess the so-called Higher Bilingualism Certificate, signifying their command of both official languages at "First Language" level. In view of the fact that the overwhelming majority of schools nowadays are single-medium institutions; this requirement may strike the objective observer as an anomaly. An attempt was made, therefore, first of all to investigate the historical background to this requirement. The "language question", a problematic feature of South African education since the beginning of the nineteenth.century, was not resolved when legislators chose "bilingualism and language equality" for the Union of South Africa in 1910. The available evidence suggests, however, that bilingualism was actively pursued as an educational ideal at least until the end of the 1940s, and for this reason education authorities placed a high premium on teachers who were "fully bilingual". Nowadays the typical (White) school is a single-medium institution where the second language is rarely if ever heard outside the classroom where it is taught as a subject. The present policy, to demand a high degree of proficiency in both official languages of teachers occupying promotion posts at such a school, may then be described not only as an anomaly, but as an anachronism. A further problem is the fact that the various educational institutions (specifically teachers' colleges and universities) that set examinations leading to the Higher Bilingualism Certificate rarely communicate with one another, and are therefore unable to agree on uniform standards and criteria, or to ensure that such standards are maintained. That this is indeed the case, was confirmed by examination of "Big E" test papers set at three teachers' colleges, two Colleges for Continued Training, and four universities in the Cape Province. In an attempt to establish what assistance and support might be needed by a "second language" user of English in order for him to improve to the point where he resembled a "first language" user of English in his "terminal language behaviour", a comparison (by means of error analysis) of the responses of two groups (an Ll and an L2 group) to the same test paper was undertaken. The available evidence suggests that L2 users may need to be helped to acquire a more extensive vocabulary, but, above all, that they need to improve their ability to handle two crucially important aspects of usage: idiom and grammar. The final chapter attempts to establish pedagogic and linguistic bases for a course intended for "Big E" candidates, and makes recommendations with regard to (i) the content and the form of the course, and (ii) sound examination practice. The concluding thoughts offer the view that such a course could remain useful even in a future South Africa where the emphasis may shift from a demand for teachers who are "fully bilingual" to teachers who have a good command of English.
- Full Text:
- Date Issued: 1992
- Authors: Spingies, Conrad
- Date: 1992
- Subjects: Teachers -- Training of -- South Africa Teachers -- Selection and appointment Teachers -- Language Teachers -- Certification -- South Africa Bilingualism -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1427 , http://hdl.handle.net/10962/d1003308
- Description: South African education authorities demand of teachers a high degree of competency in both official languages. In the Cape Province in particular, teachers are not considered eligible for promotion posts unless they possess the so-called Higher Bilingualism Certificate, signifying their command of both official languages at "First Language" level. In view of the fact that the overwhelming majority of schools nowadays are single-medium institutions; this requirement may strike the objective observer as an anomaly. An attempt was made, therefore, first of all to investigate the historical background to this requirement. The "language question", a problematic feature of South African education since the beginning of the nineteenth.century, was not resolved when legislators chose "bilingualism and language equality" for the Union of South Africa in 1910. The available evidence suggests, however, that bilingualism was actively pursued as an educational ideal at least until the end of the 1940s, and for this reason education authorities placed a high premium on teachers who were "fully bilingual". Nowadays the typical (White) school is a single-medium institution where the second language is rarely if ever heard outside the classroom where it is taught as a subject. The present policy, to demand a high degree of proficiency in both official languages of teachers occupying promotion posts at such a school, may then be described not only as an anomaly, but as an anachronism. A further problem is the fact that the various educational institutions (specifically teachers' colleges and universities) that set examinations leading to the Higher Bilingualism Certificate rarely communicate with one another, and are therefore unable to agree on uniform standards and criteria, or to ensure that such standards are maintained. That this is indeed the case, was confirmed by examination of "Big E" test papers set at three teachers' colleges, two Colleges for Continued Training, and four universities in the Cape Province. In an attempt to establish what assistance and support might be needed by a "second language" user of English in order for him to improve to the point where he resembled a "first language" user of English in his "terminal language behaviour", a comparison (by means of error analysis) of the responses of two groups (an Ll and an L2 group) to the same test paper was undertaken. The available evidence suggests that L2 users may need to be helped to acquire a more extensive vocabulary, but, above all, that they need to improve their ability to handle two crucially important aspects of usage: idiom and grammar. The final chapter attempts to establish pedagogic and linguistic bases for a course intended for "Big E" candidates, and makes recommendations with regard to (i) the content and the form of the course, and (ii) sound examination practice. The concluding thoughts offer the view that such a course could remain useful even in a future South Africa where the emphasis may shift from a demand for teachers who are "fully bilingual" to teachers who have a good command of English.
- Full Text:
- Date Issued: 1992
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