A qualitative exploration of the role of LO teachers and LO subject advisors in the design and formulation of sexuality and HIV curriculum
- Authors: Jacobs, Elfean Randall
- Date: 2024-04
- Subjects: HIV (Viruses) -- Study and teaching -- South Africa -- Port Elizabeth , Life skills -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/63956 , vital:73632
- Description: This research study investigated the role of LO teachers and LO subject advisors in designing and formulating a sexuality and HIV curriculum. The Life Orientation subject aims to equip learners with the necessary skills, knowledge, values, and attitudes to live a successful and healthy life in society. Some of LO's prescribed programmes, such as the sexuality and HIV curriculum, have operated for many years in the South African school curriculum. These programmes still do not address the social illnesses that destroy the lives of young people in our communities. There is a need for the transformation of these programmes. The research was conducted in the Blue Crane region in Somerset East and the Dr Beyers Naude region in Graaff-Reinet in the Eastern Cape Province of South Africa. Qualitative data generation methods were employed, which consisted of field notes and individual interviews with six (6) LO teachers at three (3) of the identified secondary schools and two (2) LO subject advisors from the district office. The main research question for this study was: What is the role of LO teachers and LO subject advisors in the design and formulation of sexuality and HIV curriculum in the life orientation subject? What are the pedagogical contributions of LO teachers and LO subject advisors on the content of the sexuality and HIV curriculum in their schools? What do LO teachers and LO subject advisors perceive as relevant in the teaching methodology of the sexuality and HIV curriculum in the schools? What do LO teachers and LO subject advisors perceive as the relevant content for a sexuality and HIV curriculum? The data generated from the individual interviews was analysed using thematic analysis. The analysed data was further broken down into seven (7) themes and subthemes. The interpretation of the themes and subthemes are discussed in detail. To ensure whether the analysed data was accurate and correct, the researcher utilised quality criteria to measure the trustworthiness of the study as well as the credibility, dependability, transferability, and confirmability. , Thesis (D.Phil) -- Faculty of Education, School of Postgraduate education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Jacobs, Elfean Randall
- Date: 2024-04
- Subjects: HIV (Viruses) -- Study and teaching -- South Africa -- Port Elizabeth , Life skills -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/63956 , vital:73632
- Description: This research study investigated the role of LO teachers and LO subject advisors in designing and formulating a sexuality and HIV curriculum. The Life Orientation subject aims to equip learners with the necessary skills, knowledge, values, and attitudes to live a successful and healthy life in society. Some of LO's prescribed programmes, such as the sexuality and HIV curriculum, have operated for many years in the South African school curriculum. These programmes still do not address the social illnesses that destroy the lives of young people in our communities. There is a need for the transformation of these programmes. The research was conducted in the Blue Crane region in Somerset East and the Dr Beyers Naude region in Graaff-Reinet in the Eastern Cape Province of South Africa. Qualitative data generation methods were employed, which consisted of field notes and individual interviews with six (6) LO teachers at three (3) of the identified secondary schools and two (2) LO subject advisors from the district office. The main research question for this study was: What is the role of LO teachers and LO subject advisors in the design and formulation of sexuality and HIV curriculum in the life orientation subject? What are the pedagogical contributions of LO teachers and LO subject advisors on the content of the sexuality and HIV curriculum in their schools? What do LO teachers and LO subject advisors perceive as relevant in the teaching methodology of the sexuality and HIV curriculum in the schools? What do LO teachers and LO subject advisors perceive as the relevant content for a sexuality and HIV curriculum? The data generated from the individual interviews was analysed using thematic analysis. The analysed data was further broken down into seven (7) themes and subthemes. The interpretation of the themes and subthemes are discussed in detail. To ensure whether the analysed data was accurate and correct, the researcher utilised quality criteria to measure the trustworthiness of the study as well as the credibility, dependability, transferability, and confirmability. , Thesis (D.Phil) -- Faculty of Education, School of Postgraduate education, 2024
- Full Text:
- Date Issued: 2024-04
Facilitating language communication in English using “VFL” in English second language (ESL) primary school science classrooms
- Authors: Kemp, Hermione
- Date: 2024-04
- Subjects: Science -- Study and teaching , Science -- Study and teaching -- Methodology , Communication -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/63985 , vital:73635
- Description: Many classrooms across South Africa have teachers and learners who are English Second Language (ESL) speakers. As a result, teaching and learning becomes a challenge, especially in science education. Science has its own language, which has concepts, terminology, definitions and more that teachers and learners are expected to engage with. The language issues seem to weigh heavier on the learners’ scale as they are learning the Language of Learning and Teaching (LOLT), while they are learning science. Likewise, science teachers face their own challenges in that they are trying to teach the language of science while their learners are still in the process of learning the English language. Therefore, this research study addresses the issue of using language as a resource rather than seeing it as a challenge so that it can enhance the learners’ ability to engage with science concepts. In doing so, this study introduces a group of teachers to using VFL to teach science education through a Community of Practice. Through the use of qualitative methods such as questionnaires, video-recorded lessons and a focus group interview discussion, this study explores how VFL enhance the communication of ESL primary school science classrooms. The vehicles that were used in this study are drama, poetry, visual art, stories, and music. This study adds to the conversation around using the arts to teach science as well as the benefits thereof. One of the findings was that the learners were able to recall scientific content. Multilingual classrooms are the order of the day; therefore, language issues will be present. The teachers shared the same domain in this study within the COP. This space enhanced the opportunity for the teachers to create a community, where they were able to learn, share and grow from one another. Thus, this study encouraged teachers to step out of their comfort zone and to restructure how they teach science by including VFL. Therefore, VFL are a platform for teachers to see themselves as change agents. , Thesis (DPhil) -- Faculty of Education, School of Postgraduate education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Kemp, Hermione
- Date: 2024-04
- Subjects: Science -- Study and teaching , Science -- Study and teaching -- Methodology , Communication -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/63985 , vital:73635
- Description: Many classrooms across South Africa have teachers and learners who are English Second Language (ESL) speakers. As a result, teaching and learning becomes a challenge, especially in science education. Science has its own language, which has concepts, terminology, definitions and more that teachers and learners are expected to engage with. The language issues seem to weigh heavier on the learners’ scale as they are learning the Language of Learning and Teaching (LOLT), while they are learning science. Likewise, science teachers face their own challenges in that they are trying to teach the language of science while their learners are still in the process of learning the English language. Therefore, this research study addresses the issue of using language as a resource rather than seeing it as a challenge so that it can enhance the learners’ ability to engage with science concepts. In doing so, this study introduces a group of teachers to using VFL to teach science education through a Community of Practice. Through the use of qualitative methods such as questionnaires, video-recorded lessons and a focus group interview discussion, this study explores how VFL enhance the communication of ESL primary school science classrooms. The vehicles that were used in this study are drama, poetry, visual art, stories, and music. This study adds to the conversation around using the arts to teach science as well as the benefits thereof. One of the findings was that the learners were able to recall scientific content. Multilingual classrooms are the order of the day; therefore, language issues will be present. The teachers shared the same domain in this study within the COP. This space enhanced the opportunity for the teachers to create a community, where they were able to learn, share and grow from one another. Thus, this study encouraged teachers to step out of their comfort zone and to restructure how they teach science by including VFL. Therefore, VFL are a platform for teachers to see themselves as change agents. , Thesis (DPhil) -- Faculty of Education, School of Postgraduate education, 2024
- Full Text:
- Date Issued: 2024-04
Learners’ understanding of their linguistic resources as a basis for learning natural sciences
- Authors: Thorne, Rochelle Eugenia
- Date: 2024-04
- Subjects: Linguistic analysis (Linguistics) , Science -- Study and teaching -- Methodology , Science -- Study and teaching (Elementary)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64049 , vital:73646
- Description: With eleven official languages, South Africa is known for its multilingual environment. Despite this, the country's educational system heavily favours English and Afrikaans. Despite the varied linguistic backgrounds of learners, English continues to be used as the Language of Learning and Teaching (LoLT), which raises questions regarding fair access to education. Within the context of South Africa's constitution and policy frameworks, particularly the Language in Education Policy (LiEP), this study aims to investigate how group work activities in a Natural Sciences classroom can give learners an opportunity to mobilise their multilingual repertoires. Three formerly Afrikaans-medium high schools in the Northern Areas of Gqeberha, were the sites for this research which focuses on Grade Nine Natural Sciences learners. Through the use of both quantitative and qualitative methods such as questionnaires, classroom observations, and focus groups, the study explores how learners make use of their language resources to navigate science instruction in English. The results contest the idea that languages are distinct entities and show that learners use language interchangeably as a learning tool, a practice known as translanguaging. Group work becomes an important space in which learners exercise agency in language selection, enabling the link of dialogical, multilingual, and cultural responses. Sociocultural theory offers insights into group work relationships and provides the theoretical foundation for understanding how learners use language to understand scientific topics. Building on Gibbons' mode continuum (2003), which maps the shifts in discourse in classroom contexts from every day talk at the “here and now” to more specialized talk, the study also explored an expanded continuum which aimed at clarifying the nuances of language and cognitive progression among learners working in collaborative groups. This study adds to the conversation about language ideologies by recognising the ideologies of inclusion, access and identity which informed learners’ thinking and attitudes to language choice in education. Thus, the study emphasises the importance of a sophisticated comprehension of multilingual repertoires in the classroom. In order to better accommodate the changing linguistic patterns of multilingual learners, the study recommends re-evaluating language policies and encouraging educators to exploit the potential of group work to develop understanding of scientific concepts. , Thesis (DPhil) -- Faculty of Education, School of Post Graduate Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Thorne, Rochelle Eugenia
- Date: 2024-04
- Subjects: Linguistic analysis (Linguistics) , Science -- Study and teaching -- Methodology , Science -- Study and teaching (Elementary)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64049 , vital:73646
- Description: With eleven official languages, South Africa is known for its multilingual environment. Despite this, the country's educational system heavily favours English and Afrikaans. Despite the varied linguistic backgrounds of learners, English continues to be used as the Language of Learning and Teaching (LoLT), which raises questions regarding fair access to education. Within the context of South Africa's constitution and policy frameworks, particularly the Language in Education Policy (LiEP), this study aims to investigate how group work activities in a Natural Sciences classroom can give learners an opportunity to mobilise their multilingual repertoires. Three formerly Afrikaans-medium high schools in the Northern Areas of Gqeberha, were the sites for this research which focuses on Grade Nine Natural Sciences learners. Through the use of both quantitative and qualitative methods such as questionnaires, classroom observations, and focus groups, the study explores how learners make use of their language resources to navigate science instruction in English. The results contest the idea that languages are distinct entities and show that learners use language interchangeably as a learning tool, a practice known as translanguaging. Group work becomes an important space in which learners exercise agency in language selection, enabling the link of dialogical, multilingual, and cultural responses. Sociocultural theory offers insights into group work relationships and provides the theoretical foundation for understanding how learners use language to understand scientific topics. Building on Gibbons' mode continuum (2003), which maps the shifts in discourse in classroom contexts from every day talk at the “here and now” to more specialized talk, the study also explored an expanded continuum which aimed at clarifying the nuances of language and cognitive progression among learners working in collaborative groups. This study adds to the conversation about language ideologies by recognising the ideologies of inclusion, access and identity which informed learners’ thinking and attitudes to language choice in education. Thus, the study emphasises the importance of a sophisticated comprehension of multilingual repertoires in the classroom. In order to better accommodate the changing linguistic patterns of multilingual learners, the study recommends re-evaluating language policies and encouraging educators to exploit the potential of group work to develop understanding of scientific concepts. , Thesis (DPhil) -- Faculty of Education, School of Post Graduate Education, 2024
- Full Text:
- Date Issued: 2024-04
Implementation of the national diploma in tourism and hospitality management curriculum in two polytechnic colleges in Zimbabwe
- Ngwenya, Khanyisani https://orcid.org/0000-0002-0543-4671
- Authors: Ngwenya, Khanyisani https://orcid.org/0000-0002-0543-4671
- Date: 2024-01
- Subjects: Hospitality industry -- Vocational guidance , Tourism -- Vocational guidance
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28287 , vital:74165
- Description: Many countries in the world consider the tourism and hospitality industry as the leading employer with huge impact on economic growth. It has significantly contributed to their national Gross Domestic Product (GDP). Several studies conducted world over affirm that tourism contributes above the global average of ten percent. In Zimbabwe, the estimated percentage has also been as high as 10percent. The Tourism and Hospitality Management (THM) program aims to equip youth with critical industry-specific skills and mitigate unemployment. Despite this, literature has revealed that certain graduates struggle to secure industry positions due to a discrepancy between acquired skills and employer expectations. Consequently, some graduates accept menial roles outside the tourism sector, while the industry itself resorts to employing unqualified personnel. The reason lies in ineffective curriculum implementation approaches characterized by a lack of appropriate pedagogical methods. Identifying and implementing effective strategies ensures that graduates possess the requisite skills and competencies demanded by the industry, making their employability much easier. This study used a qualitative approach because of its exploratory, descriptive, and contextual nature. The interpretive paradigm provided participants’ views, opinions, and thoughts on the THM curriculum implementation. The multiple case study research design allowed ample freedom to dig deeper into rich empirical data by examining contemporary trends in implementing the ND3 in THM curriculum at two polytechnic colleges. Non-probability convenience sampling was used to select the two polytechnic colleges. Purposive sampling was used to select twelve (12) students, six (6) lecturers, and two (2) ITTD inspectors. Lecturers and inspectors were interviewed. Data from students was obtained through Focus group discussions. Curriculum documents were reviewed to provide true realities of the THM curriculum implementation. Content analysis was used to analyse data. Rogan and Grayson (2003) curriculum implementation theoretical framework guided the study. The study revealed that lecturers were dissatisfied due to inappropriate pedagogical strategies. A new model to bridge the theory/ practice gap in teaching was developed. The study recommended the adoption of a new and modern teaching model and fix the recruitment process by employing qualified lecturers to teach ND3 in THM students. , Thesis (PhD) -- Faculty of Education, 2024
- Full Text:
- Date Issued: 2024-01
- Authors: Ngwenya, Khanyisani https://orcid.org/0000-0002-0543-4671
- Date: 2024-01
- Subjects: Hospitality industry -- Vocational guidance , Tourism -- Vocational guidance
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28287 , vital:74165
- Description: Many countries in the world consider the tourism and hospitality industry as the leading employer with huge impact on economic growth. It has significantly contributed to their national Gross Domestic Product (GDP). Several studies conducted world over affirm that tourism contributes above the global average of ten percent. In Zimbabwe, the estimated percentage has also been as high as 10percent. The Tourism and Hospitality Management (THM) program aims to equip youth with critical industry-specific skills and mitigate unemployment. Despite this, literature has revealed that certain graduates struggle to secure industry positions due to a discrepancy between acquired skills and employer expectations. Consequently, some graduates accept menial roles outside the tourism sector, while the industry itself resorts to employing unqualified personnel. The reason lies in ineffective curriculum implementation approaches characterized by a lack of appropriate pedagogical methods. Identifying and implementing effective strategies ensures that graduates possess the requisite skills and competencies demanded by the industry, making their employability much easier. This study used a qualitative approach because of its exploratory, descriptive, and contextual nature. The interpretive paradigm provided participants’ views, opinions, and thoughts on the THM curriculum implementation. The multiple case study research design allowed ample freedom to dig deeper into rich empirical data by examining contemporary trends in implementing the ND3 in THM curriculum at two polytechnic colleges. Non-probability convenience sampling was used to select the two polytechnic colleges. Purposive sampling was used to select twelve (12) students, six (6) lecturers, and two (2) ITTD inspectors. Lecturers and inspectors were interviewed. Data from students was obtained through Focus group discussions. Curriculum documents were reviewed to provide true realities of the THM curriculum implementation. Content analysis was used to analyse data. Rogan and Grayson (2003) curriculum implementation theoretical framework guided the study. The study revealed that lecturers were dissatisfied due to inappropriate pedagogical strategies. A new model to bridge the theory/ practice gap in teaching was developed. The study recommended the adoption of a new and modern teaching model and fix the recruitment process by employing qualified lecturers to teach ND3 in THM students. , Thesis (PhD) -- Faculty of Education, 2024
- Full Text:
- Date Issued: 2024-01
An exploration of stakeholder perceptions of the quality of teaching and learning in higher education
- Authors: Jackson,Linda Grace
- Date: 2023-12
- Subjects: Quality assurance --Education (Higher)-- South Africa , Teaching and learning – Nelson Mandela University , Quality education—South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/62464 , vital:72757
- Description: Quality in higher education is a complex and evolving concept that has been a subject of measurement, assurance and promotion in universities globally for the past three decades. However, its precise definition remains elusive due to its fluid nature, influenced by various contextual factors and stakeholder perspectives. This study explored the concepts of quality teaching and quality learning within the specific context of Nelson Mandela University, focusing on two critical internal stakeholder groups, lecturers and students. By maintaining a constant context, the study sought to gain a deeper understanding of how these stakeholders perceived and contributed to the overall quality of education at the institution. Defining quality in higher education (HE) is important, as it directly impacts on the evaluation processes within educational institutions. Presently, most Higher Education Institutions (HEIs) assess quality using tangible inputs and outputs, resulting in a quantifiable representation of quality. Despite this approach, realistically, the anticipated improvements in the quality of teaching and learning are not apparent, leading to concerns about graduate readiness for the demands of the workforce. This situation raises imperative questions about the quality of teaching and learning within HEIs, necessitating a response to address this issue. This study used the conceptual model Schindler et al. (2015) developed to investigate stakeholder perceptions of quality teaching and quality learning in higher education (HE). The research followed a novel perspective by uncoupling quality in HE from the prevailing neoliberal approach and considering quality in HE within social inclusion interventions (Gidley et al., 2010a) already in place in HE settings. The research methodology expanded on social inclusion theory and employed a qualitative, participative and visual approach adapted from Mmogo-method®, an indigenous method. The research design fostered active participation from the participants, who assumed the role of co-researchers. Participants constructed their answers to the research question using unstructured materials, subsequently sharing, explaining, and interpreting their viewpoints within the group setting. , Thesis (PhD) -- Faculty of Education, School of teaching and learning, 2023
- Full Text:
- Date Issued: 2023-12
- Authors: Jackson,Linda Grace
- Date: 2023-12
- Subjects: Quality assurance --Education (Higher)-- South Africa , Teaching and learning – Nelson Mandela University , Quality education—South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/62464 , vital:72757
- Description: Quality in higher education is a complex and evolving concept that has been a subject of measurement, assurance and promotion in universities globally for the past three decades. However, its precise definition remains elusive due to its fluid nature, influenced by various contextual factors and stakeholder perspectives. This study explored the concepts of quality teaching and quality learning within the specific context of Nelson Mandela University, focusing on two critical internal stakeholder groups, lecturers and students. By maintaining a constant context, the study sought to gain a deeper understanding of how these stakeholders perceived and contributed to the overall quality of education at the institution. Defining quality in higher education (HE) is important, as it directly impacts on the evaluation processes within educational institutions. Presently, most Higher Education Institutions (HEIs) assess quality using tangible inputs and outputs, resulting in a quantifiable representation of quality. Despite this approach, realistically, the anticipated improvements in the quality of teaching and learning are not apparent, leading to concerns about graduate readiness for the demands of the workforce. This situation raises imperative questions about the quality of teaching and learning within HEIs, necessitating a response to address this issue. This study used the conceptual model Schindler et al. (2015) developed to investigate stakeholder perceptions of quality teaching and quality learning in higher education (HE). The research followed a novel perspective by uncoupling quality in HE from the prevailing neoliberal approach and considering quality in HE within social inclusion interventions (Gidley et al., 2010a) already in place in HE settings. The research methodology expanded on social inclusion theory and employed a qualitative, participative and visual approach adapted from Mmogo-method®, an indigenous method. The research design fostered active participation from the participants, who assumed the role of co-researchers. Participants constructed their answers to the research question using unstructured materials, subsequently sharing, explaining, and interpreting their viewpoints within the group setting. , Thesis (PhD) -- Faculty of Education, School of teaching and learning, 2023
- Full Text:
- Date Issued: 2023-12
Implementation of grade progression policy and its implications for progressed grade 12 learners’ identities
- Authors: Mdingi, Khayalethu Chris
- Date: 2023-06
- Subjects: Grade repetition , Education -- Standards
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28524 , vital:74380
- Description: The aim of progressing learners is to allow them to move with their age cohort, thereby boosting their motivation levels. It is believed that this would encourage these learners to study hard and produce good academic results. The Grade Progression Policy also assumes that the dropout rate caused by learners’ academic underperformance would be reduced. Despite the existence of the Grade Progression Policy, it seems that there is still high failure and dropout rates among progressed Grade 12 learners in the Eastern Cape Province. This qualitative case study was premised on the interpretivist paradigm and explored the implementation of the Grade Progression Policy and its implications on progressed Grade 12 learners’ identities. Twelve teachers (four principals, four Departmental Heads, four Post Level One teachers), and four learners were purposively selected in four secondary schools in the Amathole East Education District. Data was collected through semi-structured interviews and documentary analysis. The data was analysed by means of thematic approach. The data showed that the implementation of Grade Progression Policy brought about learner-teacher adversarial relations. Findings also showed that teachers had a negative attitude to the Grade Progression Policy and were unwilling to adapt to change. They had low morale and blamed the Department of Education for not giving them support. With regards to the implications of grade progression on Grade 12 learners’ identities, it emerged from the data that these learners were negatively affected by the implementation of this policy as their self-esteem was reportedly low. They felt stigmatized and regarded themselves as learners who could not achieve academically. Although most of the selected learners reported that it enhanced their motivation levels, it also transpired from the data that progressed Grade 12 learners were not achieving academically and were inadequately given support by the teachers. The study concluded therefore that the policy did not sufficiently address the intention of the DoE in terms of improving learners’ academic performance and enhancement of learners’ psychosocial identities. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-06
- Authors: Mdingi, Khayalethu Chris
- Date: 2023-06
- Subjects: Grade repetition , Education -- Standards
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/28524 , vital:74380
- Description: The aim of progressing learners is to allow them to move with their age cohort, thereby boosting their motivation levels. It is believed that this would encourage these learners to study hard and produce good academic results. The Grade Progression Policy also assumes that the dropout rate caused by learners’ academic underperformance would be reduced. Despite the existence of the Grade Progression Policy, it seems that there is still high failure and dropout rates among progressed Grade 12 learners in the Eastern Cape Province. This qualitative case study was premised on the interpretivist paradigm and explored the implementation of the Grade Progression Policy and its implications on progressed Grade 12 learners’ identities. Twelve teachers (four principals, four Departmental Heads, four Post Level One teachers), and four learners were purposively selected in four secondary schools in the Amathole East Education District. Data was collected through semi-structured interviews and documentary analysis. The data was analysed by means of thematic approach. The data showed that the implementation of Grade Progression Policy brought about learner-teacher adversarial relations. Findings also showed that teachers had a negative attitude to the Grade Progression Policy and were unwilling to adapt to change. They had low morale and blamed the Department of Education for not giving them support. With regards to the implications of grade progression on Grade 12 learners’ identities, it emerged from the data that these learners were negatively affected by the implementation of this policy as their self-esteem was reportedly low. They felt stigmatized and regarded themselves as learners who could not achieve academically. Although most of the selected learners reported that it enhanced their motivation levels, it also transpired from the data that progressed Grade 12 learners were not achieving academically and were inadequately given support by the teachers. The study concluded therefore that the policy did not sufficiently address the intention of the DoE in terms of improving learners’ academic performance and enhancement of learners’ psychosocial identities. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-06
The dynamics in implementing Inclusive Education in South Africa: Case studies of four Primary Schools in KwaZulu-Natal
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
- Authors: Nzuza, Zakhele Dennis
- Date: 2023
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26219 , vital:64974
- Description: The study explored the implemention of inclusive education in primary schools in the uMgungundlovu area, in the province of KwaZulu-Natal, South Africa. Locally and globally, the notion of inclusive education has presented various difficulties relating to the understanding stakeholders have of inclusive education and also in terms of embracing it and implementing it in schools. Stakeholders in South Africa have experienced similar challenges regarding a clear and common understanding of inclusive education and ensuring effective implementation. Despite various reforms adopted by the South African government, learners experiencing barriers to learning have persistently suffered inadequate access to quality education and equal learning opportunities. The reviewed literature has highlighted numerous challenges that have constrained effective implementation of inclusive education in South African schools. The reviewed literature also indicated that some teachers had negative attitudes towards inclusive education, and that such attitudes were linked to the lack of clear understanding of what inclusive education was about. At the core of this study is the fact that very little is known in South Africa about the implementation of inclusive education. Therefore, this study sought to unravel how chools implement inclusive education and, in that process, contribute to a deeper understanding of this phenomenon. The study utilised the Theory of Planned Behaviour as a theoretical framework and inclusive pedagogy as a conceptual framework to explore the implementation of inclusive education in four study schools. A qualitative approach underpinned by an interpretive research paradigm was adopted. Purposive sampling techniques were used to select twenty educators, four learners experiencing barriers to learning and four parents of learners experiencing barriers to learning to participate in this study. Four techniques were used to produce qualitative data, namely, semi-structured interviews, observations, documents’ review, and focus group discussions. Semi-structured interviews with educators and learners experiencing barriers to learning were utilised to generate data in the four selected primary schools. In addition to semi structured interviews, learners were also observed during lessons. Relevant documents kept in the schools were also reviewed to augment data generated through interviews. Focus group discussions were held with four parents of the learners experiencing barriers to learning. Data were analysed employing qualitative content analysis to come up with themes. The findings revealed that there was no common understanding amongst the teachers about what constituted inclusive education. Most educators understood inclusive education as referring to accommodating all learners in the classroom to reach their potential. These educators would help all learners, including those with barriers to learning thus contributing to the implementation of inclusive education in their schools. However, the findings also revealed that some educators understood inclusive education as referring to a situation where all learners received quality education, but those with barriers to learning being accommodated in special schools or special classrooms separate from their counterparts. The findings indicated that there was a lack of knowledge about inclusive education and such a lack contributed to misunderstandings about the essence of inclusive education. In addition, teachers lacked skills in dealing with learners experiencing barriers to learning, resulting in inefficient and ineffective implementation of inclusive education. It was evident from the findings that the curriculum was inflexible and the teachers lacked capacity to customise the content to the needs of all the learners, especially those experiencing learning barriers. Therefore, for teachers to implement inclusive education, it was necessary that content had to be flexible to meet the educational needs of all learners. The findings further revealed that using various teaching methods, such as visual objects and demonstrations was helpful in adapting the rigid curriculum and making it user friendly for learners experiencing barriers to learning. In addition, the research findings revealed that group work and peer learning assisted educators to implement inclusive education. Research findings also revealed that implementing inclusive education was hindered by various systematic factors, such as lack of parental support, overcrowding in classrooms, and socioeconomic challenges. I concluded that there is a remarkable knowledge deficit that can be addressed by training, including pre-service and ongoing professional development activities for teachers. I can also conclude that based on the findings educators require training on inclusive education, beginning with teachers currently in the system. The training can then be included in the curriculum of pre-service educators so that they can obtain a clear understanding of inclusive education and thus develop positive attitudes towards inclusive education. Similarly, school management teams require training on their own so that they can be able to provide adequate and effective support to the teachers in the classrooms. Another recommendation is that educators should be capacitated and developed in inclusive education to enhance their confidence in delivering the curriculum and to handle learners experiencing barriers to learning. Similarly, it is recommended that there be a collaboration between schools, homes, and other stakeholders to assist learners experiencing barriers to learning on their education journey, thus effectively implementing inclusive education in schools. Finally, a model for the improvement of inclusive education is proposed. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
The Training of pre-service science teachers in the integration of Information and Communication Technology integration in Science teaching: A case of two colleges of education in The Volta Region of Ghana
- Authors: Ofori, Mac-Jones
- Date: 2023
- Subjects: Teachers -- Training of , Science -- Study and teaching , Information technology -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27898 , vital:70467
- Description: The study was carried out to investigate the training of pre-service Science teachers in the integration of Information and Communication Technology (ICT) in Science teaching at two colleges of education in the Volta region of Ghana. The study aimed to recommend a framework that can be used to enhance the training in ICT integration competencies of pre-service Science teachers at colleges of education in the country. The study was underpinned by two theoretical frameworks: Rogan and Grayson’s curriculum implementation framework and Guzman and Nussbaum’s ICT integration framework and was located within the interpretive paradigm. The qualitative research approach was adopted to generate data on the types of ICT integration competences that pre-service Science teachers are trained in, the pedagogical strategies used, the support provided, and the challenges faced during the training. The study adopted the explanatory case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews with the lecturers, focus group discussions with the pre-service Science teachers, non-participatory lesson observation, and document analysis. The data was analysed using thematic approach. The study established that pre-service Science teachers at the two colleges received training in mastering the usage of ICT tools, relating ICT to teaching; using ICT for assessment and providing feedback, creating an appropriate environment for ICT integration, and developing positive attitudes toward ICT usage. The study revealed the pedagogical strategies used for training the pre-service Science teachers in ICT integration competencies to include a standalone ICT course, demonstration, group work, self-learning and how assessment is carried out. The study also established that there was support from both within and without the college environment in training pre-service Science teachers, although this was inadequate. The major challenges found by the study to be hindering effective pre-service teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organisational and management bureaucracy, and insufficient funding of ICT. The recommendations made included the need for upgrading infrastructure in the colleges while also upgrading lecturers’ competencies in handling ICT in the colleges. An alternative training framework for preparing pre-service Science teachers in ICT integration competencies was also proposed. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
- Authors: Ofori, Mac-Jones
- Date: 2023
- Subjects: Teachers -- Training of , Science -- Study and teaching , Information technology -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27898 , vital:70467
- Description: The study was carried out to investigate the training of pre-service Science teachers in the integration of Information and Communication Technology (ICT) in Science teaching at two colleges of education in the Volta region of Ghana. The study aimed to recommend a framework that can be used to enhance the training in ICT integration competencies of pre-service Science teachers at colleges of education in the country. The study was underpinned by two theoretical frameworks: Rogan and Grayson’s curriculum implementation framework and Guzman and Nussbaum’s ICT integration framework and was located within the interpretive paradigm. The qualitative research approach was adopted to generate data on the types of ICT integration competences that pre-service Science teachers are trained in, the pedagogical strategies used, the support provided, and the challenges faced during the training. The study adopted the explanatory case study design. Convenience and purposive sampling were used to select the study sites and participants respectively, which consisted of two teacher education colleges, two heads of Science department, ten lecturers, and 20 pre-service Science teachers. The study’s data collection methods were semi-structured face-to-face interviews with the lecturers, focus group discussions with the pre-service Science teachers, non-participatory lesson observation, and document analysis. The data was analysed using thematic approach. The study established that pre-service Science teachers at the two colleges received training in mastering the usage of ICT tools, relating ICT to teaching; using ICT for assessment and providing feedback, creating an appropriate environment for ICT integration, and developing positive attitudes toward ICT usage. The study revealed the pedagogical strategies used for training the pre-service Science teachers in ICT integration competencies to include a standalone ICT course, demonstration, group work, self-learning and how assessment is carried out. The study also established that there was support from both within and without the college environment in training pre-service Science teachers, although this was inadequate. The major challenges found by the study to be hindering effective pre-service teacher training in ICT integration competencies were lack of technical know-how among lecturers, poor pre-service Science teachers’ backgrounds in ICT, inadequate ICT resources and infrastructure, prolonged organisational and management bureaucracy, and insufficient funding of ICT. The recommendations made included the need for upgrading infrastructure in the colleges while also upgrading lecturers’ competencies in handling ICT in the colleges. An alternative training framework for preparing pre-service Science teachers in ICT integration competencies was also proposed. , Thesis (MEd) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023
Exploring a humanising pedagogy in the teaching of mathematics in engineering related subjects at TVET colleges
- Vimbelo, Siphokazi Winniefred
- Authors: Vimbelo, Siphokazi Winniefred
- Date: 2022-12
- Subjects: Mathematics--Study and teaching--Research , Mathematics--engineering , Pepagogy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60523 , vital:65641
- Description: Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Vimbelo, Siphokazi Winniefred
- Date: 2022-12
- Subjects: Mathematics--Study and teaching--Research , Mathematics--engineering , Pepagogy
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60523 , vital:65641
- Description: Technical Vocational Education and Training (TVET) is the practical avenue for acquiring employability skills for the world of work. Employability skills can be acquired through engineering programmes as engineering programmes at TVET colleges are amongst those in the highest demand category of employability. Mathematics is the fundamental subject for engineering. However, the learning environment at TVET colleges is not suitable for vocational students. The mathematics curriculum at TVET is also less related to real-life vocational education and the teaching approaches are not conducive to TVET students’ needs. Teaching approaches employed are often not positioned in a socially just way in that lecturers focus more on what is important for the examinations rather than using the students’ background as a resource. These challenges can be related to the kind of pedagogies employed by TVET college lecturers in the teaching of mathematics. The current study investigates this essential space by focusing on exploring a Humanising Pedagogy (HP) in the teaching of mathematics at a TVET college. A HP was used to explore current pedagogies employed by TVET lecturers in their mathematics classroom at South West Gauteng College (SWGC) – Molapo Campus in Gauteng, South Africa. A qualitative approach was used, and data was collected through lesson observations and narratives obtained from the lecturers. Narrative inquiry was also used as the research design, as well as Interpretivism which is the research paradigm for this study. The data were collected from ten TVET mathematics lecturers. Five lecturers were from the National Certificate Vocational (NCV) and the other five from the NATED programmes. Lesson observations were analysed using deductive thematic analysis and paradigmatic analysis was used for narratives. The findings revealed that TVET college lecturers use a traditional approach in a sense that they are the only ones doing the talking. Student engagement is minimal as they do not relate mathematical principles under study to students’ lives. However, the results after exploring a HP revealed that teaching transformed from the teacher-centred approach to the humanistic student-centred approach which related mathematical principles to students’ real lived experience. A HP mathematics approach was taught using a social justice lens. Lecturers experienced HP as the approach that enhances mathematics understanding, values students’ voices, is relevant to vocational students, and is student-centred. , Thesis (PhD) -- Faculty of Education, School of Post Graduate Education, 2022
- Full Text:
- Date Issued: 2022-12
Main thesis title
- Authors: Tsamago, Hodi, Elias
- Date: 2022-12
- Subjects: Technology integration , SOLEs pedagogy , Metacognitive
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60549 , vital:65833
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings , Thesis (PhD) -- Faculty of education, 2022
- Full Text:
- Date Issued: 2022-12
- Authors: Tsamago, Hodi, Elias
- Date: 2022-12
- Subjects: Technology integration , SOLEs pedagogy , Metacognitive
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60549 , vital:65833
- Description: The study was carried out to investigate the effect of the use of technology in self-organised learning environments (SOLEs) (in Physical Sciences classrooms) on learners’ metacognitive skills. The study contributes by identifying a technology-enhanced pedagogy that can effectively equip learners with metacognitive skills, which many studies have reported as having an effect on Physical Sciences learners’ conceptual understanding. The study followed an experimental (control group quasi-experimental) methods design, in which both qualitative and quantitative data were collected and analysed. A multistep stratified sampling method (which caters for both quantitative and qualitative facets) was employed to choose four schools (two rural and two urban) to participate in the study. These schools were randomly chosen from the population of all schools offering Physical Sciences in Grade 11 in the Capricorn District of Limpopo Province, South Africa were assigned to urban experimental group and rural experimental group (UEG and REG) and urban control group and rural control group (UCG and RCG) using geographical demographics. The participants were selected using both simple random sampling (for quantitative methods) and purposive sampling (for qualitative methods). The experimental groups were taught by the researcher using self-organised learning environments (SOLEs) pedagogy, while control groups were taught (also by the researcher of the study) using a traditional chalk-and-talk approach. A Physical Sciences concepts pre-/post-test and the Metacognitive Self-Assessment Scale (MSAS) questionnaire were used to glean the quantitative data, while focus group interviews (FGIs) were used to obtain the qualitative data. The analysis of the quantitative data employed both descriptive (mean, standard deviation and graphs) and inferential (both parametric t-test and non-parametric Kruskal-Wallis and Wilcoxon signed-rank tests) statistics computed using the SPSS package version 22, while qualitative data were analysed thematically using coding techniques (applied on a sentence-by-sentence basis) after the transcription of the recorded FGIs. The study found that SOLEs pedagogy improves learners’ metacognitive skills, leading to better Physical Sciences conceptual understanding. In addition, the results indicate that all v aspects of metacognitive skills improved in experimental groups; however, certain aspects exhibited outstanding improvement such as “Respect shown to myself”; “Respect shown to others”; “Respect shown for empathy towards others” and “Respect shown towards problem solving”. Furthermore, the results of the FGIs revealed that a plausible explanation for the ability of SOLEs pedagogy to enhance metacognitive skills lies in its effortlessness to enable learners to link their classroom experiences to real-life experiences; simulate practical work; adapt to collaborative learning; use multiple channels for receiving information; and reducing learners’ reliance on the teacher. Hence, this study recommends the implementation of SOLEs pedagogy in the Physical Sciences classroom to improve learners’ metacognitive skills and conceptual understanding. However, the study had limitations, some of which included the sample size (which has an effect on the degree of generalisability of the research findings) and the period during which SOLEs pedagogy was implemented which might not have been long enough to exhaust its effect on metacognitive skills. Accordingly, further studies employing a longitudinal study design with a sample size bigger than 350 participants would be useful in understanding the effects of SOLEs pedagogy on metacognitive skills and improving the generalisability of research findings , Thesis (PhD) -- Faculty of education, 2022
- Full Text:
- Date Issued: 2022-12
Implementing mathematics intervention strategies to enhance understanding of number sense: an informative framework for the Ekurhuleni North District, Gauteng province, South Africa
- Authors: Hove, Netsai
- Date: 2022-11
- Subjects: Number concept , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26085 , vital:64835
- Description: This study was prompted by the observation that learners’ performance in mathematics is low in South Africa. Several factors such as teachers’ qualifications, demotivated learners, and limited school resources have been raised and considered. Although number sense forms the foundation blocks for mathematics understanding, limited academic work has been done to explore implementable mathematics instructional interventions for the enhancement of understanding number sense. The purpose of this study was to contribute an implementable mathematics intervention framework for understanding number sense. Since the study focused on exploring intervention activities, it was guided by the pragmatism research philosophy. Data were captured from purposive samples of teachers and stratified samples of 1050 learners from schools in the Ekurhuleni North district in South Africa. The research design comprises the following sequence: survey, pre-test, intervention, post-test, and evaluation by teachers’ focus group discussion. These activities were carried out parallel to document analysis, which provided bench marks. The main data-capturing instruments were the questionnaires, learners’ test, interview, and document analysis guides. Factors analysis to establish associations, differences, and regression was carried out using SPSS and Excel. The study found that: almost all teachers implemented some form of mathematics interventions. Continuous assessment was the main intervention, followed by problem-solving, and the use of games (which was least preferred). Teachers shunned games because they require more time and management skills. Challenges that teachers experienced when implementing mathematics interventions include their limited knowledge and the lack of resources and support from education authorities who expect and emphasise high pass rates in mathematics. The teachers’ focus group discussions evaluated the intervention and proposed the following sequence for instructional intervention on number sense: Stage 1: parroting of number names, for example, six, two, nine and seven Stage 2: symbolic identification, for example, the symbol 6, 2, 9 and 7 Stage 3: association where a learner group six stones, shows two fingers, etc. Stage 4: seriating or ordering done through oral counting and use of inequality symbols: () to compare and estimate values in problems Stage 5: the four operations for addition (+), subtraction (-), multiplication (x) and division (÷) emphasizing estimation and application. The study recommends the adoption, modification and implementation of mathematics intervention framework to enhance number sense. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-11
- Authors: Hove, Netsai
- Date: 2022-11
- Subjects: Number concept , Mathematics -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26085 , vital:64835
- Description: This study was prompted by the observation that learners’ performance in mathematics is low in South Africa. Several factors such as teachers’ qualifications, demotivated learners, and limited school resources have been raised and considered. Although number sense forms the foundation blocks for mathematics understanding, limited academic work has been done to explore implementable mathematics instructional interventions for the enhancement of understanding number sense. The purpose of this study was to contribute an implementable mathematics intervention framework for understanding number sense. Since the study focused on exploring intervention activities, it was guided by the pragmatism research philosophy. Data were captured from purposive samples of teachers and stratified samples of 1050 learners from schools in the Ekurhuleni North district in South Africa. The research design comprises the following sequence: survey, pre-test, intervention, post-test, and evaluation by teachers’ focus group discussion. These activities were carried out parallel to document analysis, which provided bench marks. The main data-capturing instruments were the questionnaires, learners’ test, interview, and document analysis guides. Factors analysis to establish associations, differences, and regression was carried out using SPSS and Excel. The study found that: almost all teachers implemented some form of mathematics interventions. Continuous assessment was the main intervention, followed by problem-solving, and the use of games (which was least preferred). Teachers shunned games because they require more time and management skills. Challenges that teachers experienced when implementing mathematics interventions include their limited knowledge and the lack of resources and support from education authorities who expect and emphasise high pass rates in mathematics. The teachers’ focus group discussions evaluated the intervention and proposed the following sequence for instructional intervention on number sense: Stage 1: parroting of number names, for example, six, two, nine and seven Stage 2: symbolic identification, for example, the symbol 6, 2, 9 and 7 Stage 3: association where a learner group six stones, shows two fingers, etc. Stage 4: seriating or ordering done through oral counting and use of inequality symbols: () to compare and estimate values in problems Stage 5: the four operations for addition (+), subtraction (-), multiplication (x) and division (÷) emphasizing estimation and application. The study recommends the adoption, modification and implementation of mathematics intervention framework to enhance number sense. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-11
Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Zondo, Sindiswa Silindokuhle
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Zondo, Sindiswa Silindokuhle
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
- Date Issued: 2022-03
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
- Date Issued: 2022-03
Examining the realisation of the Multisectoral Early Childhood Development Policy short-term goals in the Eastern Cape Province, South Africa
- Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
- Authors: Kula, Nonkqubela Carvie https://orcid.org/0000-0002-0770-919X
- Date: 2022-03
- Subjects: Early childhood education -- South Africa , Child development , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21646 , vital:51739
- Description: This study was triggered by global concerns about poor early childhood development (ECD) policy implementation. A similar situation existed in South Africa in respect of the implementation of the National Integrated Early Childhood Development (NIECD) policy. This study was undertaken to examine the realisation of the short-term goals of the NIECD policy in the Eastern Cape province, South Africa. Through this study, the researcher hoped to propose an appropriate framework that can be adopted by the Eastern Cape provincial government to realise the short-term goals. A qualitative study was undertaken using the purposive sampling method to identify managers who are knowledgeable on ECD in the three lead departments (DSD, DOH, DBE) at provincial, district, and local levels. Twelve participants (N=12) were identified: three ECD directors from the provincial departments, three district ECD managers from each municipal district, namely, OR Tambo, Sarah Baartman and Buffalo City. Semi-structured interviews based on the study objectives were carried out on the ECD directors from the provincial departments. Three focus group interviews were carried out on the district ECD managers from each municipal district, also based on the study objectives. Each interview was transcribed verbatim by the researcher. Interviewees were coded to ensure confidentiality. The four study objectives were used as themes for data analysis. The findings of the study showed a poor understanding of the NIECD policy at the district level and a lack of a provincial multisectoral implementation strategy. Staff shortage, lack of multisectoral ECD coordination, fragmentation of ECD services, high numbers of unregistered ECD centres and inadequate ECD funding were the main barriers to policy implementation. The study recommends that the Eastern Cape provincial government uses systems theory to develop its provincial ECD implementation strategy. The framework of the ECD strategy should focus on the inputs, processes, outputs, and feedback process map. In this regard, inputs include human resources, infrastructure, funding, leadership and governance, data management, systems technology, and service delivery. Outputs, on the other hand, comprise service delivery (universally accessible ECD services, universal coverage of ECD services, parent participation, multisectoral ECD services and quality ECD services). Feedback indicates whether all infants, young children and their families are living in environments that are conducive to their optimal development or not. Should the implementation of the policy fail, corrections need to be made in the input or process stage or both stages. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-03
Parents and personnel’s partnership in early childhood education provisioning in the East London Education District
- Mudziwapasi, Lilymore https://orcid.org/0000-0002-7978-8499
- Authors: Mudziwapasi, Lilymore https://orcid.org/0000-0002-7978-8499
- Date: 2022-02
- Subjects: Education, Preschool -- Parent participation , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21700 , vital:51743
- Description: Early childhood development is fundamental to human development and success in later life. Several stakeholders influence that development. Developmental policies are advocating for formal education provision at that early childhood age. Therefore, relationships and interactions of these stakeholders are of paramount importance in ensuring effective early childhood education provisioning – especially between parents and practitioners. Yet it has been reported that sharing of information concerning children’s educational development is not happening between parents and ECD practitioners. ECD centres are said to face many problems such as poor teaching and learning which may result in weak childhood educational development. Some of these challenges can be addressed through enhancing the partnership between parents and the ECD practitioners. The purpose of this study was therefore to explore the parents and practitioners’ partnership in early childhood education provisioning in ECD centres in the East London district. This study used the mixed method approach in the sampling, data collection and data analysis processes. The study focused on the partnership between parents and ECD practitioners, on how they work together, their views, how they communicate, on decision making and the strategies to enhance the partnership of parents and practitioners. Research questions in this study required both qualitative and quantitative data and analysis techniques. Quantitative data was collected from the ECD practitioners and principals by using questionnaires and qualitative data was collected through interviews with the parents. Quantitative data was analysed using SPSS and qualitative data was analysed using the thematic approach. The findings indicated that both parents and practitioners are working together in supporting learning and development. Parents are said to provide resources for use at the centre. Parents and practitioners are using different modes of communication for the learning and development of the children, including technology-based WhatsApp and emails. Practitioners are said to include parents in some decision making. The results indicated that even though some parents are working together with practitioners, while other parents are still showing ignorance and lack of knowledge on how they can partner for the educational development of the children. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-02
- Authors: Mudziwapasi, Lilymore https://orcid.org/0000-0002-7978-8499
- Date: 2022-02
- Subjects: Education, Preschool -- Parent participation , Education, Preschool
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21700 , vital:51743
- Description: Early childhood development is fundamental to human development and success in later life. Several stakeholders influence that development. Developmental policies are advocating for formal education provision at that early childhood age. Therefore, relationships and interactions of these stakeholders are of paramount importance in ensuring effective early childhood education provisioning – especially between parents and practitioners. Yet it has been reported that sharing of information concerning children’s educational development is not happening between parents and ECD practitioners. ECD centres are said to face many problems such as poor teaching and learning which may result in weak childhood educational development. Some of these challenges can be addressed through enhancing the partnership between parents and the ECD practitioners. The purpose of this study was therefore to explore the parents and practitioners’ partnership in early childhood education provisioning in ECD centres in the East London district. This study used the mixed method approach in the sampling, data collection and data analysis processes. The study focused on the partnership between parents and ECD practitioners, on how they work together, their views, how they communicate, on decision making and the strategies to enhance the partnership of parents and practitioners. Research questions in this study required both qualitative and quantitative data and analysis techniques. Quantitative data was collected from the ECD practitioners and principals by using questionnaires and qualitative data was collected through interviews with the parents. Quantitative data was analysed using SPSS and qualitative data was analysed using the thematic approach. The findings indicated that both parents and practitioners are working together in supporting learning and development. Parents are said to provide resources for use at the centre. Parents and practitioners are using different modes of communication for the learning and development of the children, including technology-based WhatsApp and emails. Practitioners are said to include parents in some decision making. The results indicated that even though some parents are working together with practitioners, while other parents are still showing ignorance and lack of knowledge on how they can partner for the educational development of the children. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-02
Assessing the implementation of environmental education school policy in Buffalo City Metro Education District South Africa
- Authors: Damoah, Benjamin
- Date: 2021-12
- Subjects: Environmental education , Environmental policy -- South Africa , Education and state -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21602 , vital:51703
- Description: Environmental Education (EE) is essential for addressing environmental challenges.The advantages of EE are undeniable; it might be used to address specific environmental concerns and their implications, as well as to modify behaviours that lead to environmental catastrophes.EE strengthens people's resilience to climaterelated hazards. Global environmental issues have heightened interest in educational policy outcomes and their implications for economic growth and social citizenship. It is worth noting that an effective EE policy has a significant influence on the development of learners' environmental literacy. This study assessed the implementation of environmental education school policy in the Buffalo City Metro Education District, South Africa. This study adopted the pragmatism paradigm of Mixed Method Research(MMR). Concurrent triangulation, which is a design that employs a single data collection technique in which quantitative and qualitative data gathering and analysis are carried out independently yet concurrently, was used for this study. The target population of this study involved 60,412 teachers, 1,770,289 learners in 5205 public schools, and 1 Pro-EE civil society organisation in the Eastern Cape province. This was narrowed down to over 268 public and independent schools, teachers, and principals within the enclave of the Buffalo Metropolitan education district. The study adopted stratified purposeful and simple random probability sampling. In this technique, the sampling frame of the study was divided into strata or groups (principals, teachers, learners, and CSOs) and a sample was purposefully selected from each stratum (Migiro & Magangi, 2011). The stratified purposeful random sampling techniques draw data from 10 principals, 175 teachers, 1500 learners, and 1 CSO. Structured questionnaire; Implementation of EE Policy Questionnaire (IEEPQ) whose reliability co-efficient value using Cronbach Alpha was 0.74, semi-structured interview and documents were the instruments used to collect data for this study. The data were analysed using descriptive statistics of percentage, mean, and standard deviation for the quantitative data while the thematic approach of sorting, coding, transcribing, and categorization was used for the qualitative data. The study revealed the following. When asked whether teachers had studied environmental education in tertiary institutions as part of their professional training, the majority of the teachers'respondents, 108, representing 61.7percent, disagreed with this view. On the flip side, a handful of teachers 67, (38.3percent) agreed with the view of having had some sort of EE knowledge during their professional training as teachers. With regards to the view that learners learn environmental issues through other subjects, most of the learner respondents, 1316 representing 87.7percent, agreed with this view. On the contrary, a minority of the respondents 184 (12,3percent) had a dissenting opinion. This indicates that most learners in school learn about environmental concerns through other traditional subjects. The study established that EE content is manifest in teachers' and learners' textbooks, teaching methods, and co-curricular activities. However, the study identified lapses in how teachers and learners integrate EE into their day-to-day practices. Therefore, the implementation of the EE policy seems to be an exercise in futility. The absence of a policy guideline document has made teachers and school administrators incapacitated in the implementation of EE school policy. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2021-12
- Authors: Damoah, Benjamin
- Date: 2021-12
- Subjects: Environmental education , Environmental policy -- South Africa , Education and state -- South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21602 , vital:51703
- Description: Environmental Education (EE) is essential for addressing environmental challenges.The advantages of EE are undeniable; it might be used to address specific environmental concerns and their implications, as well as to modify behaviours that lead to environmental catastrophes.EE strengthens people's resilience to climaterelated hazards. Global environmental issues have heightened interest in educational policy outcomes and their implications for economic growth and social citizenship. It is worth noting that an effective EE policy has a significant influence on the development of learners' environmental literacy. This study assessed the implementation of environmental education school policy in the Buffalo City Metro Education District, South Africa. This study adopted the pragmatism paradigm of Mixed Method Research(MMR). Concurrent triangulation, which is a design that employs a single data collection technique in which quantitative and qualitative data gathering and analysis are carried out independently yet concurrently, was used for this study. The target population of this study involved 60,412 teachers, 1,770,289 learners in 5205 public schools, and 1 Pro-EE civil society organisation in the Eastern Cape province. This was narrowed down to over 268 public and independent schools, teachers, and principals within the enclave of the Buffalo Metropolitan education district. The study adopted stratified purposeful and simple random probability sampling. In this technique, the sampling frame of the study was divided into strata or groups (principals, teachers, learners, and CSOs) and a sample was purposefully selected from each stratum (Migiro & Magangi, 2011). The stratified purposeful random sampling techniques draw data from 10 principals, 175 teachers, 1500 learners, and 1 CSO. Structured questionnaire; Implementation of EE Policy Questionnaire (IEEPQ) whose reliability co-efficient value using Cronbach Alpha was 0.74, semi-structured interview and documents were the instruments used to collect data for this study. The data were analysed using descriptive statistics of percentage, mean, and standard deviation for the quantitative data while the thematic approach of sorting, coding, transcribing, and categorization was used for the qualitative data. The study revealed the following. When asked whether teachers had studied environmental education in tertiary institutions as part of their professional training, the majority of the teachers'respondents, 108, representing 61.7percent, disagreed with this view. On the flip side, a handful of teachers 67, (38.3percent) agreed with the view of having had some sort of EE knowledge during their professional training as teachers. With regards to the view that learners learn environmental issues through other subjects, most of the learner respondents, 1316 representing 87.7percent, agreed with this view. On the contrary, a minority of the respondents 184 (12,3percent) had a dissenting opinion. This indicates that most learners in school learn about environmental concerns through other traditional subjects. The study established that EE content is manifest in teachers' and learners' textbooks, teaching methods, and co-curricular activities. However, the study identified lapses in how teachers and learners integrate EE into their day-to-day practices. Therefore, the implementation of the EE policy seems to be an exercise in futility. The absence of a policy guideline document has made teachers and school administrators incapacitated in the implementation of EE school policy. , Thesis (PhD) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2021-12
Effect of environmental responsible behaviour intervention programme on secondary school learners in environmental education knowledge, attitudes and practices in Nigeria
- Authors: Olagbaju, Oluwaseun Olaitan
- Date: 2021-09
- Subjects: Environmental education , Education, Secondary
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20284 , vital:45647
- Description: The depletion of the environment compelled researchers to investigate Environmental Education issues, the methods of imparting knowledge and the creation of awareness about environmental problems. However, youths have knowledge of environmental concepts but lack the skills, intentions, and action competence to exhibit positive environmentally responsible behaviour. There is, therefore, a need for a change in human behaviour to overcome current environmental problems. This study determines the effect of an environmental responsible behaviour intervention programme on Junior Secondary School learners in environmental education. It also explores the moderating effects of gender and school location. The study adopted a pre-test, post-test, control group and quasi-experimental design. A multi-stage sampling technique was employed. Eight (8) coeducational secondary schools in Ibadan, Nigeria, were selected based on environmental challenges in their immediate environment. There were four (4) schools from Ibadan city (urban area of Ibadan) and four (4) from Ibadan less city (rural area of Ibadan). Seven hypotheses were tested at a 0.05 level of significance. Five research instruments were used for this study. Analysis of Covariance (ANCOVA) was used in testing the seven formulated hypotheses. Estimated Marginal mean analysis was used to determine the source of significant effect of treatment. A significant interaction effect was described using a graphical representation. All hypotheses were tested at P< .05 level of significance. The result reveals that there was a significant main effect of treatment (Environmental responsible behaviour intervention programme on Junior Secondary School learners’ environmental knowledge (F(1,715) = 40.62, p < 0.05, Partial , 2 .054). There was also significant main effect of treatment (environmental responsible behaviour intervention programme on junior secondary school students’ environmental attitude. (F(1,715) = 32.36, p < 0.05. partial 2 = 0.043). The effect of treatment (Environmental responsible behaviour intervention programme) on students’ environmental practices was statistically significant, F(1,715) = 17.02, p < 0.05. partial 2 = 0.023). The findings shows that there was a significant main effect of school location (Urban and Rural) on Junior Secondary School students’ environmental knowledge (F(1,716) = 71.62 p< 0.05. partial 2 =0.091). There was no significant main effect of gender (male / female) F(1,715) =0.27, p> 0.05, partial 2 = 0.000. The findings further shows that there was significant main effect of school location on students’ environmental attitude, (F(1,175) =39.21, p< 0.05 partial 2 = 0.052) Shows that there was no significant main effect of gender on students’ environmental attitude F(1,715) =2.1, p> 0.05. partial 2 =0.003 There was significant main effect of school location on students’ environmental practices, F(1,715) = 17.02, p< 0.05 partial 2 = 0.019 but there was no significant main effect of gender on students’ environmental practices, (F(1,715) = 1.17, p> 0.05. partial 2 = 0.002). Based on these findings, it is recommended that teachers should use an environmental responsible behaviour intervention programme in teaching environmental concepts in the classroom. To support this, group/teamwork should be encouraged amongst students. Students should be allowed to construct knowledge in order to bring about their active participation with a view to making learning realistic and effective and to enable the exhibition of environmentally friendly behaviour. , Thesis (PhD)(Education)-- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-09
- Authors: Olagbaju, Oluwaseun Olaitan
- Date: 2021-09
- Subjects: Environmental education , Education, Secondary
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20284 , vital:45647
- Description: The depletion of the environment compelled researchers to investigate Environmental Education issues, the methods of imparting knowledge and the creation of awareness about environmental problems. However, youths have knowledge of environmental concepts but lack the skills, intentions, and action competence to exhibit positive environmentally responsible behaviour. There is, therefore, a need for a change in human behaviour to overcome current environmental problems. This study determines the effect of an environmental responsible behaviour intervention programme on Junior Secondary School learners in environmental education. It also explores the moderating effects of gender and school location. The study adopted a pre-test, post-test, control group and quasi-experimental design. A multi-stage sampling technique was employed. Eight (8) coeducational secondary schools in Ibadan, Nigeria, were selected based on environmental challenges in their immediate environment. There were four (4) schools from Ibadan city (urban area of Ibadan) and four (4) from Ibadan less city (rural area of Ibadan). Seven hypotheses were tested at a 0.05 level of significance. Five research instruments were used for this study. Analysis of Covariance (ANCOVA) was used in testing the seven formulated hypotheses. Estimated Marginal mean analysis was used to determine the source of significant effect of treatment. A significant interaction effect was described using a graphical representation. All hypotheses were tested at P< .05 level of significance. The result reveals that there was a significant main effect of treatment (Environmental responsible behaviour intervention programme on Junior Secondary School learners’ environmental knowledge (F(1,715) = 40.62, p < 0.05, Partial , 2 .054). There was also significant main effect of treatment (environmental responsible behaviour intervention programme on junior secondary school students’ environmental attitude. (F(1,715) = 32.36, p < 0.05. partial 2 = 0.043). The effect of treatment (Environmental responsible behaviour intervention programme) on students’ environmental practices was statistically significant, F(1,715) = 17.02, p < 0.05. partial 2 = 0.023). The findings shows that there was a significant main effect of school location (Urban and Rural) on Junior Secondary School students’ environmental knowledge (F(1,716) = 71.62 p< 0.05. partial 2 =0.091). There was no significant main effect of gender (male / female) F(1,715) =0.27, p> 0.05, partial 2 = 0.000. The findings further shows that there was significant main effect of school location on students’ environmental attitude, (F(1,175) =39.21, p< 0.05 partial 2 = 0.052) Shows that there was no significant main effect of gender on students’ environmental attitude F(1,715) =2.1, p> 0.05. partial 2 =0.003 There was significant main effect of school location on students’ environmental practices, F(1,715) = 17.02, p< 0.05 partial 2 = 0.019 but there was no significant main effect of gender on students’ environmental practices, (F(1,715) = 1.17, p> 0.05. partial 2 = 0.002). Based on these findings, it is recommended that teachers should use an environmental responsible behaviour intervention programme in teaching environmental concepts in the classroom. To support this, group/teamwork should be encouraged amongst students. Students should be allowed to construct knowledge in order to bring about their active participation with a view to making learning realistic and effective and to enable the exhibition of environmentally friendly behaviour. , Thesis (PhD)(Education)-- University of Fort Hare, 2021
- Full Text:
- Date Issued: 2021-09
The School Governing Bodies conceptualization of ulwaluko in school-based policies: Towards a deconstructed educational leadership and management framework
- Gqeba, Nokuzola Gloria https://orcid.org/ 0000-0002-9009-2150
- Authors: Gqeba, Nokuzola Gloria https://orcid.org/ 0000-0002-9009-2150
- Date: 2021-07
- Subjects: Initiation rites
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20057 , vital:45104
- Description: Ulwaluko (male initiation), one of the African traditions, which serves as transitional rite of passage from boyhood, has evolved over time, through the colonial era, apartheid regime and the current dispensation (Ntsebeza, 2004). Evidence indicates that within the South African context, the majority of candidates of Ulwaluko are males of school-going age. Ulwaluko is said to be a school where initiates are taught, yet there is no link between ulwaluko and formal schooling. Therefore, the study examines the extent to which School Governing Bodies (SGBs) conceptualize ulwaluko in the school-based policies. The study used theoretical lenses of Hall’s ‘Third Space’ or hybridity, as well as Decoloniality, qualitative approach, and a Case Study Design. For this study, two high schools were purposely sampled, with a total of twelve participants that included Principals, SGB Chairpersons, and SGB Educator Representatives, Representatives of Learners and Ordinary SGB members. In-depth interviews and document reviews were employed as research instruments. The findings of the study suggest that even though ulwaluko seemed to affect the management of the two schools, it was not explicitly addressed in their policies. Ulwaluko is reluctantly and cautiously addressed informally. Lastly, the schools were reportedly reluctant to open debates on how ulwaluko could be accommodated for fear of “contaminating” school protocols with the African culture, which they thought did not belong in schools. The study makes various suggestions to build a strong relationship between ulwaluko and formal school practices. One of the main recommendations is the integration of ulwaluko into the mainstream education system through school governance and school-based policy. The study also proposes a deconstructed leadership and management framework that places African cultural practices such as Ulwaluko into the mainstream of management and curriculum. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-07
- Authors: Gqeba, Nokuzola Gloria https://orcid.org/ 0000-0002-9009-2150
- Date: 2021-07
- Subjects: Initiation rites
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20057 , vital:45104
- Description: Ulwaluko (male initiation), one of the African traditions, which serves as transitional rite of passage from boyhood, has evolved over time, through the colonial era, apartheid regime and the current dispensation (Ntsebeza, 2004). Evidence indicates that within the South African context, the majority of candidates of Ulwaluko are males of school-going age. Ulwaluko is said to be a school where initiates are taught, yet there is no link between ulwaluko and formal schooling. Therefore, the study examines the extent to which School Governing Bodies (SGBs) conceptualize ulwaluko in the school-based policies. The study used theoretical lenses of Hall’s ‘Third Space’ or hybridity, as well as Decoloniality, qualitative approach, and a Case Study Design. For this study, two high schools were purposely sampled, with a total of twelve participants that included Principals, SGB Chairpersons, and SGB Educator Representatives, Representatives of Learners and Ordinary SGB members. In-depth interviews and document reviews were employed as research instruments. The findings of the study suggest that even though ulwaluko seemed to affect the management of the two schools, it was not explicitly addressed in their policies. Ulwaluko is reluctantly and cautiously addressed informally. Lastly, the schools were reportedly reluctant to open debates on how ulwaluko could be accommodated for fear of “contaminating” school protocols with the African culture, which they thought did not belong in schools. The study makes various suggestions to build a strong relationship between ulwaluko and formal school practices. One of the main recommendations is the integration of ulwaluko into the mainstream education system through school governance and school-based policy. The study also proposes a deconstructed leadership and management framework that places African cultural practices such as Ulwaluko into the mainstream of management and curriculum. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-07
Examining trainee teacher preparation for inclusive education in Zimbambwe
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Chikwaka, Miriam
- Date: 2021-06
- Subjects: Inclusive education , Teaching , Education--Zimbabwe--History
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20046 , vital:45091
- Description: The research examined trainee teachers’ preparation for inclusive education in two teacher training colleges in Zimbabwe. Concerns are being raised that teacher preparation programmes are not adequately preparing trainee teachers for a holistic practice-based inclusive education. There is no agreement on the meaning of the concept of inclusive education. While some teacher educators resort to the traditional special needs education, others have adopted a paradigm shift to holistic inclusive education. The teacher education curriculum has not been aligned to teacher preparation for inclusive education. Trainee teachers go for teaching practice up to certification as qualified teachers without having acquired the skills and competencies for handling classrooms of learners with diverse educational needs. The study adopted pragmatism as the research paradigm, mixed-methods approach and QUAN-QUAL sequential explanatory triangulation of research designs; data collection instruments, data analysis and presentation of results were adopted. The researcher used stratified random sampling for quantitative data collection; and purposive, convenience, and snowball sampling for qualitative data collection. The total sample size was 210 trainee teachers and 20 teacher educators. Research instruments pilot-tested semi-structured questionnaires, semi-structured interviews, and documentary analysis. The internal consistency and validity of the instruments was checked using Cronbach’s alpha test and coefficients above 0.8 were obtained showing that the instruments were reliable and trustworthy. The results were that trainee teachers were inadequately prepared for inclusive educational practice. Teacher educators do not have the adequate subject and pedagogical content knowledge to prepare trainee teachers for inclusive education. Both teacher educators and their trainee teachers do not understand holistic practice-based inclusive education. The challenges in preparing trainee teachers for inclusive education include ignorance of inclusive education legislation, non-inclusive teacher education curriculum, and teacher educators’ lack of inclusive teacher preparation competencies, and shortage of financial and inclusive education material resources. Strategies to improve the quality of teacher preparation for inclusive education practices include policy and teacher education curriculum reforms, teacher educator empowerment, funding, and infrastructure development. The success of inclusive education largely depends on the collaboration between intellectuals, academia industry, governments and the community at large. The keywords are teacher preparation, inclusive education, teacher educator, and trainee teacher. , Thesis (PhD) -- Faculty of Education, 2021
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- Date Issued: 2021-06
Leadership experiences of six female deans in South African universities
- Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Authors: Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Date: 2021-06
- Subjects: Women in higher education , Educational leadership
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26197 , vital:64957
- Description: The leadership of universities should be aware of and acknowledge the needs of female academics in order to facilitate the creation of an atmosphere that is welcoming to women. Currently, the needs of female academics are not being met by universities. In this study, the experiences of women from the Eastern Cape Province who have held positions as faculty deans in South African universities are investigated from the perspective of leadership. The interpretive paradigm was utilised throughout this qualitative research project. As a means of gathering information for the study, an interview guide with a structured format was combined with personal diaries. The questioning during the interview itself was unstructured because it was determined by the responses received from the people being interviewed. Interviews were conducted with six female deans from three different universities, using a technique called convenience sampling. After finishing the interview using an audio recorder, the recording was transcribed, and a technique called thematic analysis was applied to it. Because the study used theoretical lenses, the standpoint theory and feminist empiricism were both used in its analysis. According to the findings, despite the fact that South Africa has taken steps to ensure that men and women have equal opportunities and that legislation such as the Employment Act has been passed, women continue to face obstacles when trying to occupy higher leadership positions. Even though the study was not explicit in terms of the support they get from their colleagues, they mentioned the lack of support from their male counterparts. They experienced some major challenges as a result of the interaction between their leadership roles and the roles they held in their organisations. The participants suggested the underlying masculine conceptualization of leadership in their day-to-day interactions, such as working after hours and extensive travel, both of which were in conflict with their roles as mothers. According to the suggestions that have been made, the execution of the leadership roles and responsibilities shouldn't just be seen from a man's point of view. The performance of these roles ought to take into account gender sensitivity at every stage. Since things have not really moved in the direction that was anticipated, the government of South Africa ought to move more quickly to implement the equality law. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Date: 2021-06
- Subjects: Women in higher education , Educational leadership
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26197 , vital:64957
- Description: The leadership of universities should be aware of and acknowledge the needs of female academics in order to facilitate the creation of an atmosphere that is welcoming to women. Currently, the needs of female academics are not being met by universities. In this study, the experiences of women from the Eastern Cape Province who have held positions as faculty deans in South African universities are investigated from the perspective of leadership. The interpretive paradigm was utilised throughout this qualitative research project. As a means of gathering information for the study, an interview guide with a structured format was combined with personal diaries. The questioning during the interview itself was unstructured because it was determined by the responses received from the people being interviewed. Interviews were conducted with six female deans from three different universities, using a technique called convenience sampling. After finishing the interview using an audio recorder, the recording was transcribed, and a technique called thematic analysis was applied to it. Because the study used theoretical lenses, the standpoint theory and feminist empiricism were both used in its analysis. According to the findings, despite the fact that South Africa has taken steps to ensure that men and women have equal opportunities and that legislation such as the Employment Act has been passed, women continue to face obstacles when trying to occupy higher leadership positions. Even though the study was not explicit in terms of the support they get from their colleagues, they mentioned the lack of support from their male counterparts. They experienced some major challenges as a result of the interaction between their leadership roles and the roles they held in their organisations. The participants suggested the underlying masculine conceptualization of leadership in their day-to-day interactions, such as working after hours and extensive travel, both of which were in conflict with their roles as mothers. According to the suggestions that have been made, the execution of the leadership roles and responsibilities shouldn't just be seen from a man's point of view. The performance of these roles ought to take into account gender sensitivity at every stage. Since things have not really moved in the direction that was anticipated, the government of South Africa ought to move more quickly to implement the equality law. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06