An investigation into factors that influence the results of Accounting (Education) 1 at the Technikon Free State
- Authors: Selesho, Jacob Mohlouwa
- Date: 2007
- Subjects: Education, Higher
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10785 , http://hdl.handle.net/10948/133 , Education, Higher
- Description: Introduction : South Africa is currently engaged in wide-ranging consultations to formulate a new policy on education in line with the major structural changes currently taking place at the national level. The process has focused mainly on the previous government’s discriminatory policies, which were a cornerstone of apartheid. This research is not concerned so much with policy restructuring as with current pedagogical problems, which are a direct result of policy. During contact with students in different faculties at Technikon Free State over a period of nearly two to three years, made it clear that students experienced major learning problems especially in their first year. The research by Selaledi (1996: p8) seems to reflect one common origin which could be summed up as under-preparedness which, will leads to a high failure and drop-out rate among students. The higher education system is also beginning to respond to the changed social order as reflected, for example, in the changing demographic profile of students’ enrolment. However, the overall effectiveness and efficiency of the system is in doubt, as evidenced by a range of systematic problems (NPHE, 2001:p7-8). These include the overall quantity and quality of graduate research output. The contribution of the study will address aspects of the high failure rate as it has been outlined as a problem in the national plan for higher education. Large numbers of students who attend tertiary institutions are not able to deliver the academic standard of work expected from them. This often results in high failure in other subjects (Esterhuizen, 1995:p15). Technikon Free State declared certain subjects at risk and Accounting Education was included in the list. The high failure rate at tertiary institutions could be ascribed to the difference between the expectations of the lecturers and those of the students (NPHE, 2001:p7-9). Learners who take Accounting at high school spend five years doing the subject. This should give learners a solid grounding for future advanced studies in Accounting. However, according to Fridman (1987:p7-8) this, is not the case, as high school Accounting does not influence the result of first year Accounting. This study proposes to investigate the factors that influence the results of Accounting Education I at Technikon Free State. The study will also determine whether Grade 12 Accounting plays an important role in Accounting Education I results. The research findings may contribute towards a better understanding of the factors that influence academic performance in this field.
- Full Text:
- Date Issued: 2007
- Authors: Selesho, Jacob Mohlouwa
- Date: 2007
- Subjects: Education, Higher
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10785 , http://hdl.handle.net/10948/133 , Education, Higher
- Description: Introduction : South Africa is currently engaged in wide-ranging consultations to formulate a new policy on education in line with the major structural changes currently taking place at the national level. The process has focused mainly on the previous government’s discriminatory policies, which were a cornerstone of apartheid. This research is not concerned so much with policy restructuring as with current pedagogical problems, which are a direct result of policy. During contact with students in different faculties at Technikon Free State over a period of nearly two to three years, made it clear that students experienced major learning problems especially in their first year. The research by Selaledi (1996: p8) seems to reflect one common origin which could be summed up as under-preparedness which, will leads to a high failure and drop-out rate among students. The higher education system is also beginning to respond to the changed social order as reflected, for example, in the changing demographic profile of students’ enrolment. However, the overall effectiveness and efficiency of the system is in doubt, as evidenced by a range of systematic problems (NPHE, 2001:p7-8). These include the overall quantity and quality of graduate research output. The contribution of the study will address aspects of the high failure rate as it has been outlined as a problem in the national plan for higher education. Large numbers of students who attend tertiary institutions are not able to deliver the academic standard of work expected from them. This often results in high failure in other subjects (Esterhuizen, 1995:p15). Technikon Free State declared certain subjects at risk and Accounting Education was included in the list. The high failure rate at tertiary institutions could be ascribed to the difference between the expectations of the lecturers and those of the students (NPHE, 2001:p7-9). Learners who take Accounting at high school spend five years doing the subject. This should give learners a solid grounding for future advanced studies in Accounting. However, according to Fridman (1987:p7-8) this, is not the case, as high school Accounting does not influence the result of first year Accounting. This study proposes to investigate the factors that influence the results of Accounting Education I at Technikon Free State. The study will also determine whether Grade 12 Accounting plays an important role in Accounting Education I results. The research findings may contribute towards a better understanding of the factors that influence academic performance in this field.
- Full Text:
- Date Issued: 2007
An analysis of factors influencing the choice of particular schools in preference to township schols, in the Port Elizabeth area
- Authors: Mapasa, Tobeka Eugié
- Date: 2005
- Subjects: School choice -- South Africa -- Port Elizabeth , Blacks -- Education -- South Africa -- Port Elizabeth , Multicultural education -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10784 , http://hdl.handle.net/10948/144 , School choice -- South Africa -- Port Elizabeth , Blacks -- Education -- South Africa -- Port Elizabeth , Multicultural education -- South Africa -- Port Elizabeth
- Description: There has been a radical exodus of learners from the townships schools to former Model C, Coloured and Indian schools and this has had an impact on township schools. In some schools in the Port Elizabeth townships, learner enrolment has dropped tremendously. This tendency has also been a concern of the Eastern Cape Department of Education. The focus of this research was to determine the reasons that prompted the learners to prefer schools that were far from their homes while there were schools situated nearer to their homes. To accomplish this, a review of literature on why learners in other parts of the world moved from school to school and or why their parents send them to particular schools was done. The literature assisted in identifying key issues pertaining to school choice. These issues were translated into questions used in questionnaires to learners and parents to determine the reasons for preference of schools outside the townships. The data gathered via the questionnaires led to interviews with the staff from the schools in the areas where the case study participants live. Apart from gathering data for interpretation the interviews were also used to triangulate data collected via the two questionnaires. The five most important factors that were common to the parents and the learners, identified and endorsed by the educators as influencing school choice, were firstly the fact that high status parents prefer high status schools; secondly that safety, discipline and the smooth running of the school are of high importance. Thirdly it was indicated that extra-mural activities in the school curriculum play an important role. The opportunity the school provides for parental involvement was rated as the fourth most important factor. The educator’s attitudes towards work were rated as the fifth most important factor. The research report finally emphasized the need to undertake a variety of projects for further research. Suggestions were also made by way of recommendations of possible factors that had to be taken into consideration when determining strategies to attract learners to township schools.
- Full Text:
- Date Issued: 2005
- Authors: Mapasa, Tobeka Eugié
- Date: 2005
- Subjects: School choice -- South Africa -- Port Elizabeth , Blacks -- Education -- South Africa -- Port Elizabeth , Multicultural education -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10784 , http://hdl.handle.net/10948/144 , School choice -- South Africa -- Port Elizabeth , Blacks -- Education -- South Africa -- Port Elizabeth , Multicultural education -- South Africa -- Port Elizabeth
- Description: There has been a radical exodus of learners from the townships schools to former Model C, Coloured and Indian schools and this has had an impact on township schools. In some schools in the Port Elizabeth townships, learner enrolment has dropped tremendously. This tendency has also been a concern of the Eastern Cape Department of Education. The focus of this research was to determine the reasons that prompted the learners to prefer schools that were far from their homes while there were schools situated nearer to their homes. To accomplish this, a review of literature on why learners in other parts of the world moved from school to school and or why their parents send them to particular schools was done. The literature assisted in identifying key issues pertaining to school choice. These issues were translated into questions used in questionnaires to learners and parents to determine the reasons for preference of schools outside the townships. The data gathered via the questionnaires led to interviews with the staff from the schools in the areas where the case study participants live. Apart from gathering data for interpretation the interviews were also used to triangulate data collected via the two questionnaires. The five most important factors that were common to the parents and the learners, identified and endorsed by the educators as influencing school choice, were firstly the fact that high status parents prefer high status schools; secondly that safety, discipline and the smooth running of the school are of high importance. Thirdly it was indicated that extra-mural activities in the school curriculum play an important role. The opportunity the school provides for parental involvement was rated as the fourth most important factor. The educator’s attitudes towards work were rated as the fifth most important factor. The research report finally emphasized the need to undertake a variety of projects for further research. Suggestions were also made by way of recommendations of possible factors that had to be taken into consideration when determining strategies to attract learners to township schools.
- Full Text:
- Date Issued: 2005
An evaluation of the implementation of curriculum 2005 in grade 7 in the Motherwell primary schools
- Authors: Rulashe, Brenda Lavisa
- Date: 2004
- Subjects: Education, Primary -- Curricula -- South Africa -- Port Elizabeth , Curriculum planning -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10783 , http://hdl.handle.net/10948/231 , Education, Primary -- Curricula -- South Africa -- Port Elizabeth , Curriculum planning -- South Africa -- Port Elizabeth
- Description: This study focuses on the effective implementation of C2005 by the Grade 7 teachers in the Motherwell area. For teachers to meet the demands of the new curriculum, in-service training is needed to develop them to be competent in all the aspects required for the use of the OBE approach. The main research question is: How have Grade 7 teachers in Motherwell implemented C2005 in their classrooms? Questionnaires and interviews were used as tools to collect the data. The data was collected from five selected primary schools in the Motherwell area. The teachers’ responses obtained from questionnaires and interviews were analyzed both statistically (using tables) and descriptively (telling teachers’ stories). Responses determined the competence of teachers in four areas, namely, teaching methods, content, classroom organization and assessment of learners. An account of inservice training courses attended by teachers is provided. These courses revealed the problems encountered by teachers during the implementation process and the subsequent assisstance they received. The data provided in this study is in line with the research done by the Review Committee (Chisholm, 2000) in the Eastern Cape. Recommendations of the Review Committee gave rise to the establishment of the Revised National Curriculum Statement (RNCS). The responses from this study confirmed the need for retraining of teachers to develop their competences. This study urges the Department of Education to focus on establishing methods of training that will develop teachers in their teaching experience. The SMTs should also be able to assist teachers with the problems they encounter in their schools. Teachers should be able to take responsibility for their learners’ competence and take ownership of changes in their schools. The financial assistance of the National Research Foundation towards this research is hereby acknowledged. Opinions expressed in this thesis and conclusions arrived at, are those of the author and not necessarily to be attributed to the National Research Foundation
- Full Text:
- Date Issued: 2004
- Authors: Rulashe, Brenda Lavisa
- Date: 2004
- Subjects: Education, Primary -- Curricula -- South Africa -- Port Elizabeth , Curriculum planning -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10783 , http://hdl.handle.net/10948/231 , Education, Primary -- Curricula -- South Africa -- Port Elizabeth , Curriculum planning -- South Africa -- Port Elizabeth
- Description: This study focuses on the effective implementation of C2005 by the Grade 7 teachers in the Motherwell area. For teachers to meet the demands of the new curriculum, in-service training is needed to develop them to be competent in all the aspects required for the use of the OBE approach. The main research question is: How have Grade 7 teachers in Motherwell implemented C2005 in their classrooms? Questionnaires and interviews were used as tools to collect the data. The data was collected from five selected primary schools in the Motherwell area. The teachers’ responses obtained from questionnaires and interviews were analyzed both statistically (using tables) and descriptively (telling teachers’ stories). Responses determined the competence of teachers in four areas, namely, teaching methods, content, classroom organization and assessment of learners. An account of inservice training courses attended by teachers is provided. These courses revealed the problems encountered by teachers during the implementation process and the subsequent assisstance they received. The data provided in this study is in line with the research done by the Review Committee (Chisholm, 2000) in the Eastern Cape. Recommendations of the Review Committee gave rise to the establishment of the Revised National Curriculum Statement (RNCS). The responses from this study confirmed the need for retraining of teachers to develop their competences. This study urges the Department of Education to focus on establishing methods of training that will develop teachers in their teaching experience. The SMTs should also be able to assist teachers with the problems they encounter in their schools. Teachers should be able to take responsibility for their learners’ competence and take ownership of changes in their schools. The financial assistance of the National Research Foundation towards this research is hereby acknowledged. Opinions expressed in this thesis and conclusions arrived at, are those of the author and not necessarily to be attributed to the National Research Foundation
- Full Text:
- Date Issued: 2004
An investigation into the impact of the use of an integrated learning system on mathematics standard grade paper 2 marks of grade 12 learners of one high school in the Nelson Mandela Metropolitan area
- Barnard, Stefanus van Rooyen
- Authors: Barnard, Stefanus van Rooyen
- Date: 2004
- Subjects: Mathematics -- Research -- South Africa -- Port Elizabeth , Mathematics -- Examinations -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:10780 , http://hdl.handle.net/10948/248 , Mathematics -- Research -- South Africa -- Port Elizabeth , Mathematics -- Examinations -- South Africa -- Port Elizabeth
- Description: The aim of this study was an exploration of the relationship between the use of an Integrated Learning System (ILS), entitled Master Maths, as a supplement to traditional mathematics instruction, and mathematics achievement as measured by the Paper 2 marks of the National Mathematics Examinations for standard grade learners in grade 12. The use of technology in education has increased over the past decade. One way of integrating technology into instructional programmes has been through the use of Integrated Learning Systems (ILSs). The review of the literature traces the history of computer-assisted instruction as conducted on ILSs. The review of recent research studies focuses on the impact of ILSs on learner achievement in mathematics internationally and in the South African context. This study used quantitative and qualitative methods to research the impact of the Master Maths programme on mathematics achievement. Twenty-six learners of the 133 standard grade learners from one high school in New Brighton, Port Elizabeth were selected for each of the experimental and control groups. The experimental group worked on the Master Maths programme for twelve sessions of three hours each. The results of the quantitative analysis show that the intervention did not make a significant difference to the experimental group. The Master Maths programme led to only a 0.56% increase in the marks of the experimental group. The qualitative analysis drew a comparison between the modules of the Master Maths programme and the relevant examination questions in terms of content covered and cognitive levels. The researcher used Bloom’s Cognitive Taxonomy to evaluate the cognitive levels. The data show that it was easier for the learners to obtain higher marks in the module tests than in the examination questions. The data indicate that the module tests were easier than the examination questions in that the cognitive levels of the module tests were lower. The data confirm that there is a gap between the acquisition and evaluation of core skills tested by the modules used in the intervention and the wider knowledge and skills tested in the examination.
- Full Text:
- Date Issued: 2004
- Authors: Barnard, Stefanus van Rooyen
- Date: 2004
- Subjects: Mathematics -- Research -- South Africa -- Port Elizabeth , Mathematics -- Examinations -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:10780 , http://hdl.handle.net/10948/248 , Mathematics -- Research -- South Africa -- Port Elizabeth , Mathematics -- Examinations -- South Africa -- Port Elizabeth
- Description: The aim of this study was an exploration of the relationship between the use of an Integrated Learning System (ILS), entitled Master Maths, as a supplement to traditional mathematics instruction, and mathematics achievement as measured by the Paper 2 marks of the National Mathematics Examinations for standard grade learners in grade 12. The use of technology in education has increased over the past decade. One way of integrating technology into instructional programmes has been through the use of Integrated Learning Systems (ILSs). The review of the literature traces the history of computer-assisted instruction as conducted on ILSs. The review of recent research studies focuses on the impact of ILSs on learner achievement in mathematics internationally and in the South African context. This study used quantitative and qualitative methods to research the impact of the Master Maths programme on mathematics achievement. Twenty-six learners of the 133 standard grade learners from one high school in New Brighton, Port Elizabeth were selected for each of the experimental and control groups. The experimental group worked on the Master Maths programme for twelve sessions of three hours each. The results of the quantitative analysis show that the intervention did not make a significant difference to the experimental group. The Master Maths programme led to only a 0.56% increase in the marks of the experimental group. The qualitative analysis drew a comparison between the modules of the Master Maths programme and the relevant examination questions in terms of content covered and cognitive levels. The researcher used Bloom’s Cognitive Taxonomy to evaluate the cognitive levels. The data show that it was easier for the learners to obtain higher marks in the module tests than in the examination questions. The data indicate that the module tests were easier than the examination questions in that the cognitive levels of the module tests were lower. The data confirm that there is a gap between the acquisition and evaluation of core skills tested by the modules used in the intervention and the wider knowledge and skills tested in the examination.
- Full Text:
- Date Issued: 2004
The development of a science competency test for technikon students
- Authors: Davids, Samiega
- Date: 2003
- Subjects: Science -- Study and teaching (Higher) -- South Africa , Universities and colleges -- South Africa -- Entrance requirements , Port Elizabeth Technikon Entrance requirements
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10782 , http://hdl.handle.net/10948/87 , Science -- Study and teaching (Higher) -- South Africa , Universities and colleges -- South Africa -- Entrance requirements , Port Elizabeth Technikon Entrance requirements
- Description: In the mid-1980’s institutions of higher learning were coerced by the South African government to admit students from all races. As a result, these institutions were confronted with the need to identify preparedness for higher learning, especially amongst the ex-Department of Education and Training (DET) learners. Grade 12 results were not a sufficient predictor for ex-DET learners, and a review of current admission criteria became a necessity. This study aims to develop a suitable science entry-level test to be used as a component of an existing test battery. The test battery is used as an admission tool by the Port Elizabeth Technikon to further assess first year applicants who do not meet the normal entrance requirements for a science course. The only requirement for further assessment being Grade 12 physical science. The science entry-level test consists of a list of validated science skills and knowledge to be used to assess the skills and knowledge mastered at the time of test taking. On the basis of test scores, an assessment is made regarding the applicant’s preparedness for higher learning. This study holds the view that preparedness in students for higher learning in science can be measured by means of valid science competencies. In addition, knowledge of the level of preparedness of the applicant enables further educational support and guidance to be provided where necessary. Research which measures manifest academic ability rather than potential to learn is favoured since it is believed that the former generates psychometric evidence of that which was already mastered academically whilst the latter determines whether the student will be able to achieve under ideal conditions. The content covered by the proposed Science Competency Test was sanctioned by technikon lecturers of first year physics and chemistry courses. The content was taken from the examinable section of the Grade 11 and 12 physical science syllabi. This content is the most acceptable and fair knowledge-base a prospective science student can be expected to have mastered at school. The content was limited to those skills and knowledge believed by the lecturers to contribute to academic success in the first year. Items that tested this content were compiled and pilot tests were administered to Grade 12 physical science learners at various disadvantaged schools. The Science Competency Test was compiled from the pool of trial items after the performance of the items was statistically determined. This final Science Competency Test was completed by a sample of 179 first-time first year science students. The findings of the study were inconclusive as the Science Competency Test showed a moderate predictive ability for only one section of the sample. It further showed that the weighted matric score, WMS was not a significant predictor of future academic performance of the sample either. A discrepancy in performance amongst learners of different home languages and educational backgrounds was also noted.
- Full Text:
- Date Issued: 2003
- Authors: Davids, Samiega
- Date: 2003
- Subjects: Science -- Study and teaching (Higher) -- South Africa , Universities and colleges -- South Africa -- Entrance requirements , Port Elizabeth Technikon Entrance requirements
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10782 , http://hdl.handle.net/10948/87 , Science -- Study and teaching (Higher) -- South Africa , Universities and colleges -- South Africa -- Entrance requirements , Port Elizabeth Technikon Entrance requirements
- Description: In the mid-1980’s institutions of higher learning were coerced by the South African government to admit students from all races. As a result, these institutions were confronted with the need to identify preparedness for higher learning, especially amongst the ex-Department of Education and Training (DET) learners. Grade 12 results were not a sufficient predictor for ex-DET learners, and a review of current admission criteria became a necessity. This study aims to develop a suitable science entry-level test to be used as a component of an existing test battery. The test battery is used as an admission tool by the Port Elizabeth Technikon to further assess first year applicants who do not meet the normal entrance requirements for a science course. The only requirement for further assessment being Grade 12 physical science. The science entry-level test consists of a list of validated science skills and knowledge to be used to assess the skills and knowledge mastered at the time of test taking. On the basis of test scores, an assessment is made regarding the applicant’s preparedness for higher learning. This study holds the view that preparedness in students for higher learning in science can be measured by means of valid science competencies. In addition, knowledge of the level of preparedness of the applicant enables further educational support and guidance to be provided where necessary. Research which measures manifest academic ability rather than potential to learn is favoured since it is believed that the former generates psychometric evidence of that which was already mastered academically whilst the latter determines whether the student will be able to achieve under ideal conditions. The content covered by the proposed Science Competency Test was sanctioned by technikon lecturers of first year physics and chemistry courses. The content was taken from the examinable section of the Grade 11 and 12 physical science syllabi. This content is the most acceptable and fair knowledge-base a prospective science student can be expected to have mastered at school. The content was limited to those skills and knowledge believed by the lecturers to contribute to academic success in the first year. Items that tested this content were compiled and pilot tests were administered to Grade 12 physical science learners at various disadvantaged schools. The Science Competency Test was compiled from the pool of trial items after the performance of the items was statistically determined. This final Science Competency Test was completed by a sample of 179 first-time first year science students. The findings of the study were inconclusive as the Science Competency Test showed a moderate predictive ability for only one section of the sample. It further showed that the weighted matric score, WMS was not a significant predictor of future academic performance of the sample either. A discrepancy in performance amongst learners of different home languages and educational backgrounds was also noted.
- Full Text:
- Date Issued: 2003
Identifying the need for the development of an instrument to determine senior phase teachers' science-assessment competence
- Authors: Lombard, Elsa Helena
- Date: 2002
- Subjects: Science -- Ability testing -- South Africa , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Educational tests and measurements -- South Africa , Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10786 , http://hdl.handle.net/10948/100 , Science -- Ability testing -- South Africa , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Educational tests and measurements -- South Africa , Competency-based education -- South Africa
- Description: The focus of this study is the competences expected of teachers in the senior phase to assess the Natural Sciences learning area. In order to be in line with the new developments, the South African science teacher will need relevant assessment training in order to utilise appropriate techniques that are in line with the new educational philosophy. The question arises: What competences do teachers need for assessing science in the senior phase? An ethnographic case study was implemented as research methodology in the descriptive research paradigm. The investigation comprised observing the classroom practices of a sample of three senior phase science teachers in two primary schools and in one secondary school in the Port Elizabeth region. The data obtained from the observations were triangulated with related artefacts produced by both the teachers and the learners in each case. In order to establish these expected competences a document analysis was done from a selection of South African documents. The descriptions of the real life assessment practices of the sample of science teachers were then compared with the competences expected by the South African education system. The comparison between the real-life assessment practices and the expected practices concurred with Shepard’s (2000, p.12) belief that the abilities needed to implement classroom assessment “are daunting”. The classroom-based assessment practices of the sample of teachers revealed a variety of assessment beliefs, practices and competence. The needs of these teachers are so diversified and intense that individualised professional development is needed if sustained implementation of the new curriculum and accompanying assessment competences is to be facilitated. The research established the need to develop an instrument that the science teachers can use to assess their own competence. There should be training modules drawn up in line with this instrument. Teachers should be able to choose the professional development modules that would address their own unique needs
- Full Text:
- Date Issued: 2002
- Authors: Lombard, Elsa Helena
- Date: 2002
- Subjects: Science -- Ability testing -- South Africa , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Educational tests and measurements -- South Africa , Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10786 , http://hdl.handle.net/10948/100 , Science -- Ability testing -- South Africa , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Educational tests and measurements -- South Africa , Competency-based education -- South Africa
- Description: The focus of this study is the competences expected of teachers in the senior phase to assess the Natural Sciences learning area. In order to be in line with the new developments, the South African science teacher will need relevant assessment training in order to utilise appropriate techniques that are in line with the new educational philosophy. The question arises: What competences do teachers need for assessing science in the senior phase? An ethnographic case study was implemented as research methodology in the descriptive research paradigm. The investigation comprised observing the classroom practices of a sample of three senior phase science teachers in two primary schools and in one secondary school in the Port Elizabeth region. The data obtained from the observations were triangulated with related artefacts produced by both the teachers and the learners in each case. In order to establish these expected competences a document analysis was done from a selection of South African documents. The descriptions of the real life assessment practices of the sample of science teachers were then compared with the competences expected by the South African education system. The comparison between the real-life assessment practices and the expected practices concurred with Shepard’s (2000, p.12) belief that the abilities needed to implement classroom assessment “are daunting”. The classroom-based assessment practices of the sample of teachers revealed a variety of assessment beliefs, practices and competence. The needs of these teachers are so diversified and intense that individualised professional development is needed if sustained implementation of the new curriculum and accompanying assessment competences is to be facilitated. The research established the need to develop an instrument that the science teachers can use to assess their own competence. There should be training modules drawn up in line with this instrument. Teachers should be able to choose the professional development modules that would address their own unique needs
- Full Text:
- Date Issued: 2002
The development of a model for the assessment of the subject entrepreneurship and business management at the N4 level using an outcomes based education approach
- Authors: Olivier, Marina
- Date: 2002
- Subjects: Curriculum-based assessment -- South Africa , Competency-based education
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10781 , http://hdl.handle.net/10948/86 , Curriculum-based assessment -- South Africa , Competency-based education
- Description: The focus of this study is on assessment in an Outcomes Based Education environment. The question arises as to how assessment of Entrepreneurship and Business Management-N4 can be changed to suit an Outcomes Based Education approach. Action research was used as the research methodology and the findings were reported as case studies. A sample of three colleges in the Eastern Cape was chosen to take part in the study. Only two modules of the Entrepreneurship and Business Management-N4 syllabus were adapted to suit an Outcomes Based Education approach, as the students still had to write the normal external examination at the end of the semester as required by the Department of Education. In the first two cycles the participants implemented Outcomes Based Education in the classroom using only the resources available at the college for the old education system. During the third cycle the researcher implemented Outcomes Based Education in the classroom under the same circumstances, but with the advantage that the researcher benefited from the reflections of the first two cycles. In order for assessment to meet the requirements of an Outcomes Based Education approach, it was necessary to change teaching practices as well. Important aspects such as group work, new assessment methods, the role of resource materials and the training of lecturers were included in the study. At the end of the third cycle a model for the assessment of Entrepreneurship and Business Management-N4 was developed. Recommendations on aspects such as students, lecturers, resources and assessment were made.
- Full Text:
- Date Issued: 2002
- Authors: Olivier, Marina
- Date: 2002
- Subjects: Curriculum-based assessment -- South Africa , Competency-based education
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10781 , http://hdl.handle.net/10948/86 , Curriculum-based assessment -- South Africa , Competency-based education
- Description: The focus of this study is on assessment in an Outcomes Based Education environment. The question arises as to how assessment of Entrepreneurship and Business Management-N4 can be changed to suit an Outcomes Based Education approach. Action research was used as the research methodology and the findings were reported as case studies. A sample of three colleges in the Eastern Cape was chosen to take part in the study. Only two modules of the Entrepreneurship and Business Management-N4 syllabus were adapted to suit an Outcomes Based Education approach, as the students still had to write the normal external examination at the end of the semester as required by the Department of Education. In the first two cycles the participants implemented Outcomes Based Education in the classroom using only the resources available at the college for the old education system. During the third cycle the researcher implemented Outcomes Based Education in the classroom under the same circumstances, but with the advantage that the researcher benefited from the reflections of the first two cycles. In order for assessment to meet the requirements of an Outcomes Based Education approach, it was necessary to change teaching practices as well. Important aspects such as group work, new assessment methods, the role of resource materials and the training of lecturers were included in the study. At the end of the third cycle a model for the assessment of Entrepreneurship and Business Management-N4 was developed. Recommendations on aspects such as students, lecturers, resources and assessment were made.
- Full Text:
- Date Issued: 2002
Significance of corporate social investment within the field of public relations with specific reference to selected Kwazulu Natal corporations
- Authors: Rampersad, Renitha
- Date: 2000
- Subjects: Investments -- Moral and ethical aspects -- South Africa , Public relations -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10779 , http://hdl.handle.net/10948/35 , Investments -- Moral and ethical aspects -- South Africa , Public relations -- South Africa
- Description: This study is a qualitative investigation into the areas of corporate social investment and public relations. The study examines the significance of corporate social investment within the field of public relations with specific reference to selected KwaZulu Natal corporations. The study looks at the corporate social investment and public relations departments of five corporations in the KwaZulu Natal region. The corporations that were interviewed were selected based on their location, and the number of years of experience in the field. The five companies, namely, The South African Sugar Association, NBS Boland Bank, Hillside Aluminium (Alusaf), McCarthy Retail and Richards Bay Minerals received immense coverage on their corporate social investment initiatives, in the Mail and Guardian’s April 1998 issue, ‘Investing in the future, special focus on social investment.’ The report presents an in-depth literature review, which examines the history of both corporate social investment and public relations. It thereafter examines the current practices of public relations and corporate social investment from a South African perspective. The prevalent approach to corporate social investment is also addressed. Apart from the study of the five corporations, the report also comments on other dedicated corporate social investment programmes. The programmes of each of the five companies are contrasted with current and relevant documentation from the 1999 Business and Marketing Intelligence report. Graphs and tables complement this information. The findings reveal that there is little public relations involvement in corporate social investment initiatives because corporate social investment practitioners do not see the need for the involvement of public relations practitioners in all areas of their corporate social investment initiatives. The results of the interviews gives the reader a broad perspective of corporate social investment and public relations within each company. The findings suggest that the role of public relations needs to be re-examined in the new millennium.
- Full Text:
- Date Issued: 2000
- Authors: Rampersad, Renitha
- Date: 2000
- Subjects: Investments -- Moral and ethical aspects -- South Africa , Public relations -- South Africa
- Language: English
- Type: Thesis , Masters , MTech
- Identifier: vital:10779 , http://hdl.handle.net/10948/35 , Investments -- Moral and ethical aspects -- South Africa , Public relations -- South Africa
- Description: This study is a qualitative investigation into the areas of corporate social investment and public relations. The study examines the significance of corporate social investment within the field of public relations with specific reference to selected KwaZulu Natal corporations. The study looks at the corporate social investment and public relations departments of five corporations in the KwaZulu Natal region. The corporations that were interviewed were selected based on their location, and the number of years of experience in the field. The five companies, namely, The South African Sugar Association, NBS Boland Bank, Hillside Aluminium (Alusaf), McCarthy Retail and Richards Bay Minerals received immense coverage on their corporate social investment initiatives, in the Mail and Guardian’s April 1998 issue, ‘Investing in the future, special focus on social investment.’ The report presents an in-depth literature review, which examines the history of both corporate social investment and public relations. It thereafter examines the current practices of public relations and corporate social investment from a South African perspective. The prevalent approach to corporate social investment is also addressed. Apart from the study of the five corporations, the report also comments on other dedicated corporate social investment programmes. The programmes of each of the five companies are contrasted with current and relevant documentation from the 1999 Business and Marketing Intelligence report. Graphs and tables complement this information. The findings reveal that there is little public relations involvement in corporate social investment initiatives because corporate social investment practitioners do not see the need for the involvement of public relations practitioners in all areas of their corporate social investment initiatives. The results of the interviews gives the reader a broad perspective of corporate social investment and public relations within each company. The findings suggest that the role of public relations needs to be re-examined in the new millennium.
- Full Text:
- Date Issued: 2000
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