Strategies employed by teachers to assist Grade 4 learners transition from mother tongue instruction to English as a medium of instruction
- Authors: Butler, Cynthia Desiree
- Date: 2021-01
- Subjects: English language -- Grammar -- Study and teaching , English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20035 , vital:45029
- Description: In most South African schools, there is a transition period, where lower primary learners receive instruction in their mother tongue from grades 1-3 and from grade 4 onwards, English becomes the medium of instruction. This study explored how learners in primary schools in Grade 4 learn through the medium of English, since IsiXhosa is their home language and they come from a community of pre-dominantly IsiXhosa speakers where English is seldom heard or spoken. The study is concerned with the language and literacy practices at this crucial transition, and investigated to what extent learners in the Grade 4 have learnt / been taught / have developed sufficient basic inter-personal communication skills, BICS, (Cummins, 2000), in isiXhosa to make the switch to learning all subjects in English. The theoretical frameworks adopted for this study was Cummins Language theories. Within this study an interpretive paradigm aligned with the qualitative approach and the case study design for understanding the phenomena, were adopted. The study covered three primary schools which were purposively selected. The participants comprised of six female teachers teaching Life Skills in Grade 4 from five mainstream schools were also purposively selected. Semi structured interviews, observation and document analyses were used as data collection instruments. A qualitative thematic approach was used for data analyses and the emerging results were organised into different themes reflecting participant’s responses. The findings revealed that teachers did not use lesson plans as they have indicated. Even though literature emphasises the importance of lesson planning, teachers find it tedious to plan. It was established that no assessment tasks were done when the lesson was concluded. Effective teaching without valid and reliable assessment tasks would result in meaningless teaching and learning interactions. It was revealed that teachers used teaching aids, but only a few. The information demonstrated that teachers did not code switch to assist with learner understanding. Instead, they presented their lessons in English which hampered learning. The study discovered that teachers used the old traditional style of teaching, instead of learner-centred instruction, which is interactive and participatory. The study exposed that the biggest challenges learners encountered, was the language of teaching and learning, English. However, the findings established that learners where unable to understand and express themselves in English. English lessons had minimal learner participation, because learners did not have the necessary competence and English was not their home language. The study further revealed that the English language leads to a barrier of effective learning and placed learners at a disadvantage. The findings further suggested that a lack of resources had an impact on teaching and learning which affected learners’ acquisition and understanding of the medium of instruction. The findings claimed that slow and progressed learners exist in classrooms and need individualised and specialised teaching. It was found that parental involvement, translation, learner participation, group work and teaching aids assisted with the challenges teachers encounter during transitioning in the subject Life Skills. It is recommended that the school develop a structured programme to provide support and assistance for teachers with lesson planning. Assessment task should be included in each lesson and should be viewed as an essential part of teaching and learning. Teachers should make use of multiple and a variety of teaching aids. Code switching and translation should be used, as it assists with understanding, accuracy and clarity. An appropriate mix of teaching styles should be used, to reach all leaners in a classroom. Teachers can improve learners English, by incorporating learners’ home language, code-switching and teaching aids in class. Slow and progressed learners could be assisted by using a variety of teaching materials, individual attention, remedial education, peer tutoring, differentiated teaching and curriculum adaptation. A structured learning support programme providing learning support for learners with barriers to learning, can be utilised. It is recommended that parents be involved in their children’s learning. The schools should set up effective monitoring and support mechanism for teachers in order to ensure that quality teaching and learning takes place in schools. Regular monitoring and evaluation by the DoE might assist to support teachers. A suggested framework of strategies in Life Skills, based on the findings of the study and extensive literature review, should contribute and assist with transitioning in Grade 4 in schools. , Thesis (DPhil) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-01
- Authors: Butler, Cynthia Desiree
- Date: 2021-01
- Subjects: English language -- Grammar -- Study and teaching , English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20035 , vital:45029
- Description: In most South African schools, there is a transition period, where lower primary learners receive instruction in their mother tongue from grades 1-3 and from grade 4 onwards, English becomes the medium of instruction. This study explored how learners in primary schools in Grade 4 learn through the medium of English, since IsiXhosa is their home language and they come from a community of pre-dominantly IsiXhosa speakers where English is seldom heard or spoken. The study is concerned with the language and literacy practices at this crucial transition, and investigated to what extent learners in the Grade 4 have learnt / been taught / have developed sufficient basic inter-personal communication skills, BICS, (Cummins, 2000), in isiXhosa to make the switch to learning all subjects in English. The theoretical frameworks adopted for this study was Cummins Language theories. Within this study an interpretive paradigm aligned with the qualitative approach and the case study design for understanding the phenomena, were adopted. The study covered three primary schools which were purposively selected. The participants comprised of six female teachers teaching Life Skills in Grade 4 from five mainstream schools were also purposively selected. Semi structured interviews, observation and document analyses were used as data collection instruments. A qualitative thematic approach was used for data analyses and the emerging results were organised into different themes reflecting participant’s responses. The findings revealed that teachers did not use lesson plans as they have indicated. Even though literature emphasises the importance of lesson planning, teachers find it tedious to plan. It was established that no assessment tasks were done when the lesson was concluded. Effective teaching without valid and reliable assessment tasks would result in meaningless teaching and learning interactions. It was revealed that teachers used teaching aids, but only a few. The information demonstrated that teachers did not code switch to assist with learner understanding. Instead, they presented their lessons in English which hampered learning. The study discovered that teachers used the old traditional style of teaching, instead of learner-centred instruction, which is interactive and participatory. The study exposed that the biggest challenges learners encountered, was the language of teaching and learning, English. However, the findings established that learners where unable to understand and express themselves in English. English lessons had minimal learner participation, because learners did not have the necessary competence and English was not their home language. The study further revealed that the English language leads to a barrier of effective learning and placed learners at a disadvantage. The findings further suggested that a lack of resources had an impact on teaching and learning which affected learners’ acquisition and understanding of the medium of instruction. The findings claimed that slow and progressed learners exist in classrooms and need individualised and specialised teaching. It was found that parental involvement, translation, learner participation, group work and teaching aids assisted with the challenges teachers encounter during transitioning in the subject Life Skills. It is recommended that the school develop a structured programme to provide support and assistance for teachers with lesson planning. Assessment task should be included in each lesson and should be viewed as an essential part of teaching and learning. Teachers should make use of multiple and a variety of teaching aids. Code switching and translation should be used, as it assists with understanding, accuracy and clarity. An appropriate mix of teaching styles should be used, to reach all leaners in a classroom. Teachers can improve learners English, by incorporating learners’ home language, code-switching and teaching aids in class. Slow and progressed learners could be assisted by using a variety of teaching materials, individual attention, remedial education, peer tutoring, differentiated teaching and curriculum adaptation. A structured learning support programme providing learning support for learners with barriers to learning, can be utilised. It is recommended that parents be involved in their children’s learning. The schools should set up effective monitoring and support mechanism for teachers in order to ensure that quality teaching and learning takes place in schools. Regular monitoring and evaluation by the DoE might assist to support teachers. A suggested framework of strategies in Life Skills, based on the findings of the study and extensive literature review, should contribute and assist with transitioning in Grade 4 in schools. , Thesis (DPhil) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-01
Teachers’ views of pragmatic strategies to enhance leadership potential for female learners in primary schools at Amathole East Education District
- Authors: Bubulu, Thandiwe
- Date: 2020-09
- Subjects: Educational leadership , School improvement programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20024 , vital:44949
- Description: This study examined how the establishment of leadership development programme targeted at female learners in primary schools could promote female learner leaders and motivate more women to take up leadership positions to address concerns of gender and to prepare females for the challenges they may face when assuming leadership roles in future.Whereas adolescent girls may be the future representation of women leaders in society, leadership development of female learners in primary schools has been neglected. Currently, a review of literature on the problem of gender imbalance at leadership level reveals a dearth of research among the youth, less so, among young women. Yet, globally, in Africa and in South Africa, particularly, there is an inequitable balance of leadership positions in society when comparing men and women. The researcher has identified this gap and has decided to dedicated research efforts in adolescent leadership development to enrich the scant existing knowledge on the born-global phenomenon. Because schools play an important role in student development and schools are a key resource for achieving equity goals, understanding how leadership is promoted by school teachers is an important step toward growing the literature on female learners’ leadership development. The study was based on five primary schools in the Amathole District in the Eastern Cape Province, South Africa. The study followed a qualitative research approach where interviews were employed to elicit data from the study’s participants and to help in understanding the phenomenon under study. A non-probability, purposive sampling technique was used where ten participants were selected. The study’s participants were five (5) principals, two (2) HoDs, two (2) post level 1 teachers and one (1) Learner Support Assistant (LSA). The study found that a paradigm shift from the traditional view of leadership, where young people are not given leadership positions because they are regarded as young or quiet is a patriarchal belief system that should be done away with. Instead, role-players should embrace and encourage female children to be transformational and servant leaders. There is need for a change of mind-set from all role-players in South Africa to accept learners as equal participants in school leadership and to prioritise the training and development of female learner leaders. Female learners need to be taught a broader understanding of leadership as a concept including differing leadership theories and styles. Leadership as a concept needs to be taught early in primary school and to all learners. The study recommended leadership development seminars, camps, workshops and guest speakers that could aid in the development of leadership at primary school, and to be prioritised. The study concluded that continuous leadership training from a young age, for all learners in primary schools should be encouraged to ensure that learners chosen to lead assume leadership roles with confidence, skills and experience. Government schools need to allocate budget for leadership development of learners, with special funding for the relatively disadvantaged gender. , Thesis (DPhil) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-09
- Authors: Bubulu, Thandiwe
- Date: 2020-09
- Subjects: Educational leadership , School improvement programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20024 , vital:44949
- Description: This study examined how the establishment of leadership development programme targeted at female learners in primary schools could promote female learner leaders and motivate more women to take up leadership positions to address concerns of gender and to prepare females for the challenges they may face when assuming leadership roles in future.Whereas adolescent girls may be the future representation of women leaders in society, leadership development of female learners in primary schools has been neglected. Currently, a review of literature on the problem of gender imbalance at leadership level reveals a dearth of research among the youth, less so, among young women. Yet, globally, in Africa and in South Africa, particularly, there is an inequitable balance of leadership positions in society when comparing men and women. The researcher has identified this gap and has decided to dedicated research efforts in adolescent leadership development to enrich the scant existing knowledge on the born-global phenomenon. Because schools play an important role in student development and schools are a key resource for achieving equity goals, understanding how leadership is promoted by school teachers is an important step toward growing the literature on female learners’ leadership development. The study was based on five primary schools in the Amathole District in the Eastern Cape Province, South Africa. The study followed a qualitative research approach where interviews were employed to elicit data from the study’s participants and to help in understanding the phenomenon under study. A non-probability, purposive sampling technique was used where ten participants were selected. The study’s participants were five (5) principals, two (2) HoDs, two (2) post level 1 teachers and one (1) Learner Support Assistant (LSA). The study found that a paradigm shift from the traditional view of leadership, where young people are not given leadership positions because they are regarded as young or quiet is a patriarchal belief system that should be done away with. Instead, role-players should embrace and encourage female children to be transformational and servant leaders. There is need for a change of mind-set from all role-players in South Africa to accept learners as equal participants in school leadership and to prioritise the training and development of female learner leaders. Female learners need to be taught a broader understanding of leadership as a concept including differing leadership theories and styles. Leadership as a concept needs to be taught early in primary school and to all learners. The study recommended leadership development seminars, camps, workshops and guest speakers that could aid in the development of leadership at primary school, and to be prioritised. The study concluded that continuous leadership training from a young age, for all learners in primary schools should be encouraged to ensure that learners chosen to lead assume leadership roles with confidence, skills and experience. Government schools need to allocate budget for leadership development of learners, with special funding for the relatively disadvantaged gender. , Thesis (DPhil) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-09
Evaluation of teachers perceptions towards the implementation of inclusive education in Quantile 3 schools: A case of four subdistrictsin the Eastern Cape
- Authors: Hlatini-Mpomane, N W
- Date: 2020-05
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21613 , vital:51710
- Description: This study investigated the perceptions of teachers on inclusive education. Four sub districts in Eastern Cape Province were purposively selected and used as a case study approach. These assisted the researcher to enter the world of teachers (by interviewing SMTs and Office-Based educators/Inclusive Education Specialists). The Inclusive Education Specialist and SMTs ideas, suggestion and recommendations on inclusive education classrooms implementation were explored deeply. The research paradigm which the study adopted was qualitative, which centres on understanding the subjective world of human experiences. The qualitative research approach was adopted whereby interviews, observations of learners and their documents analysis were used to collect data. The findings of the study revealed that the all-Inclusive Education District of the sub-districts is between 9 and 10 years of experience implementing inclusive education instead of 17 years as stipulated in the WP6. It emerged that the involvement of SMTs in monitoring the Individual Support Plan (ISPs) in Public Ordinary School (POS) is not prioritized. There is more emphasis and involvement in Full-Service Schools since 2015. The findings further revealed that the teachers find it difficult to implement ISPs due to overload and overcrowding more especially in POS. All learners were declared as benefiting more when individual teaching is done, which is rare due to overload and overcrowding in both Full Service Schools and Public Service Schools. The study recommends that they should be extensive policy evaluation processes that should be done to measure the effectiveness of the Inclusive Education Policy. The perceptions and experiences of teachers should be captured and be utilized when evaluating the policy. The latter will not be achieved in isolation by teachers only, but with collaboration from learners, parents, community members and the entire education department in the Eastern Cape in line with the Ecological Systems’ theory. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-05
- Authors: Hlatini-Mpomane, N W
- Date: 2020-05
- Subjects: Inclusive education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21613 , vital:51710
- Description: This study investigated the perceptions of teachers on inclusive education. Four sub districts in Eastern Cape Province were purposively selected and used as a case study approach. These assisted the researcher to enter the world of teachers (by interviewing SMTs and Office-Based educators/Inclusive Education Specialists). The Inclusive Education Specialist and SMTs ideas, suggestion and recommendations on inclusive education classrooms implementation were explored deeply. The research paradigm which the study adopted was qualitative, which centres on understanding the subjective world of human experiences. The qualitative research approach was adopted whereby interviews, observations of learners and their documents analysis were used to collect data. The findings of the study revealed that the all-Inclusive Education District of the sub-districts is between 9 and 10 years of experience implementing inclusive education instead of 17 years as stipulated in the WP6. It emerged that the involvement of SMTs in monitoring the Individual Support Plan (ISPs) in Public Ordinary School (POS) is not prioritized. There is more emphasis and involvement in Full-Service Schools since 2015. The findings further revealed that the teachers find it difficult to implement ISPs due to overload and overcrowding more especially in POS. All learners were declared as benefiting more when individual teaching is done, which is rare due to overload and overcrowding in both Full Service Schools and Public Service Schools. The study recommends that they should be extensive policy evaluation processes that should be done to measure the effectiveness of the Inclusive Education Policy. The perceptions and experiences of teachers should be captured and be utilized when evaluating the policy. The latter will not be achieved in isolation by teachers only, but with collaboration from learners, parents, community members and the entire education department in the Eastern Cape in line with the Ecological Systems’ theory. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-05
The role of primary schools in promoting democratic values of justice, equality and liberty in pupils: a study of Shamva district, Zimbabwe
- Authors: Dzavo, Joseph
- Date: 2020
- Subjects: Democracy and education , Education -- Zimbabwe -- History , Education, Primary -- Curricula
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27297 , vital:66696
- Description: This study examines the role of primary schools in promoting democratic values of justice, equality and liberty in pupils in Shamva District, Zimbabwe. The study was necessitated by the continual abuse of democratic values by school leavers in the district before, during and after elections. Such continued abuses make one wonder if schools really inculcate democratic values of justice, equality and liberty in their pupilsas enshrined in the curriculum. Using a qualitative approach, the study is located within the interpretivist research paradigm. A case study design was adopted and three primary schools in Shamva District were purposively and conveniently selected for this study. The sample comprised three 3 primary schools heads, three 3 deputy heads, nine 9 teachers, five 5 school leavers and fifteen 15 prefects aged between 10 and 15 years old. Data was generated through semi-structured face-to-face interviews, focus group interviews and document analysis. The findings of the study revealed that schools had challenges in inculcating democratic values of justice, equality and liberty in learners. The challenges included difficulties in interpreting the syllabi on inculcation of democratic values of justice, equality and liberty in learners; democratic values being viewed as sensitive content usually misconstrued to be favouring certain political agendas by community members; and the lack of a clear cut democratic values curriculum framework to guide teachers on teaching democratic values of justice, equality and liberty. Some of the recommendations were that teachers should be protected by legal instruments like policies to enable them to freely teach sensitive content. Teachers also need empowerment in syllabus interpretation on the inculcation of democratic values to be able to effectively promote the teaching of democratic values of justice, equality and liberty. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020
- Authors: Dzavo, Joseph
- Date: 2020
- Subjects: Democracy and education , Education -- Zimbabwe -- History , Education, Primary -- Curricula
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/27297 , vital:66696
- Description: This study examines the role of primary schools in promoting democratic values of justice, equality and liberty in pupils in Shamva District, Zimbabwe. The study was necessitated by the continual abuse of democratic values by school leavers in the district before, during and after elections. Such continued abuses make one wonder if schools really inculcate democratic values of justice, equality and liberty in their pupilsas enshrined in the curriculum. Using a qualitative approach, the study is located within the interpretivist research paradigm. A case study design was adopted and three primary schools in Shamva District were purposively and conveniently selected for this study. The sample comprised three 3 primary schools heads, three 3 deputy heads, nine 9 teachers, five 5 school leavers and fifteen 15 prefects aged between 10 and 15 years old. Data was generated through semi-structured face-to-face interviews, focus group interviews and document analysis. The findings of the study revealed that schools had challenges in inculcating democratic values of justice, equality and liberty in learners. The challenges included difficulties in interpreting the syllabi on inculcation of democratic values of justice, equality and liberty in learners; democratic values being viewed as sensitive content usually misconstrued to be favouring certain political agendas by community members; and the lack of a clear cut democratic values curriculum framework to guide teachers on teaching democratic values of justice, equality and liberty. Some of the recommendations were that teachers should be protected by legal instruments like policies to enable them to freely teach sensitive content. Teachers also need empowerment in syllabus interpretation on the inculcation of democratic values to be able to effectively promote the teaching of democratic values of justice, equality and liberty. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020
Effects of the use of manipulative materials on grade nine learners’ performance in fractions in public high schools in Chris Hani West Education District, South Africa
- Authors: Adom, George
- Date: 2020-01
- Subjects: Mathematics -- Study and teaching -- Activity programs , Acalculia in children
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19371 , vital:43058
- Description: The purpose of this study was to investigate the effects of the use of manipulative concrete materials on grade 9 learners’ performance in fractions in public high schools in Chris Hani west education district, in the Eastern Cape Province of the Republic of South Africa. Two hundred and fifty (250) grade nine (9) learners, whose ages ranged between 13-16 years, and ten (10) educators teaching grade nine mathematics, were selected from 40 public high schools with the use of stratified, systematic random sampling, convenience and purposive sampling methods. One hundred and twenty-five (125) learners were put into the experimental group, and another one hundred and twenty-five (125) learners were put into a control group through systematic random sampling method. Pre-test, Post-test, and Control group quasi-experimental design were used as research designs to collect data. Two research instruments were developed. These included: A Fractions Achievement Test (FAT), and Students Questionnaire on Manipulative Concrete Materials (SQMCM). The experimental group were taught with the Manipulative Concrete Materials (Cuisenaire rods, Fraction bar/Fraction title, Paper folding and Computer assisted manipulative), whilst the control group was taught through the lecture method. Four (4) null hypotheses were generated and tested at 0.05 level of significance. The data collected were analysed using Analysis of Covariance (ANCOVA) to find the Mean, Standard Deviation and t-test. The mean and standard deviation were used to compare the pre-test and post-test results between the Experimental group and the Control group. The analysed results of the means, standard deviations and t-tests were used to reject the null hypotheses. The analysed results were illustrated as followed: Cuisenaire rods pre-test (mean = 8.372, SD=1.770), post-test (mean = 12,428, SD=4.732), t=13,024 p< 0.05. Hypothesis (H01) was rejected : Fraction tiles/fraction bars pre-test (mean = 8.372, SD=1.770), post-test (mean = 11,42, SD=3.67), t=12,10 p< 0.05. Hypothesis (H02) was rejected : Paper folding pre-test (mean = 8.372, SD=1.770), post-test (mean = 11,792, SD=4.256), t=12,024 p< 0.05. Hypothesis (H03) was rejected : Computer assisted manipulative pre-test (mean = 8.372, SD=1.770), post-test (mean = 12,212, SD=4.569), t=12,801 p< 0.05. Hypothesis (H04) was also rejected. The comparison of the mean scores and iv standard deviation between the Experimental groups and Control groups indicated that there was no significant difference in the Pre-test in all cases. On the other hand, the mean scores and standard deviations between the Experimental group and Control group in the Post-test showed a vast difference in all cases. There were improvement in the mean scores, and slightly difference in the standard deviations in the Experimental groups, whilst there were drops in the mean scores and standard deviations of the Control groups in all cases. From the studies, there was an indication that manipulative concrete materials have significant effects on grade nine learner’s performance in fractions. It was therefore suggested that manipulative concrete materials should be incorporated into the instructions of fractions in mathematics. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-01
- Authors: Adom, George
- Date: 2020-01
- Subjects: Mathematics -- Study and teaching -- Activity programs , Acalculia in children
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/19371 , vital:43058
- Description: The purpose of this study was to investigate the effects of the use of manipulative concrete materials on grade 9 learners’ performance in fractions in public high schools in Chris Hani west education district, in the Eastern Cape Province of the Republic of South Africa. Two hundred and fifty (250) grade nine (9) learners, whose ages ranged between 13-16 years, and ten (10) educators teaching grade nine mathematics, were selected from 40 public high schools with the use of stratified, systematic random sampling, convenience and purposive sampling methods. One hundred and twenty-five (125) learners were put into the experimental group, and another one hundred and twenty-five (125) learners were put into a control group through systematic random sampling method. Pre-test, Post-test, and Control group quasi-experimental design were used as research designs to collect data. Two research instruments were developed. These included: A Fractions Achievement Test (FAT), and Students Questionnaire on Manipulative Concrete Materials (SQMCM). The experimental group were taught with the Manipulative Concrete Materials (Cuisenaire rods, Fraction bar/Fraction title, Paper folding and Computer assisted manipulative), whilst the control group was taught through the lecture method. Four (4) null hypotheses were generated and tested at 0.05 level of significance. The data collected were analysed using Analysis of Covariance (ANCOVA) to find the Mean, Standard Deviation and t-test. The mean and standard deviation were used to compare the pre-test and post-test results between the Experimental group and the Control group. The analysed results of the means, standard deviations and t-tests were used to reject the null hypotheses. The analysed results were illustrated as followed: Cuisenaire rods pre-test (mean = 8.372, SD=1.770), post-test (mean = 12,428, SD=4.732), t=13,024 p< 0.05. Hypothesis (H01) was rejected : Fraction tiles/fraction bars pre-test (mean = 8.372, SD=1.770), post-test (mean = 11,42, SD=3.67), t=12,10 p< 0.05. Hypothesis (H02) was rejected : Paper folding pre-test (mean = 8.372, SD=1.770), post-test (mean = 11,792, SD=4.256), t=12,024 p< 0.05. Hypothesis (H03) was rejected : Computer assisted manipulative pre-test (mean = 8.372, SD=1.770), post-test (mean = 12,212, SD=4.569), t=12,801 p< 0.05. Hypothesis (H04) was also rejected. The comparison of the mean scores and iv standard deviation between the Experimental groups and Control groups indicated that there was no significant difference in the Pre-test in all cases. On the other hand, the mean scores and standard deviations between the Experimental group and Control group in the Post-test showed a vast difference in all cases. There were improvement in the mean scores, and slightly difference in the standard deviations in the Experimental groups, whilst there were drops in the mean scores and standard deviations of the Control groups in all cases. From the studies, there was an indication that manipulative concrete materials have significant effects on grade nine learner’s performance in fractions. It was therefore suggested that manipulative concrete materials should be incorporated into the instructions of fractions in mathematics. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-01
Enablements and constraints of articulation arrangements and agreements between technical and vocational education and training colleges and one Comprehensive University in the Eastern Cape, South Africa
- Mantashe, Lunga Xolisa https://orcid.org/0000-0003-1711-8358
- Authors: Mantashe, Lunga Xolisa https://orcid.org/0000-0003-1711-8358
- Date: 2020-01
- Subjects: Articulation (Education) , Technical education , Vocational education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21624 , vital:51736
- Description: This study explored enablements and constraints of Articulation Arrangements and Agreements (AAAs) between Technical and Vocational Education and Training Colleges (TVETs) and one Comprehensive University (CU) in the Eastern Cape, South Africa. The constructs of structure, culture, and agency as propounded by Margaret Archer were employed as the theoretical lens of the study. Each of Archer’s constructs is independent and their dynamic interplay has causal influence on whether AAAs are facilitated or hindered. A qualitative single embedded case study design was applied, owing to the interpretivist paradigm the research chose. To this end, seven participants were purposively chosen and interviewed, and two university documents were analyzed, namely the draft University Articulation Guidelines (UAGs) and the university general prospectus. It was found that there were no formal, written, or even verbal TVET-CU agreements. Articulation happened on an ad hoc basis. The change of role-players in the institutional role array played a role in the non-existence and collapse of AAAs. On admissions, challenges included disparate requirements between National Senior Certificate and National Certificate Vocational. Nevertheless, articulation-enabling practices manifested themselves in the credit transfer decisions of participants. However, the Work Integrated Learning (WIL) component of a TVET national diploma programme enjoyed no parity with non-TVET and university cosrordinated experiential learning in some departments. In addition, there were nuanced views over the (inherent) value of WIL which affected its ultimate treatment. Finally, the study found that though TVET-university national diploma programmes were somewhat similar and enabled AAAs, they were still misaligned at the level of design and interface, resulting in duplication of content, waste of time, and state resources. The university also did not have TVET programmes in mind in the design and review of programmes. The researcher deduced a conceptual framework for understanding and explaining how and why TVET-university AAAs succeed or fail. The framework touts the importance of having knowledgeable, articulation- cultured and acculturated leadership and officials (responsible for admissions, credit transfer, and RPL) as crucial for exploiting structural enablements and creatively circumventing inherent structural constraints, including challenging subtle ideas which may wittingly or unwittingly harbor views of TVET programmes as inferior. To this end, it is suggested that there be an establishment of an articulation office to coordinate AAAs that take a form of a hybrid model whereby there would be a combination of multilateral, direct in-house, and franchise TVET-CCU AAAs. The framework should also resolve programme design alignment issues by incorporating CAT and RPL principles, including other articulation instruments during curriculum analysis. RPL should equally be applied in the treatment of TVET WIL. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-01
- Authors: Mantashe, Lunga Xolisa https://orcid.org/0000-0003-1711-8358
- Date: 2020-01
- Subjects: Articulation (Education) , Technical education , Vocational education
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21624 , vital:51736
- Description: This study explored enablements and constraints of Articulation Arrangements and Agreements (AAAs) between Technical and Vocational Education and Training Colleges (TVETs) and one Comprehensive University (CU) in the Eastern Cape, South Africa. The constructs of structure, culture, and agency as propounded by Margaret Archer were employed as the theoretical lens of the study. Each of Archer’s constructs is independent and their dynamic interplay has causal influence on whether AAAs are facilitated or hindered. A qualitative single embedded case study design was applied, owing to the interpretivist paradigm the research chose. To this end, seven participants were purposively chosen and interviewed, and two university documents were analyzed, namely the draft University Articulation Guidelines (UAGs) and the university general prospectus. It was found that there were no formal, written, or even verbal TVET-CU agreements. Articulation happened on an ad hoc basis. The change of role-players in the institutional role array played a role in the non-existence and collapse of AAAs. On admissions, challenges included disparate requirements between National Senior Certificate and National Certificate Vocational. Nevertheless, articulation-enabling practices manifested themselves in the credit transfer decisions of participants. However, the Work Integrated Learning (WIL) component of a TVET national diploma programme enjoyed no parity with non-TVET and university cosrordinated experiential learning in some departments. In addition, there were nuanced views over the (inherent) value of WIL which affected its ultimate treatment. Finally, the study found that though TVET-university national diploma programmes were somewhat similar and enabled AAAs, they were still misaligned at the level of design and interface, resulting in duplication of content, waste of time, and state resources. The university also did not have TVET programmes in mind in the design and review of programmes. The researcher deduced a conceptual framework for understanding and explaining how and why TVET-university AAAs succeed or fail. The framework touts the importance of having knowledgeable, articulation- cultured and acculturated leadership and officials (responsible for admissions, credit transfer, and RPL) as crucial for exploiting structural enablements and creatively circumventing inherent structural constraints, including challenging subtle ideas which may wittingly or unwittingly harbor views of TVET programmes as inferior. To this end, it is suggested that there be an establishment of an articulation office to coordinate AAAs that take a form of a hybrid model whereby there would be a combination of multilateral, direct in-house, and franchise TVET-CCU AAAs. The framework should also resolve programme design alignment issues by incorporating CAT and RPL principles, including other articulation instruments during curriculum analysis. RPL should equally be applied in the treatment of TVET WIL. , Thesis (PhD) -- Faculty of Education, 2020
- Full Text:
- Date Issued: 2020-01
Part-time Bachelor of Education students’ cognitive shutdown in research methods and statistics in one institution in Eswatini: Towards a framework for epistemological access
- Authors: Mukarombwa, Percy
- Date: 2019-02
- Subjects: Research -- Methodology , Education, Higher -- South Africa , Education -- Research -- Methodology
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21689 , vital:51742
- Description: The study was on part-time Bachelor of Education students’ cognitive shutdown in Research Methods and Statistics. It had a view to develop a framework for Epistemological Access. The thesis argued that cognitive shutdown and epistemological access in Research Methods and Statistics can be understood better by looking at the ‘knowledge’ and the ‘knower’ and the relationship between these two. Informed by concepts selected from the Threshold Concepts Theory, Legitimation Code Theory and Self-directed Learning Theory, it developed a conceptual framework for making sense of B.Ed. students’ epistemological access challenges, such as cognitive shutdown, inaccessibility and lack of interest in the course. The study was informed by Post-positivism, and the research approach adopted was a mixed method, with a sequential explanatory mixed method research design. Thirty (30) part-time B. Ed. students were the population and the sample as well, meaning all took part in the study. Two lecturers who teach Research Methods and Statistics (RM & S) also constituted the population and sample. The questionnaire and the interview tools were used to collect data. Data from the questionnaire were presented in tables, bar graphs, pie-charts and doughnuts and analyzed in percentages. That from the interview schedule was presented in descriptions and narratives (themes), and analyzed by thematic analysis. The major findings of the study were as follows: Being a part-time student affected performance. Age does not affect the students’ performance in RM & S. Splitting RM & S makes it easier for the students to understand the various concepts. Students enjoyed Statistics more. RM & S is one of the difficult courses. Time was a major factor influencing the performance of the students. Lecturers do not vary their teaching strategies. Mathematics phobia affected the performance of students. Lack of a base in RM & S from previous studies affected students’ performance. Mathematics phobia affected performance. RM & S knowledge typologies comprised the following specialization codes: Everyday knowledge, Content discipline, General academic knowledge and Scientific Literature. There are code matches and code clashes in terms of the course outline and there are more code clashes than matches. Conclusions reached were: The module is very difficult to some students. Most students prefer an examination on each component, that is, RM, & S, separately. Splitting RM & S makes it easier for the students to understand the various concepts. Being a part-time student affected performance in RM & S. Mathematics phobia as well as lack of a base in RM & S from previous studies affected the performance of the students. There are difficult concepts noted by both staff and students as troublesome knowledge. These affected the performance of the students. From the analysis of the RM & S course outline using the LCT, it was further concluded that there are aspects which constitute everyday knowledge, which are content discipline, general academic knowledge and scientific literacy as knowledge typologies. A further analysis of the B.Ed. course outline using the LCT came up with code matches and code clashes, and the RM &S curriculum has more code clashes than code matches. Recommendations were that the module should be split into RM & S and taught separately. Lecturers should device ways to make sure that troublesome concepts do not affect the performance of the learners. Lecturers should vary their teaching methods to cater for all the different types of part-time B. Ed. students. Mechanisms to demystify that Mathematics is a difficult subject should be employed to curb the phobia. Time should be made available for effective delivery of instruction, as lack of such results in students not understanding the discipline. Finally, educators should understand the knowledge typologies making up RM & S curriculum and that the curriculum has both code lashes and code matches. , Thesis (PhD) -- Faculty of Education, 2019
- Full Text:
- Date Issued: 2019-02
- Authors: Mukarombwa, Percy
- Date: 2019-02
- Subjects: Research -- Methodology , Education, Higher -- South Africa , Education -- Research -- Methodology
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21689 , vital:51742
- Description: The study was on part-time Bachelor of Education students’ cognitive shutdown in Research Methods and Statistics. It had a view to develop a framework for Epistemological Access. The thesis argued that cognitive shutdown and epistemological access in Research Methods and Statistics can be understood better by looking at the ‘knowledge’ and the ‘knower’ and the relationship between these two. Informed by concepts selected from the Threshold Concepts Theory, Legitimation Code Theory and Self-directed Learning Theory, it developed a conceptual framework for making sense of B.Ed. students’ epistemological access challenges, such as cognitive shutdown, inaccessibility and lack of interest in the course. The study was informed by Post-positivism, and the research approach adopted was a mixed method, with a sequential explanatory mixed method research design. Thirty (30) part-time B. Ed. students were the population and the sample as well, meaning all took part in the study. Two lecturers who teach Research Methods and Statistics (RM & S) also constituted the population and sample. The questionnaire and the interview tools were used to collect data. Data from the questionnaire were presented in tables, bar graphs, pie-charts and doughnuts and analyzed in percentages. That from the interview schedule was presented in descriptions and narratives (themes), and analyzed by thematic analysis. The major findings of the study were as follows: Being a part-time student affected performance. Age does not affect the students’ performance in RM & S. Splitting RM & S makes it easier for the students to understand the various concepts. Students enjoyed Statistics more. RM & S is one of the difficult courses. Time was a major factor influencing the performance of the students. Lecturers do not vary their teaching strategies. Mathematics phobia affected the performance of students. Lack of a base in RM & S from previous studies affected students’ performance. Mathematics phobia affected performance. RM & S knowledge typologies comprised the following specialization codes: Everyday knowledge, Content discipline, General academic knowledge and Scientific Literature. There are code matches and code clashes in terms of the course outline and there are more code clashes than matches. Conclusions reached were: The module is very difficult to some students. Most students prefer an examination on each component, that is, RM, & S, separately. Splitting RM & S makes it easier for the students to understand the various concepts. Being a part-time student affected performance in RM & S. Mathematics phobia as well as lack of a base in RM & S from previous studies affected the performance of the students. There are difficult concepts noted by both staff and students as troublesome knowledge. These affected the performance of the students. From the analysis of the RM & S course outline using the LCT, it was further concluded that there are aspects which constitute everyday knowledge, which are content discipline, general academic knowledge and scientific literacy as knowledge typologies. A further analysis of the B.Ed. course outline using the LCT came up with code matches and code clashes, and the RM &S curriculum has more code clashes than code matches. Recommendations were that the module should be split into RM & S and taught separately. Lecturers should device ways to make sure that troublesome concepts do not affect the performance of the learners. Lecturers should vary their teaching methods to cater for all the different types of part-time B. Ed. students. Mechanisms to demystify that Mathematics is a difficult subject should be employed to curb the phobia. Time should be made available for effective delivery of instruction, as lack of such results in students not understanding the discipline. Finally, educators should understand the knowledge typologies making up RM & S curriculum and that the curriculum has both code lashes and code matches. , Thesis (PhD) -- Faculty of Education, 2019
- Full Text:
- Date Issued: 2019-02
Assessment of the role of continuing professional development on the transformation of practice: a case study of the Advanced Diploma in District Health Management and Leadership curriculum
- Authors: Ndawule, Luvuyo
- Date: 2018-06
- Subjects: Continuing education , Teachers -- Training of -- South Africa , Active learning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26672 , vital:65848
- Description: This study is located in the field of education, within the domain of Continuing Professional Development CPD and curriculum. The study sought to assess the role of CPD in the transformation of health practice. The media’s complaints about poor service delivery within spheres of government, from local up to national level, triggered interest in a study of this nature. Since the Department of Health falls amongst the essential services, research on current public healthcare with the intention of transforming its practice was seen as imperative. An Advanced Diploma in District Health Management and Leadership ADDHM & L offered by Health Sciences at the University of Fort was used as a case. The healthcare practitioners who attended the stated programme were studied as a second case. The setting is in the public health care centres in the Department of Health within the Amathole region and Nelson Mandela Bay Metropolitan Municipality. An interpretive paradigm was used to ordain the study, the three sets of data were collected from various categories of participants such as graduates of the ADDHM & L programme, their workplace supervisors, as well as the facilitators of the programme. The last set of data was collected from the ADDHM & L documents. Interviews and questionnaires were used as data collection tools and thematic analysis was used for data analysis. The findings revealed that curriculum development and design has a strong bearing on formal continuing professional development programmes. For such programmes to be able to transform practice, the curriculum pedagogies should be designed and developed in such a way that the learning taking place is authentic in nature. It is this type of learning that will influence reflective practice and translation of knowledge. The findings also revealed that institutions of higher learning do play a crucial role in closing the gap that exists between theory and practice through designing programmes that are pedagogically aligned towards authentic learning. The learning instructions, the experiences, the expectations of the learner, the assessment forms that influence the nature of tasks and activities given by facilitators can either enable or hinder the ability to transform practice. , Thesis (PhD) -- Faculty of Education, 2018
- Full Text:
- Date Issued: 2018-06
- Authors: Ndawule, Luvuyo
- Date: 2018-06
- Subjects: Continuing education , Teachers -- Training of -- South Africa , Active learning
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26672 , vital:65848
- Description: This study is located in the field of education, within the domain of Continuing Professional Development CPD and curriculum. The study sought to assess the role of CPD in the transformation of health practice. The media’s complaints about poor service delivery within spheres of government, from local up to national level, triggered interest in a study of this nature. Since the Department of Health falls amongst the essential services, research on current public healthcare with the intention of transforming its practice was seen as imperative. An Advanced Diploma in District Health Management and Leadership ADDHM & L offered by Health Sciences at the University of Fort was used as a case. The healthcare practitioners who attended the stated programme were studied as a second case. The setting is in the public health care centres in the Department of Health within the Amathole region and Nelson Mandela Bay Metropolitan Municipality. An interpretive paradigm was used to ordain the study, the three sets of data were collected from various categories of participants such as graduates of the ADDHM & L programme, their workplace supervisors, as well as the facilitators of the programme. The last set of data was collected from the ADDHM & L documents. Interviews and questionnaires were used as data collection tools and thematic analysis was used for data analysis. The findings revealed that curriculum development and design has a strong bearing on formal continuing professional development programmes. For such programmes to be able to transform practice, the curriculum pedagogies should be designed and developed in such a way that the learning taking place is authentic in nature. It is this type of learning that will influence reflective practice and translation of knowledge. The findings also revealed that institutions of higher learning do play a crucial role in closing the gap that exists between theory and practice through designing programmes that are pedagogically aligned towards authentic learning. The learning instructions, the experiences, the expectations of the learner, the assessment forms that influence the nature of tasks and activities given by facilitators can either enable or hinder the ability to transform practice. , Thesis (PhD) -- Faculty of Education, 2018
- Full Text:
- Date Issued: 2018-06
The implementation of foundational provision programmes in a rural based University in South Africa: implications for student academic development practices
- Authors: Marhaya, Luyanda
- Date: 2016-05
- Subjects: Education, Higher -- South Africa , College student development programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24706 , vital:63529
- Description: The purpose was to establish how foundational provision programmes were implemented in a rural based university in South Africa and implications to student development practices. The study was located in the- post- positivism research paradigm, followed a mixed methods research approach and utilised a concurrent triangulation research design. For the qualitative component of the research, participants (academics and Coordinators of the foundation programmes and senior students who had enrolled through foundational provision programmes) were purposively sampled. The sample for the quantitative data comprised all the students who enrolled in foundation provision programmes between the years 2008 to 2011 and mainstream students who had enrolled between the years 2009 and 2012. For qualitative approach, focus group discussions were conducted, semi-structured interviews and document analysis. Quantitative data was sought from university institutional data storage warehouse, HIGHER EDUCATION MANAGEMENT INFORMATION SYSTEM (HEMIS). For qualitative approach, the data analysis for all data collection methods was done through thematic analysis. For quantitative approach, a longitudinal analysis was conducted to track and compare two cohorts of mainstream and foundation students in terms of retention, attrition and graduation rates. Quantitative data were analysed statistically by use of descriptive and some inferential statistics. Main findings were that: there was inadequate capacity institutionally for developed systems of admission for students entering foundation programmes, lack of curriculum compliance by different lecturers and lack of knowledge of curriculum reforms by lecturers who teach in foundation level, funding for foundation provision programmes was not adequate and lacked transparency. However, there were adequate recruitment processes in the university for lecturers that teach in foundational foundation provision programme and there was no government interference into how foundation programmes are governed. The study also found that students had experienced the student development practices positively, however, these practices were not enough, and equally most responsive student development practice did not exist at the institution under study. The study also found that there had been consistent funding from government but there was no proper expenditure systems in the institution. The study found that, in terms of graduation rates, the two groups compared relatively the same as there was no significant differences in patterns and trends that were observed. However, retention rates suggest that, in the first year, the two groups perform relatively the same, thereafter, there is a significant difference into how the two groups perform as they proceed to other years, especially the second year, where the mainstream cohort showed better performance than their foundation provision programme counterparts. Consequently, high attrition rates were experienced by foundation provision students than mainstream students, this was also experienced a lot more during the second year and third year transition. The implication of these findings was that due to institutional factors that affect the implementation of foundation programmes, these had notable impact on the attrition and dropout rates on foundation provision students. In addition, due to a lack of responsive student development practices, foundation programmes compared relatively low to their mainstream counterparts in retention. The study has recommended a model that can be implemented in the institution. The first component of the model is to put an admission system in place. Institution has to establish a platform where faculties present development plans for foundation provision programmes. In addition, there should be a dedicated Accountant managing finances of the foundation programme. The institution should establish the Tracking and Monitoring student development practice, establish Writing Centres and Learning Communities and employ more people in the Centre for Higher Education, Teaching and Learning department to ensure full implementation of existing student development practices and those that will be established. , Thesis (PhD) -- Faculty of Education, 2016
- Full Text:
- Date Issued: 2016-05
- Authors: Marhaya, Luyanda
- Date: 2016-05
- Subjects: Education, Higher -- South Africa , College student development programs
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24706 , vital:63529
- Description: The purpose was to establish how foundational provision programmes were implemented in a rural based university in South Africa and implications to student development practices. The study was located in the- post- positivism research paradigm, followed a mixed methods research approach and utilised a concurrent triangulation research design. For the qualitative component of the research, participants (academics and Coordinators of the foundation programmes and senior students who had enrolled through foundational provision programmes) were purposively sampled. The sample for the quantitative data comprised all the students who enrolled in foundation provision programmes between the years 2008 to 2011 and mainstream students who had enrolled between the years 2009 and 2012. For qualitative approach, focus group discussions were conducted, semi-structured interviews and document analysis. Quantitative data was sought from university institutional data storage warehouse, HIGHER EDUCATION MANAGEMENT INFORMATION SYSTEM (HEMIS). For qualitative approach, the data analysis for all data collection methods was done through thematic analysis. For quantitative approach, a longitudinal analysis was conducted to track and compare two cohorts of mainstream and foundation students in terms of retention, attrition and graduation rates. Quantitative data were analysed statistically by use of descriptive and some inferential statistics. Main findings were that: there was inadequate capacity institutionally for developed systems of admission for students entering foundation programmes, lack of curriculum compliance by different lecturers and lack of knowledge of curriculum reforms by lecturers who teach in foundation level, funding for foundation provision programmes was not adequate and lacked transparency. However, there were adequate recruitment processes in the university for lecturers that teach in foundational foundation provision programme and there was no government interference into how foundation programmes are governed. The study also found that students had experienced the student development practices positively, however, these practices were not enough, and equally most responsive student development practice did not exist at the institution under study. The study also found that there had been consistent funding from government but there was no proper expenditure systems in the institution. The study found that, in terms of graduation rates, the two groups compared relatively the same as there was no significant differences in patterns and trends that were observed. However, retention rates suggest that, in the first year, the two groups perform relatively the same, thereafter, there is a significant difference into how the two groups perform as they proceed to other years, especially the second year, where the mainstream cohort showed better performance than their foundation provision programme counterparts. Consequently, high attrition rates were experienced by foundation provision students than mainstream students, this was also experienced a lot more during the second year and third year transition. The implication of these findings was that due to institutional factors that affect the implementation of foundation programmes, these had notable impact on the attrition and dropout rates on foundation provision students. In addition, due to a lack of responsive student development practices, foundation programmes compared relatively low to their mainstream counterparts in retention. The study has recommended a model that can be implemented in the institution. The first component of the model is to put an admission system in place. Institution has to establish a platform where faculties present development plans for foundation provision programmes. In addition, there should be a dedicated Accountant managing finances of the foundation programme. The institution should establish the Tracking and Monitoring student development practice, establish Writing Centres and Learning Communities and employ more people in the Centre for Higher Education, Teaching and Learning department to ensure full implementation of existing student development practices and those that will be established. , Thesis (PhD) -- Faculty of Education, 2016
- Full Text:
- Date Issued: 2016-05
A framework for continuing professional development of teachers in regular primary schools: towards the effective teaching of learners with special education needs in Zimbabwe
- Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Authors: Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Date: 2015-05
- Subjects: Teachers -- Training of , Teachers -- In-service training.
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24794 , vital:63576
- Description: This study focused on Continuing Professional Development (CPD) needs of teachers in regular primary schools for the effective teaching of learners with special education needs in Zimbabwe. The motivation of the study emerged from concerns raised by stakeholders that teachers were inadequately prepared to teach learners with special education needs in general education classrooms. This study was underpinned by the post-positivistic paradigm which takes on both quantitative and qualitative approaches. The study also employed the survey design, which utilised the mixed methods approach. The accessible population comprised 93 primary schools and 1 457 teachers, 93 school heads and all education officers in the Gweru District of Zimbabwe. The researcher used purposive and disproportional random sampling. Ten schools were purposively selected from a population of 93 schools in the Gweru District. One hundred and fifty teachers (10percent of the population) which translated into 15 teachers from each school, were selected from the 10 schools through disproportional stratified random sampling in order to include both male (n=69) and female (n=81) teachers in the study. Semi-structured questionnaires, semi-structured face- to- face interviews and focus group discussions are the data collection methods which were used in this study. Data were presented, analysed and discussed, starting with demographic data in the first section, followed by quantitative data which were presented concurrently with corresponding emerging themes from qualitative data. The data collected via the questionnaires were coded and key-punched for analysis. Data were presented in tables, bar graphs and pie charts. Findings of the study revealed that there is a dire need for knowledge and skills in SEN among teachers in regular schools. Teachers needed to be prepared for a paradigm shift of the inclusive era. Teachers also needed to identify their own needs to ensure that relevant and preferred areas were covered. Findings revealed that teachers preferred well-structured CPD which is facilitated by an expert and CPD held in their own schools, where good practices are shared with workmates. Findings also confirmed the availability of policy circulars in schools, although some teachers expressed that they were not aware of such circulars. There were no specific days allocated specifically for school CPD. Most teachers were not availed with the opportunity to attend out-of-school based workshops; and cascading of information led to dilution of original ideas. There was lack of adequate mentoring among qualified teachers. Teachers preferred the standards-based model for promotion purposes although it was limiting in terms of teachers’ learning. The training model was viewed as a productive way of quickly in-servicing teachers relative to its cost. The communities of practice model and transformative model were not being utilised in schools due to national policies that govern teachers. Findings also revealed that teachers faced major challenges such as funding of CPD, getting information on CPD opportunities and time to engage in CPD activities. Teachers reeled with a lot of pressure resulting in burn-out as a result of large classes. Although staff development meetings were held in schools, they were mostly administrative and nothing definite was being done to mitigate the challenges which teachers were facing in accessing CPD opportunities. Teachers opted for a CPD framework which would give them more information and more opportunities for CPD on SEN, better access to teaching materials and more opportunities to work with experienced practitioners in SEN. Teachers preferred a framework based on a variety of CPD models, more school-based CPD rather than out of school -based CPD. The researcher concluded that teachers in regular schools were not equipped to teach learners with special education needs in the mainstream. The Ministry of Primary and Secondary Education was not employing the best models in preparing teachers to be effective. Teachers were facing challenges such as, funding, unavailability of information and time in accessing CPD opportunities. The study recommends that The Ministry of Primary and Secondary Education should put in place provisions to meet the CPD needs of teachers. Teachers should be fully involved in the identification of CPD needs. It was also recommends that school heads needed CPD on SEN for them to be able to guide teachers properly and to be supportive of the policy. Besides national policies, schools should design CPD policies specifically for their respective schools, in line with national policies. Andragogy principles, Wenger’s social learning theory and Vygotsky’s perspective among others, should underpin the CPD framework. The study recommends an alternative CPD model which would utilise a combination of transmissive, transitional and transformative models and modes of delivery as lenses in meeting the CPD needs of teachers in the context of SEN. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-05
- Authors: Muguwe, Emely https://orcid.org/0000-0003-2156-8642
- Date: 2015-05
- Subjects: Teachers -- Training of , Teachers -- In-service training.
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24794 , vital:63576
- Description: This study focused on Continuing Professional Development (CPD) needs of teachers in regular primary schools for the effective teaching of learners with special education needs in Zimbabwe. The motivation of the study emerged from concerns raised by stakeholders that teachers were inadequately prepared to teach learners with special education needs in general education classrooms. This study was underpinned by the post-positivistic paradigm which takes on both quantitative and qualitative approaches. The study also employed the survey design, which utilised the mixed methods approach. The accessible population comprised 93 primary schools and 1 457 teachers, 93 school heads and all education officers in the Gweru District of Zimbabwe. The researcher used purposive and disproportional random sampling. Ten schools were purposively selected from a population of 93 schools in the Gweru District. One hundred and fifty teachers (10percent of the population) which translated into 15 teachers from each school, were selected from the 10 schools through disproportional stratified random sampling in order to include both male (n=69) and female (n=81) teachers in the study. Semi-structured questionnaires, semi-structured face- to- face interviews and focus group discussions are the data collection methods which were used in this study. Data were presented, analysed and discussed, starting with demographic data in the first section, followed by quantitative data which were presented concurrently with corresponding emerging themes from qualitative data. The data collected via the questionnaires were coded and key-punched for analysis. Data were presented in tables, bar graphs and pie charts. Findings of the study revealed that there is a dire need for knowledge and skills in SEN among teachers in regular schools. Teachers needed to be prepared for a paradigm shift of the inclusive era. Teachers also needed to identify their own needs to ensure that relevant and preferred areas were covered. Findings revealed that teachers preferred well-structured CPD which is facilitated by an expert and CPD held in their own schools, where good practices are shared with workmates. Findings also confirmed the availability of policy circulars in schools, although some teachers expressed that they were not aware of such circulars. There were no specific days allocated specifically for school CPD. Most teachers were not availed with the opportunity to attend out-of-school based workshops; and cascading of information led to dilution of original ideas. There was lack of adequate mentoring among qualified teachers. Teachers preferred the standards-based model for promotion purposes although it was limiting in terms of teachers’ learning. The training model was viewed as a productive way of quickly in-servicing teachers relative to its cost. The communities of practice model and transformative model were not being utilised in schools due to national policies that govern teachers. Findings also revealed that teachers faced major challenges such as funding of CPD, getting information on CPD opportunities and time to engage in CPD activities. Teachers reeled with a lot of pressure resulting in burn-out as a result of large classes. Although staff development meetings were held in schools, they were mostly administrative and nothing definite was being done to mitigate the challenges which teachers were facing in accessing CPD opportunities. Teachers opted for a CPD framework which would give them more information and more opportunities for CPD on SEN, better access to teaching materials and more opportunities to work with experienced practitioners in SEN. Teachers preferred a framework based on a variety of CPD models, more school-based CPD rather than out of school -based CPD. The researcher concluded that teachers in regular schools were not equipped to teach learners with special education needs in the mainstream. The Ministry of Primary and Secondary Education was not employing the best models in preparing teachers to be effective. Teachers were facing challenges such as, funding, unavailability of information and time in accessing CPD opportunities. The study recommends that The Ministry of Primary and Secondary Education should put in place provisions to meet the CPD needs of teachers. Teachers should be fully involved in the identification of CPD needs. It was also recommends that school heads needed CPD on SEN for them to be able to guide teachers properly and to be supportive of the policy. Besides national policies, schools should design CPD policies specifically for their respective schools, in line with national policies. Andragogy principles, Wenger’s social learning theory and Vygotsky’s perspective among others, should underpin the CPD framework. The study recommends an alternative CPD model which would utilise a combination of transmissive, transitional and transformative models and modes of delivery as lenses in meeting the CPD needs of teachers in the context of SEN. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-05
Assessing the preparation, induction and professional development experiences of teacher educators in Botswana and South Africa: recommendations for an andragogically based model
- Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Authors: Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Date: 2015-01
- Subjects: Teachers -- In-service training , Teachers -- Training of -- South Africa , Education -- Botswana
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24643 , vital:63388
- Description: Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi≤fuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchell, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised. A mixed methods approach was used to research the following questions: • How are teacher educators in Botswana and South Africa inducted and developed as teachers of adults? • How do the teacher educators (in Botswana and South Africa) adjust their teaching practice to cater for the needs of their students who are adults? • What recommendations can be made to improve the preparation, induction and professional development of teacher educators as teachers of adult student teachers? The sites for the study were four institutions (two faculties of education, one located in Botswana and another in South Africa, and two colleges of education located in Botswana). Out of a possible total of 316 teacher educators at the four institutions 128 responded to a close ended questionnaire that required them to indicate their autobiographic details, experiences as teachers and teacher educators, and their preparation, induction and professional development as teacher educators. In addition 12 teacher educators with varying experiences in teacher education were interviewed. The purpose of the interviews was to record the experiences of their preparation, induction and professional development as teacher educators. Furthermore, literature from various sources was consulted about the topic under study. The results confirmed the earlier assertion that there is very little attention paid to the preparation, induction and professional development of teacher educators in the institutions that were studied. Literature also indicated a similar pattern in most teacher education institutions in Botswana and South Africa. Based on the findings, it is recommended that the preparation, induction and professional development of teacher educators be conducted following the andragogical model. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-01
- Authors: Kasozi, Joseph Amooti https://orcid.org/0000-0002-0978-2171
- Date: 2015-01
- Subjects: Teachers -- In-service training , Teachers -- Training of -- South Africa , Education -- Botswana
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24643 , vital:63388
- Description: Research evidence points to the fact that in most countries teacher educators enter the field of teacher education with little or no preparation (Abell, 1997;Ntoyi≤fuka, 2001; Robinson & Macmillan, 2006; Snoek, Swennen and van der Klink, 2009). Yet, it is argued that the teacher is the single most important factor determining the achievement of learners and the quality of education (UNESCO, 2008; Snoek, Swennen and van der Klink, 2009; Smith, 2010). Sadly, however, most countries and teacher education institutions have paid little or no attention to the preparation, induction and professional development of those who train these teachers, that is, the teacher of the teachers or the teacher educators (Martinez, 2008; Santoro, Mayer, Mitchell, & White, 2009; European Commission, 2010; van Velzen, van der Klink, Swennen, Yaffe, 2010). This situation probably arises from the general belief that good school teachers are good teacher educators and therefore there is no need to worry about their preparation, induction and professional development. This is the basis upon which this research is premised. A mixed methods approach was used to research the following questions: • How are teacher educators in Botswana and South Africa inducted and developed as teachers of adults? • How do the teacher educators (in Botswana and South Africa) adjust their teaching practice to cater for the needs of their students who are adults? • What recommendations can be made to improve the preparation, induction and professional development of teacher educators as teachers of adult student teachers? The sites for the study were four institutions (two faculties of education, one located in Botswana and another in South Africa, and two colleges of education located in Botswana). Out of a possible total of 316 teacher educators at the four institutions 128 responded to a close ended questionnaire that required them to indicate their autobiographic details, experiences as teachers and teacher educators, and their preparation, induction and professional development as teacher educators. In addition 12 teacher educators with varying experiences in teacher education were interviewed. The purpose of the interviews was to record the experiences of their preparation, induction and professional development as teacher educators. Furthermore, literature from various sources was consulted about the topic under study. The results confirmed the earlier assertion that there is very little attention paid to the preparation, induction and professional development of teacher educators in the institutions that were studied. Literature also indicated a similar pattern in most teacher education institutions in Botswana and South Africa. Based on the findings, it is recommended that the preparation, induction and professional development of teacher educators be conducted following the andragogical model. , Thesis (PhD) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-01
Collegial leadership roles of teachers to manage curriculum reform in primary schools In Limpopo, South Africa
- Authors: Kgohlo, Piet Maphodisa
- Date: 2015-01
- Subjects: Limpompo (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53349 , vital:45143
- Description: The purpose of this study was to investigate the collegial leadership roles of teachers in managing the challenges of the implementation of the CAPS curriculum in primary schools in Limpopo. Four hundred and ninety-two teachers participated in this quantitative study. The findings of this study revealed that the majority of teachers in the intermediate phase of primary schooling in Limpopo lack competence in content subjects such as mathematics, NSTECH and English as the language of teaching and learning. The findings further revealed that the lack of facilities such as libraries, media centres and computers, teacher development and support and infrastructure such as classrooms contributed to teachers’ low competencies in the use of resources to manage the challenges of the implementation of CAPS. In addition, the findings revealed that the majority of teachers experienced high levels of tobephobia. Furthermore, the findings revealed that teachers showed symptoms of stress, anxiety, tension, unhappiness, depression, pessimism and uncertainty in managing the challenges of the implementation of CAPS. However, the findings also revealed that collegial teaming is a potent strategy that could be used to reinforce the in-service training that fails to equip teachers with the requisite knowledge and skills to face up to the challenges of managing the implementation of CAPS. This research explored a new area of managing curriculum change by making use of collegial teaming to develop teachers’ professional competencies. It makes a significant contribution to the existing body of knowledge of implementing curriculum reforms in disadvantaged schools. , Thesis (PhD) -- Faculty of Humanities, Primary School Education: Intermediate Phase, 2015.
- Full Text:
- Date Issued: 2015-01
- Authors: Kgohlo, Piet Maphodisa
- Date: 2015-01
- Subjects: Limpompo (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/53349 , vital:45143
- Description: The purpose of this study was to investigate the collegial leadership roles of teachers in managing the challenges of the implementation of the CAPS curriculum in primary schools in Limpopo. Four hundred and ninety-two teachers participated in this quantitative study. The findings of this study revealed that the majority of teachers in the intermediate phase of primary schooling in Limpopo lack competence in content subjects such as mathematics, NSTECH and English as the language of teaching and learning. The findings further revealed that the lack of facilities such as libraries, media centres and computers, teacher development and support and infrastructure such as classrooms contributed to teachers’ low competencies in the use of resources to manage the challenges of the implementation of CAPS. In addition, the findings revealed that the majority of teachers experienced high levels of tobephobia. Furthermore, the findings revealed that teachers showed symptoms of stress, anxiety, tension, unhappiness, depression, pessimism and uncertainty in managing the challenges of the implementation of CAPS. However, the findings also revealed that collegial teaming is a potent strategy that could be used to reinforce the in-service training that fails to equip teachers with the requisite knowledge and skills to face up to the challenges of managing the implementation of CAPS. This research explored a new area of managing curriculum change by making use of collegial teaming to develop teachers’ professional competencies. It makes a significant contribution to the existing body of knowledge of implementing curriculum reforms in disadvantaged schools. , Thesis (PhD) -- Faculty of Humanities, Primary School Education: Intermediate Phase, 2015.
- Full Text:
- Date Issued: 2015-01
Assuring the quality of mentoring in Malawi's 1+1 model of initial primary teacher education programme: implications for teacher development
- Authors: Mwanza, Alnord Levison Dave
- Date: 2014-09
- Subjects: Mentoring in education , Total quality management
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24632 , vital:63385
- Description: Teacher education has been the focus of numerous studies across the world. The debates revolve around what models or approaches to teacher development produce high quality teachers as measured by their ability to promote student learning. This has given rise to a continuum of models. At the one extreme there are those who advocate practice first and theory later; at the other there are those who recommend theory first and then practice. In between there is a combination of a variety of approaches. The models of teacher development, however, continue to grapple with the problem of how to balance theory and practice. In Malawi, the Ministry of Education, Science and Technology (MoEST) (MIE, 2006) came up with what they see as a balance between theory and practice when they introduced the 1 year of theory and 1 year of practice, a model referred to as the 1+1. The focus of this study was on the one year of practical teaching where mentoring is critical; hence the particular attention to examine and understand how its quality was assured from the perspective of fitness for purpose and fitness of purpose. The study was anchored mainly in the post-positivist paradigm and the methodology used was the mixed-methods approach. A mixed methods sequential explanatory design comprising a survey followed by a case study was employed. For the survey, four sets of semi-structured questionnaires whose Cronbach Alpha Reliability Coefficients, α, were 0.971, 0.827, 0.859 respectively were developed using the Tailored Design Method; these were pilot tested and then administered through a drop-and-pick strategy to a census sample of 804 respondents comprising 92 school mentors, 92 school head-teachers, 4 Teacher Training College mentoring coordinators and 616 student teachers. A total response rate of 96percent was obtained. The case study design phase comprised six one-on-one face-to-face structured interviews; five focus groups; five non-participant observations; and a review of ten documents employing interview schedules, observations and document checklists as instruments for data collection. A total of 27 participants, three of whom did not participate in the survey phase, were involved in this phase. Quantitative data collected from either phase was analyzed using IBM SPSS Statistics 20 while content analysis was used to analyse qualitative data. As a mixed-method study, some of the qualitative data was quantitized and some of the quantitative data was qualititized; and integration of data was made during the following stages: research questions formulation, data collection, data presentation, and discussion and interpretation. The study revealed several weaknesses in assuring the quality of mentoring in the 1+1 IPTE model. First, the norms and standards for mentoring designed by the Ministry of Education were not used to guide the mentoring process. Instead, they were designed to fulfil accountability requirements of the Ministry of Education and Teacher Training Colleges rather than self-improvement. Hence, the study revealed that all the 92 schools had, therefore, no policies, practice codes and standards for monitoring mentoring casting doubt on the functioning of internal quality assurance. The study further revealed that 12 of the school mentors (13percent) had lower academic qualifications than their seventy-two student teachers they were mentoring; 35 of the school mentors (38percent) were at the entry grade of their teaching career; two of the mentors (2percent) (mentoring over twelve student teachers) were within the first three years of teaching, which means that they, themselves, were in need of being mentored; and all the school mentors had full time teaching responsibilities. As such, some student teachers indicated that they were not being assessed at all by their school mentors. This situation regarding mentors raises concerns over the subject knowledge levels of the mentors, the role model functions of the mentors and their competency to effectively mentor student teachers, as well as concerns regarding the quality of the mentoring programme and its outcomes. Findings from the study also revealed little or no monitoring of mentoring in schools as schools had no structures and systems for monitoring mentoring; and heavy workloads and financial constraints prevented college lecturers from monitoring mentoring in primary schools. However, on a positive note, the study revealed that 99percent of school mentors were trained for their mentoring roles and were receiving regular training which was provided regularly on a term-basis. Based on the above findings, the 1+1 Initial Primary Teacher Education model in Malawi is undermined by weak mentoring practices which have the potential to widen the theory and practice gap, and potentially impact on the quality of teachers produced. It is further recommended that the mentoring practices move away from the technicist approach and focus on the actual processes of mentoring; that norms and standards for school mentor selection and support are developed; that there should be more workshopping, seminars and conferences for mentors; and that schools should be assisted to develop collegial-emancipatory quality assurance systems for mentoring. A rainbow model for assuring the quality of mentoring in the 1+1 IPTE mode is finally recommended. , Thesis (PhD) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014-09
- Authors: Mwanza, Alnord Levison Dave
- Date: 2014-09
- Subjects: Mentoring in education , Total quality management
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24632 , vital:63385
- Description: Teacher education has been the focus of numerous studies across the world. The debates revolve around what models or approaches to teacher development produce high quality teachers as measured by their ability to promote student learning. This has given rise to a continuum of models. At the one extreme there are those who advocate practice first and theory later; at the other there are those who recommend theory first and then practice. In between there is a combination of a variety of approaches. The models of teacher development, however, continue to grapple with the problem of how to balance theory and practice. In Malawi, the Ministry of Education, Science and Technology (MoEST) (MIE, 2006) came up with what they see as a balance between theory and practice when they introduced the 1 year of theory and 1 year of practice, a model referred to as the 1+1. The focus of this study was on the one year of practical teaching where mentoring is critical; hence the particular attention to examine and understand how its quality was assured from the perspective of fitness for purpose and fitness of purpose. The study was anchored mainly in the post-positivist paradigm and the methodology used was the mixed-methods approach. A mixed methods sequential explanatory design comprising a survey followed by a case study was employed. For the survey, four sets of semi-structured questionnaires whose Cronbach Alpha Reliability Coefficients, α, were 0.971, 0.827, 0.859 respectively were developed using the Tailored Design Method; these were pilot tested and then administered through a drop-and-pick strategy to a census sample of 804 respondents comprising 92 school mentors, 92 school head-teachers, 4 Teacher Training College mentoring coordinators and 616 student teachers. A total response rate of 96percent was obtained. The case study design phase comprised six one-on-one face-to-face structured interviews; five focus groups; five non-participant observations; and a review of ten documents employing interview schedules, observations and document checklists as instruments for data collection. A total of 27 participants, three of whom did not participate in the survey phase, were involved in this phase. Quantitative data collected from either phase was analyzed using IBM SPSS Statistics 20 while content analysis was used to analyse qualitative data. As a mixed-method study, some of the qualitative data was quantitized and some of the quantitative data was qualititized; and integration of data was made during the following stages: research questions formulation, data collection, data presentation, and discussion and interpretation. The study revealed several weaknesses in assuring the quality of mentoring in the 1+1 IPTE model. First, the norms and standards for mentoring designed by the Ministry of Education were not used to guide the mentoring process. Instead, they were designed to fulfil accountability requirements of the Ministry of Education and Teacher Training Colleges rather than self-improvement. Hence, the study revealed that all the 92 schools had, therefore, no policies, practice codes and standards for monitoring mentoring casting doubt on the functioning of internal quality assurance. The study further revealed that 12 of the school mentors (13percent) had lower academic qualifications than their seventy-two student teachers they were mentoring; 35 of the school mentors (38percent) were at the entry grade of their teaching career; two of the mentors (2percent) (mentoring over twelve student teachers) were within the first three years of teaching, which means that they, themselves, were in need of being mentored; and all the school mentors had full time teaching responsibilities. As such, some student teachers indicated that they were not being assessed at all by their school mentors. This situation regarding mentors raises concerns over the subject knowledge levels of the mentors, the role model functions of the mentors and their competency to effectively mentor student teachers, as well as concerns regarding the quality of the mentoring programme and its outcomes. Findings from the study also revealed little or no monitoring of mentoring in schools as schools had no structures and systems for monitoring mentoring; and heavy workloads and financial constraints prevented college lecturers from monitoring mentoring in primary schools. However, on a positive note, the study revealed that 99percent of school mentors were trained for their mentoring roles and were receiving regular training which was provided regularly on a term-basis. Based on the above findings, the 1+1 Initial Primary Teacher Education model in Malawi is undermined by weak mentoring practices which have the potential to widen the theory and practice gap, and potentially impact on the quality of teachers produced. It is further recommended that the mentoring practices move away from the technicist approach and focus on the actual processes of mentoring; that norms and standards for school mentor selection and support are developed; that there should be more workshopping, seminars and conferences for mentors; and that schools should be assisted to develop collegial-emancipatory quality assurance systems for mentoring. A rainbow model for assuring the quality of mentoring in the 1+1 IPTE mode is finally recommended. , Thesis (PhD) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014-09
Problem-based learning strategies as determinant of grade 9 student's academic achievement in algebra
- Authors: Olaoye, Olabisi Fatimat
- Date: 2014-04
- Subjects: Problem-based learning , Learning strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24717 , vital:63535
- Description: Many scholars in the field of mathematics education have written extensively on algebra and the reasons why algebra remains one of the aspects of mathematics that usually poses problems to students. This study examined the effects of problem based learning strategies on students’ academic achievement in algebra using language proficiency and gender as moderator variables. A 3X2X3 pretest-posttest control group quasi-experimental design was adopted in the study. One hundred and nine subjects were involved in the study (109) this consisted of forty-four males and sixty-five females in four Grade 9 mathematics classes in East London District. The study was carried out in two schools using two intact classes in each of the school. One class in each school was randomly assigned to the experimental and another to control groups. Four instruments were constructed and used for this study. These are: Language Proficiency Achievement Test (LPAT), Problem Based Learning Strategies are in two parts (PBLSa) and (PBLSb), Conventional Teaching Guide (C.T.G). The instruments were validated and used for data collection before and after the four week experiment. Seven hypotheses were generated and tested in the study at 0.05 alpha levels. The data collected were subjected to both descriptive and inferential statistics, which included Analysis of Covariance (ANCOVA) of students post-test achievement and where the results were significant, Pairwise Comparison Analysis of Scheffe post-hoc were employed to detect the source of variation and the direction of significance of post-test achievement according to treatment groups. One of the major findings of this study was that problem based learning strategies (PBLSa), (PBLSb) are more effective than conventional method in students’ academic achievement in algebra ( x = 3.05; SE =.720), ( x = 4.23; SE=.714), ( x = 3.36; SE =.726) in that order. The study also revealed there is no significant main effect of treatment and language proficiency on students’ academic achievement in Algebra (F (2,109) = .926; p>.05). Also, there is no significant main effect of treatment and gender on students’ academic achievement in algebra. (F (1.109) =.237; p>.05). However, this study recommended that problem based learning strategies should be embraced by both the teachers and learners in order to enhance students’ academic achievement in algebra. , Thesis (PhD) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014-04
- Authors: Olaoye, Olabisi Fatimat
- Date: 2014-04
- Subjects: Problem-based learning , Learning strategies
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/24717 , vital:63535
- Description: Many scholars in the field of mathematics education have written extensively on algebra and the reasons why algebra remains one of the aspects of mathematics that usually poses problems to students. This study examined the effects of problem based learning strategies on students’ academic achievement in algebra using language proficiency and gender as moderator variables. A 3X2X3 pretest-posttest control group quasi-experimental design was adopted in the study. One hundred and nine subjects were involved in the study (109) this consisted of forty-four males and sixty-five females in four Grade 9 mathematics classes in East London District. The study was carried out in two schools using two intact classes in each of the school. One class in each school was randomly assigned to the experimental and another to control groups. Four instruments were constructed and used for this study. These are: Language Proficiency Achievement Test (LPAT), Problem Based Learning Strategies are in two parts (PBLSa) and (PBLSb), Conventional Teaching Guide (C.T.G). The instruments were validated and used for data collection before and after the four week experiment. Seven hypotheses were generated and tested in the study at 0.05 alpha levels. The data collected were subjected to both descriptive and inferential statistics, which included Analysis of Covariance (ANCOVA) of students post-test achievement and where the results were significant, Pairwise Comparison Analysis of Scheffe post-hoc were employed to detect the source of variation and the direction of significance of post-test achievement according to treatment groups. One of the major findings of this study was that problem based learning strategies (PBLSa), (PBLSb) are more effective than conventional method in students’ academic achievement in algebra ( x = 3.05; SE =.720), ( x = 4.23; SE=.714), ( x = 3.36; SE =.726) in that order. The study also revealed there is no significant main effect of treatment and language proficiency on students’ academic achievement in Algebra (F (2,109) = .926; p>.05). Also, there is no significant main effect of treatment and gender on students’ academic achievement in algebra. (F (1.109) =.237; p>.05). However, this study recommended that problem based learning strategies should be embraced by both the teachers and learners in order to enhance students’ academic achievement in algebra. , Thesis (PhD) -- Faculty of Education, 2014
- Full Text:
- Date Issued: 2014-04
The implementation of HIV and AIDS prevention programmes in three Universities in Zimbabwe
- Muzenda, Denias https://orcid.org/0000-0002-6552-7319
- Authors: Muzenda, Denias https://orcid.org/0000-0002-6552-7319
- Date: 2012-12
- Subjects: Universities and colleges -- Health promotion services , AIDS (Disease) -- Prevention
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/25022 , vital:63891
- Description: Given the nature and devastating effects of HIV and AIDS and its impact on society, the universities in Zimbabwe have affirmed the need to define their institutional policy aimed at managing and mitigating the effects of HIV and AIDS. In this regard they have also put in place programmes to address the epidemic. Among the programmes are HIV and AIDS prevention programmes which are being implemented. However, there have been concerns that despite the fact that the programmes are being implemented as planned they have not met their objectives as HIV and AIDS infections have not decreased as expected. Hence this study assesses the implementation of HIV and AIDS prevention programmes in three universities in Zimbabwe. To achieve these objectives, the researcher opted for the mixed method methodology which is embedded in the post-positivist research paradigm. Post-positivist research paradigm attempts to increase our understanding of the way things are and that objectivity is an ideal that can never be achieved, and research is conducted with greater awareness of subjectivity. The researcher had to opt for questionnaires, interviews, document analysis and observations as data collecting instruments. From the Data presented the study found that universities lack adequately professionally qualified HIV and AIDS lecturers. Results on capacity of implementers in the study revealed that an insignificant number of lecturers have the capacity while the majority significant number lacked the capacity to implement the programmes. HIV and AIDS prevention is being implemented by unqualified lecturers who lack training and prerequisite skills for the programme. Furthermore, the study found that Lecturers do not get the necessary professional and institutional support to implement successfully HIV and AIDS programmes in universities. HIV and AIDS Coordinators and NGOs expressed concern over the inadequacy of learning and teaching support material. Funding and lack of resources such as specialist rooms and learning materials are a major impediment to successful implementation of HIV and AIDS. Implementation of HIV and AIDS programmes suffers from inadequate supervision by the relevant stakeholders due to unavailability of transport and financial cost. It also emerged that Human resource is also a major problem since there is a great staff turnover as specialist lecturers leave the system for better paid opportunities in the private sector. Most university lecturer respondents cited staff turnover as long-established and skilled lecturers look for greener pastures within and outside the country. The dominant methods used to implement HIV and AIDS programmes do not give enough room for group work discussions to effect behaviour change in students. Rather, more emphasis is on factual knowledge for assignments and examination purposes. On monitoring and evaluation of HIV and AIDS programmes, the study found that lecturers and students are unaware of their programmes progress bench marks. Universities have not been carrying out internal audits over the past years. This implies that the universities are divorced from Ministry of Higher Education Policy on monitoring and evaluation. Also, less people are involved in the monitoring process of HIV and AIDS programmes. The study found from the universities records that an HIV and AIDS Policy document exists at each university. However, the implementation of HIV and AIDS prevention programmes seemed to have a number of controversies and challenges. The study made the following recommendations against each major finding: Within the organisation, university works continually to equip staff with the knowledge, skills and tools required to analyse programme, implement and monitor interventions for HIV prevention. Capacity to support innovations includes aspects which hinder or support the implementation of new practices and ideas in the new curriculum. Universities should have trained HIV and AIDS Peer educators. For a lecturer to be considered as professionally qualified personnel in universities, the Ministry of Higher and Tertiary Education should stipulate possession of a Master‟s degree or a Doctorate. The researcher provided a section on contribution of the study to new knowledge whereby the researcher proposed an alternative model for HIV and AIDS implementation for universities in Zimbabwe. This model was derived after a thorough analysis of the findings from the study as well as an extensive literature review on the subject. Areas for further research have been suggested in this study. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-12
- Authors: Muzenda, Denias https://orcid.org/0000-0002-6552-7319
- Date: 2012-12
- Subjects: Universities and colleges -- Health promotion services , AIDS (Disease) -- Prevention
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/25022 , vital:63891
- Description: Given the nature and devastating effects of HIV and AIDS and its impact on society, the universities in Zimbabwe have affirmed the need to define their institutional policy aimed at managing and mitigating the effects of HIV and AIDS. In this regard they have also put in place programmes to address the epidemic. Among the programmes are HIV and AIDS prevention programmes which are being implemented. However, there have been concerns that despite the fact that the programmes are being implemented as planned they have not met their objectives as HIV and AIDS infections have not decreased as expected. Hence this study assesses the implementation of HIV and AIDS prevention programmes in three universities in Zimbabwe. To achieve these objectives, the researcher opted for the mixed method methodology which is embedded in the post-positivist research paradigm. Post-positivist research paradigm attempts to increase our understanding of the way things are and that objectivity is an ideal that can never be achieved, and research is conducted with greater awareness of subjectivity. The researcher had to opt for questionnaires, interviews, document analysis and observations as data collecting instruments. From the Data presented the study found that universities lack adequately professionally qualified HIV and AIDS lecturers. Results on capacity of implementers in the study revealed that an insignificant number of lecturers have the capacity while the majority significant number lacked the capacity to implement the programmes. HIV and AIDS prevention is being implemented by unqualified lecturers who lack training and prerequisite skills for the programme. Furthermore, the study found that Lecturers do not get the necessary professional and institutional support to implement successfully HIV and AIDS programmes in universities. HIV and AIDS Coordinators and NGOs expressed concern over the inadequacy of learning and teaching support material. Funding and lack of resources such as specialist rooms and learning materials are a major impediment to successful implementation of HIV and AIDS. Implementation of HIV and AIDS programmes suffers from inadequate supervision by the relevant stakeholders due to unavailability of transport and financial cost. It also emerged that Human resource is also a major problem since there is a great staff turnover as specialist lecturers leave the system for better paid opportunities in the private sector. Most university lecturer respondents cited staff turnover as long-established and skilled lecturers look for greener pastures within and outside the country. The dominant methods used to implement HIV and AIDS programmes do not give enough room for group work discussions to effect behaviour change in students. Rather, more emphasis is on factual knowledge for assignments and examination purposes. On monitoring and evaluation of HIV and AIDS programmes, the study found that lecturers and students are unaware of their programmes progress bench marks. Universities have not been carrying out internal audits over the past years. This implies that the universities are divorced from Ministry of Higher Education Policy on monitoring and evaluation. Also, less people are involved in the monitoring process of HIV and AIDS programmes. The study found from the universities records that an HIV and AIDS Policy document exists at each university. However, the implementation of HIV and AIDS prevention programmes seemed to have a number of controversies and challenges. The study made the following recommendations against each major finding: Within the organisation, university works continually to equip staff with the knowledge, skills and tools required to analyse programme, implement and monitor interventions for HIV prevention. Capacity to support innovations includes aspects which hinder or support the implementation of new practices and ideas in the new curriculum. Universities should have trained HIV and AIDS Peer educators. For a lecturer to be considered as professionally qualified personnel in universities, the Ministry of Higher and Tertiary Education should stipulate possession of a Master‟s degree or a Doctorate. The researcher provided a section on contribution of the study to new knowledge whereby the researcher proposed an alternative model for HIV and AIDS implementation for universities in Zimbabwe. This model was derived after a thorough analysis of the findings from the study as well as an extensive literature review on the subject. Areas for further research have been suggested in this study. , Thesis (PhD) -- Faculty of Education, 2012
- Full Text:
- Date Issued: 2012-12
Main thesis title: Onderwysers se belewing van multikulturele onderwys
- Authors: Strydom, Louise
- Date: 1999-04
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: Afrikaans
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60003 , vital:62732
- Description: The South African Schools’ Act of 1996 terminated segregated education in South Africa. Multi-cultural education has become a reality in the new democratic South Africa. As a result of this major shift in policy, the researcher probed for an answer to the following question: “How does the teacher, especially the teacher already in service, experience this new situation regarding multi-cultural education?” To find an answer to this question, a literature study and empirical research, making use of a representative sample of respondents in the Southern Cape, were undertaken. The researcher has personally experienced the challenges of having to adapt from a mono-cultural teaching environment to a multi-cultural teaching environment at school level, hence a further interest in this research problem. Relevant terminology was highlighted and a brief historical synopsis of the course that multi-cultural education took in Western societies such as the USA, Canada, Australia and Britain was studied. These sources were utilised to draw a comparison with the South African situation. A concise synopsis of the history of multi-cultural education in South Africa was also undertaken to highlight the complexity of the educational situation presently being experienced in South Africa. The empirical research, with a target group representing teachers in the Southern Cape, was undertaken by means of a self-compiled questionnaire to make an analysis of teachers’ attitudes, expectations and perceptions of multi-cultural education as experienced in the classroom. The information obtained from the respondents indicated a generally positive attitude towards multi-cultural education amongst teachers. A great need for in-service training also became evident. xvi The researcher has thus made recommendations regarding in-service training that she thinks is of utmost importance. The practical problems that were highlighted during the research, make a vital contribution towards the successful implementation of multi-cultural education in South Africa. , Thesis (DEd) -- Faculty of Education, 1999
- Full Text:
- Date Issued: 1999-04
- Authors: Strydom, Louise
- Date: 1999-04
- Subjects: Port Elizabeth (South Africa) , Eastern Cape (South Africa) , South Africa
- Language: Afrikaans
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/60003 , vital:62732
- Description: The South African Schools’ Act of 1996 terminated segregated education in South Africa. Multi-cultural education has become a reality in the new democratic South Africa. As a result of this major shift in policy, the researcher probed for an answer to the following question: “How does the teacher, especially the teacher already in service, experience this new situation regarding multi-cultural education?” To find an answer to this question, a literature study and empirical research, making use of a representative sample of respondents in the Southern Cape, were undertaken. The researcher has personally experienced the challenges of having to adapt from a mono-cultural teaching environment to a multi-cultural teaching environment at school level, hence a further interest in this research problem. Relevant terminology was highlighted and a brief historical synopsis of the course that multi-cultural education took in Western societies such as the USA, Canada, Australia and Britain was studied. These sources were utilised to draw a comparison with the South African situation. A concise synopsis of the history of multi-cultural education in South Africa was also undertaken to highlight the complexity of the educational situation presently being experienced in South Africa. The empirical research, with a target group representing teachers in the Southern Cape, was undertaken by means of a self-compiled questionnaire to make an analysis of teachers’ attitudes, expectations and perceptions of multi-cultural education as experienced in the classroom. The information obtained from the respondents indicated a generally positive attitude towards multi-cultural education amongst teachers. A great need for in-service training also became evident. xvi The researcher has thus made recommendations regarding in-service training that she thinks is of utmost importance. The practical problems that were highlighted during the research, make a vital contribution towards the successful implementation of multi-cultural education in South Africa. , Thesis (DEd) -- Faculty of Education, 1999
- Full Text:
- Date Issued: 1999-04