An examination of practices and experiences of teacher educators in the supervision of a national early childhood home based programme
- Authors: Annatolia, Misi
- Date: 2020
- Subjects: Early childhood education -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/49362 , vital:41695
- Description: Zimbabwean teacher educators are, by the nature of their job description, required to supervise student teachers doing teaching practicum for the 0-3 home based programme. However, analysis of supervision reports of the home based programme indicates some inconsistencies in comments made by different supervisors, whereby the descriptors and supervision overall scores do not tally. It seems the supervision of the home based teacher education programme is not being implemented as expected. Hence, the purpose of this qualitative case study was to examine practices and experiences of teacher educators in the supervision of a National Early Childhood Development Home Based Teacher Education Programme (NECDHBTEP). The objective of the study was to address the key question: ‘What are the practices and experiences of teacher educators in the supervision of a NECDHBTEP. In addressing the question, the researcher used supervision as a conceptual framework. The theoretical framework which informed the study was Contextual Supervision (CS) which has its philosophical foundations in constructivism, beneficence and justice. Purposive sampling was employed in the study where two primary teachers’ colleges were selected. From each college, ten teacher educators were selected for semi-structured interviews, two focus group discussions and document analysis on teacher educators’ supervision reports. Triangulation of the data was done so as to enhance its trustworthiness. Three major themes emerged from the study, namely, the influence of home context, experience of supervisors on NECDHBTEP and supervision approaches. The study discovered that the home context, to some extent, influences supervision of the NECDHBTEP. The study also established that teacher educators face multiple challenges when supervising student teachers on the ECD home based programme. The researcher made some recommendations from the findings. One of the recommendations was for colleges to develop a specific supervision instrument for the home based ECD supervision (0-3 years category). Furthermore, there is need for Zimbabwean primary teachers’ colleges to engage in rigorous in-service training for lecturers who are not knowledgeable about the NECDHBTEP.
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- Date Issued: 2020
Designing a parental involvement programme to enhance parental engagement in the educational support programme at a disadvantaged primary school in the Nelson Mandela Bay Metropole, South Africa through participatory action research
- Authors: WIlliams, Pearl Juanita Cherrol
- Date: 2020
- Subjects: Education -- Parent participation -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/47303 , vital:39841
- Description: Over the past decades parental involvement in education has increased rapidly within disadvantaged schools in South Africa. This transformation is evident in the legislation of the country which celebrates a spirit of Ubuntu in a democratised society, and, education at large. The ideal of effective school-home partnership across racial boundaries are, for example, emphasised and strengthened via parental involvement at all public schools. Parents, according to the Department of Education (DoE, 1996b:11; 2000c:29; 2001b:29; 2008:23; 2009:17; 2014b:27; n.d.:6), are considered key role-players in school governance and encouraged to support equal educational opportunities for all learners. It implies that the praxis of parental involvement – especially at disadvantaged schools – is a huge benefit to learners with existing backlogs in education. In relation to this view, Stofile and Green (2007:63) emphasise the significance of parental involvement in school life as it can assist greatly in addressing the divere needs of disadvantaged learners. The dynamics associated with parental involvement are investigated in this study through two cycles of participatory action research. Initially ten parents from one of the disadvantaged primary schools within the Nelson Mandela Bay Metropole were purposively selected to participate in an in-depth qualitative research study pertaining to the design of a suitable parental involvement programme for disadvantaged learners. All the relevant information was gathered during action learning sets, individual interviews, and observations to triangulate the data and fill in possible gaps. This data was coded and categorised throughout the cyclical process via inductive participatory data analysis, as described by Patton (2015:216 & 551). Three main themes with sub-themes emerged from the study, namely (1) deficits of the academic programme: remedial education, teacher-assistants, homeworksupport, technical abilities; (2) the neglect of social wellness programmes: need for parental guidance, necessary professional assistance, upgrading of safety measures, availability of clothing bank, sustainability of a nutritional programme; and (3) voids in communication and relationships: the home environment, community, school environment. These themes and sub-themes successfully answered all the research questions. An increasing number of learners at disadvataged primary schools are neglected and/or leave school at a very young age. This scenario is often linked to poor communication and/or a lack of adequate educational support programmes to enhance better learning outcomes. The design of a PIP aimed to address the diverse needs of learners at a specific disadvantaged primary school with the full cooperation of their parents. Nested within the Ecological Model of Bronfenbrenner, the participating parents were engaged in comprehensive discussions about educational support programmes that the school could embark on with them. Numerous programmes were identified as fundamental to transforming the quality of education for many disadvantaged learners. This research therefore encouraged greater parental involvement at disadvantaged primary schools in order to sustain better learning outcomes.
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- Date Issued: 2020
Girls here and boys there : participatory visual methodology as pedagogy to facilitate gender sensitive practices with pre-service foundation phase teachers
- Authors: Notshulwana, Robin Anne
- Date: 2020
- Subjects: Gender identity -- Psychological aspects
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/49385 , vital:41700
- Description: This study explores how participatory visual methodology (PVM) might facilitate a deeper understanding of gender sensitive practices (GSP) in Foundation Phase (FP) pre-service teachers. Foundation Phase classrooms are not impervious to unequal gender practices and despite policies that promote gender equitable practices in schools and in society in general, most South African schools still engage in gendered practices that perpetuate inequality and gender based violence (GBV). While the topic of gender currently features in a South African university FP curriculum with the intention of promoting social justice, the pedagogy used to enable pre-service FP teachers to understand how gender works in schools seems to do nothing more than describe the problem and give cursory suggestions for creating gender equitable practices. Teachers are often unaware of how their own gendered identity influences their facilitation of the curriculum in a gendered way. This is important in South Africa, where gender inequality remains a problem and GBV is rife. This study adopted a qualitative approach and is located within the critical paradigm applying the principles of PVM. It drew on feminist poststructuralism and feminist pedagogy as theoretical lenses to frame the study and to make meaning of the data. Participants in the study were five female pre-service FP teachers who were purposively selected. Data were generated through the visual methods of family photo album, drawing and participatory video, which were first analysed using participatory analysis, and then using thematic analysis. The main purpose of the research was to explore how PVM can facilitate a deeper awareness of GSP in pre-service FP teachers. The secondary aim was to explore their understandings of gender and GSP and how these understandings might facilitate or inhibit GSP among pre-service FP teachers. The pre-service FP teachers’ understandings of gender were elicited using the self as an entry point to explore their own gendered identities which demonstrated their somewhat narrow understanding of how gender is reified in society through mechanisms such as dress and particular performances. They further understood that their own gendered selves can shift and change with time and context. Their understanding of gender further informed their understanding of GSP. The pre-service FP teachers understood GSP as going beyond interchanging roles of girls and boys and that it meant constantly engaging with their own understandings of gender; to review their constructions of FP learners, to see pedagogical moments to teach gender sensitivity, and to recognise that GSP extends beyond the classroom. Finally, the pre-service FP teachers articulated the circumstances that might enable or inhibit their GSP in their classrooms. They recognised how the powerful constructions of gender in a society influence their work, and how, in turn their work might influence society. This translated into them understanding how the ethos of the school might mirror and sustain the hegemonic discourse of society and at the same time how they might begin to question and disrupt the discourse sustained in school. The teacher education programme, with a vested interest in gender equality, is an important mechanism to begin disrupting hegemonic discourses perpetuated in schools. The findings suggest that through its potential for reflexivity and criticality, PVM enabled the pre-service FP teachers to see how their constructions of gender influence their own practices in schools. The findings have implications for FP teacher education programmes in the South African context. Faculties of education could revisit their curriculum to ensure that gender is infused throughout the curriculum, but more importantly, could consider ‘starting with the self’ (Kirk, 2009) as an impetus to learn about how gender is reified in society and in schools. In doing so, faculties of education could also consider tools of analysis such as a feminist poststructural theory to enable the pre-service FP teachers to deepen their understandings but also support the potential to articulate and make meaning of their experiences. Teacher educators could revisit their curriculum content to determine whether the content might perpetuate a narrow view of learning and learners especially with regards to gender and considering pedagogical choices that develop pre-service teachers’ ability to cultivate classroom environments that promote gender equality. Starting with the self is an entry point for pre-service FP teachers to examine their own understanding of gender and see how this might enable GSP in their professional work. PVM, aligned with a feminist pedagogy and feminist poststructuralism, facilitated such a process.
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- Date Issued: 2020
Writing and signing to develop written genres : a study of Nigerian hearing-loss students' writing
- Authors: Milaham, Rahila Samuel , Lundgren, Berit
- Date: 2020
- Subjects: Hearing impaired children -- Nigeria -- Writing
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/47314 , vital:39842
- Description: The competence in writing of students with hearing loss has continued to generate concern among educational administrators, school authorities, teachers and parents (Oyetunde, 2009). Acquisition of written and signed language is vital for effective functioning of students with hearing loss in school. Writing and signing helps students to interact socially, culturally and intellectually with one another and within their social environment. Therefore, this study explores the writing of specific genres by students with hearing loss using signing and the Language Experience Approach, LEA, among Junior Secondary School (JSS 3) in a Nigerian school for the deaf. The study is a qualitative research study which was underpinned by an interpretive paradigm and was theoretically framed by Vygotsky’s (1978) sociocultural theory, semiotic theory (Pierce, 1991) and socio-semiotic theory (Thibault, 2004: Kress, 1988 & Van Leeuwen, 2005). The ideological literacy perspective (Street 1984) and literacy as a social practice have provided a lens to analyse and explore the findings Class observations, students’ signed and written text samples as well as communication with teachers were used as the methods for data collection. The intervention study, which went on for 9 weeks, involved teaching and learning of three genres, namely retelling, narrative and descriptive writing. Twenty six students and two teachers were involved in the study. For the purpose of the analysis, six out of the 26 students’ written, and signed texts were purposively selected and analysed. The students’ signed and written texts were analysed according to the structure and special features of the genres. In the retelling genre, two concepts, breadth and depth vocabulary knowledge as special features, were used for the analysis of the texts. While in the narrative, students’ signed texts and written texts were analysed to know how the students use characters, settings and events in their texts. In the descriptive genre, students’ sign and written texts were analysed to see whether they gave concise descriptions, specifically using adjectives, of the object they identified in their signed text. The findings indicate that the students could retell the contextualized event with signs, using a vocabulary mostly from a breadth perspective. They also used the structure of retelling in a chronological order. In signing the narrative genre, the students were engaged in giving examples of the genre from which they derived the components of the story form such as character and events. Some could include aspects of character vi and events in their text, while others missed one structure or the other. In general, their narrative signed texts were better developed and showed a basic understanding of the storyline. In the descriptive genre, the students could describe some objects in their classroom and school environment. These descriptions were limited to adjectives like colours, as only colours were used in the teacher’s example. In general, their descriptive signed texts were short and seemed to follow a list structure. The students’ signing in descriptive genre showed an initial awareness of the genre. In this study, the teachers scaffolded and modelled the different genres with examples, stories and prompt pictures to a varying extent. The narrative writing had more scaffolding and modelling compared with the other genres. It also generated longer texts and an awareness of the structure. The teachers also supported the students with deeper exploration of examples in the narrative genre than in the retelling and descriptive genre. Data shows teacher’s interactions with the students while signing narratives indicates an understanding on how to develop a text in story form using narrative structures. LEA turned out to be a fruitful start in the retelling genre but was not as central in the teaching practice and meaningful in students’ writing.
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- Date Issued: 2020
Exploring emotional intelligence perceptions of school leaders in relation to social justice: a case study
- Authors: Bese, Samuel
- Date: 2019
- Subjects: Educational leadership
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10948/36529 , vital:33963
- Description: The aim of this study was to explore school leaders’ perceptions of intrapersonal and interpersonal emotional intelligence (EI) in relation to social justice aspects, such as equity, access and inclusive participation in the Libode Educational District of Eastern Cape Province. This district, like many other rural districts in South Africa, has to face critical leadership issues, which have an influence on how school leaders could enact social justice practices in schools (DoE, 2012). This qualitative study employed twelve in-depth interview research participants, which included 6 purposively selected principals and 6 deputy principals. Data collection and content analysis also included the following: 6 focus group interviews with head of departments (HODs) and school governing bodies (SGBs); document analysis of the minutes of school meetings; and Department of Education (DoE) memorandums. The key findings that emerged through the descriptive, exploratory, social interpretive perspectives used in this study revealed the relevance of: • school leaders’ perceptions of intrapersonal EI in enhancing social justice practices with regard to equity, access, and inclusive participation; and • school leaders’ perceptions of interpersonal EI in enhancing social justice practices with regard to equity, access, and inclusive participation. The research participants’ perceptions of EI promoted deeper understanding of how school leaders could engage in social justice in relation to school leadership, teamwork, building bonds, developing others, becoming change agents, and managing conflicts in their schools. The study also captured that EI leaders can greatly manage their emotions to enhance their abilities to identify and control their destructive impulses as well as understanding and handling others’ emotions. It would be commendable for school leaders to have a deeper understanding of how their emotions could enhance social justice in their schools.
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- Date Issued: 2019
Reimagining sexuality education: Xhosa secondary school teachers from township schools talk about Xhosa culture and sexuality education
- Authors: Msutwana, Nomawonga Veronica
- Date: 2019
- Subjects: Education,Secondary --South africa Xhosa Culture Xhosa(african people)--Social life and customs
- Language: English
- Type: PhD
- Identifier: http://hdl.handle.net/10948/38794 , vital:34966
- Description: The study sought to explore how a deeper understanding of the influence of Xhosa cultural perspectives on learning about sexuality could inform how Xhosa Life Orientation (L0), Life Sciences (LFSC) and Natural Sciences (NS) secondary school teachers could teach sexuality education to Xhosa adolescents. Teachers who teach sexuality education do not seem to succeed in equipping their adolescent learners with the necessary knowledge, values and skills for navigating safely through the development and expression of their sexuality. This is deemed important in South Africa where the HIV and AIDS epidemic is not yet fully under control and where gender-based violence remains a problem. The study took on a qualitative, participatory visual methodology within the interpretive and critical paradigms. It drew on Cultural Historical Activity Theory (CHAT) as a lens to frame the study and through which data was interpreted and analysed. Thus, the research study involved nine female Xhosa LO, LFSC and NS township secondary school teachers who were purposively selected. Data were generated through four methods, namely document analysis, drawing, photo voice and curriculum posters. The generated data were analysed using thematic analysis and yielded rich findings for the five sub-questions, thereby answering the main research question.
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- Date Issued: 2019
Active learning strategies used by teachers during English reading comprehension lessons in six selected primary schools in Nigeria
- Authors: Adepoju, Adetokunboh Abayomi
- Date: 2018
- Subjects: Education, Primary -- Nigeria Learning strategies -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8485 , vital:32838
- Description: Reading is an integral part of education from which one gets access to information. Unfortunately, reading ability among primary school pupils, the foundation level of education, is at its lowest ebb. These pupils when they get to secondary schools eventually fail external examinations-a situation which according to National Examination Council, is caused by inappropriate teaching methods. Consequent upon this, this study assessed active learning strategies used by teacher during English reading comprehension lessons in six selected primary schools in Nigeria. The main research question was: How do teachers employ active learning strategies in teaching English reading comprehension? The study adopted qualitative approach and case study design. With the use of purposive sampling technique to select six head teachers, six primary VI teachers, two members of the School Basic Committee, the Director Local Government Education Authority and six focus groups. The study used interviews, documents and focus group interview as research instruments to collect data. Data were analysed based on interpretivism paradigm which interpreted participants’ views according to the word view of the participants. The study found out that teachers have good knowledge of active learning strategies and use them in teaching English reading comprehension lessons but are faced with some daunting challenges such as non-availability of instructional materials, lack of library, lack of qualified teachers and lack of time. The study concluded that students fail woefully in English reading comprehension because teachers do not use appropriate teaching techniques. The study recommend that teachers must use active learning strategies effectively and more often during English reading comprehension, more time should be allocated for English reading comprehension, effective use of instructional materials should be considered and the government should employ specialist teachers to teach English reading comprehension.
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- Date Issued: 2018
An assessment study of the role of life orientation teachers in promoting career guidance and counselling of secondary school learners in the Vhembe district of Limpopo province, South Africa
- Authors: Dama, Nkhangweleni Gloria
- Date: 2018
- Subjects: Counseling in secondary education -- South Africa -- Limpopo Life skills -- Study and teaching (Secondary) -- South Africa -- Limpopo
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9577 , vital:34794
- Description: The study sought to assess the role of Life Orientation teachers in promoting Career Guidance and Counselling for learners in secondary schools, and to establish strategies that can be implemented to improve their practice. The study followed a qualitative approach with case-study research design. The population consisted of Life Orientation teachers and learners from secondary schools. Purposive sampling was used to select 18 Life Orientation teachers who are teaching the subject in six secondary schools. A total number of 12 learners from Grade 10- 12 were selected to participate in the study. The study employed three data collection instruments; namely, one-on-one interviews, focus group discussions and questaviews. Data were categorised into themes, analysed and discussed accordingly. A number of findings emanated from the study. Life Orientation teachers understand their role but despite their understanding of such roles, they lack the necessary skills to fully equip learners with relevant knowledge so that they are able to choose careers that match with their subjects of specialization. The study revealed that Life Orientation teachers experience challenges, lack of training, lack of support by different stakeholders, the negative attitude towards the subject by both learners and Life Orientation teachers, the shortage of Life Orientation teachers, the subject is not valued like other subjects, poor parental involvement by parents and constant rotation of Life Orientation teachers. As a result, learners were not fully equipped in terms of knowledge and skills to choose the right subjects for specific careers and instead, some relied on their intuition while others relied on their peers. The study recommended that the Department of the Basic Education should appoint competent staff to address the unique academic/educational, psycho-social and career/vocational problems faced by learners in school, and for them to train the Life Orientation teachers as well. The subject should be taught by permanently by qualified teachers without being shifted to other subjects and to ensure that such teachers gain experience in the subject. This would add status and value to the subject.
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- Date Issued: 2018
Educators' perceptions of inclusive education for learners with physical disabilities
- Authors: Mpu, Nondumiso Yolanda
- Date: 2018
- Subjects: People with disabilities -- Education -- South Africa Inclusive education -- South Africa Disability studies -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9401 , vital:34346
- Description: There is a grave concern that in South Africa, the total population of learners between the ages of 5 and 18 was estimated at approximately 14.6 million – of which near 1,000,000 are disabled. The record in addition to this regard estimates that the wide variety of children with disabilities who are of school‐going age, yet are out of school, could be as high as half a million. The motives why disabled children are not attending school are manifold; however paramount among them is that their needs are not catered for. Inclusive education entails changing values, attitudes of people, specifically of educators and learners, policies and the practices inside schools. Since post apartheid there is only one known policy which reveals that only 20 percent of learners with disabilities were accommodated in special schools. Current statistics show that only about 64,200 learners with disabilities or impairments are accommodated in about 380 special schools. This indicates that, potentially, 280,000 learners with disabilities or impairments are unaccounted for. Analysis of the data reveals the extent of the disparities in provision for learners with disabilities, for example: The incidence of disabilities in the Eastern Cape constitutes 17.39 percent of the disabled population, yet the province has only 10.79 percent of the total number of special schools. Gauteng has 17.14 percent of the disabled population but has 25.26 percent of the schools. The Western Cape has 5.47 percent of the disabled population but has 21.58 percent of the schools. This mismatch between needs and provision is a direct result of previous apartheid policies that allocated facilities on a racial basis. Inclusive education calls for an education system, which does no longer discriminate, however welcomes all individuals, providing support and services so that every child benefits equally in mainstream schools around their regions as only 41 special schools are in the Eastern Cape. Educator perceptions as the key personnel in the inclusion and in the implementation of policies related with classroom related issued play centre stage and need to be considered.
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- Date Issued: 2018
Effect of a participatory voter education programme on secondary school students' political knowledge and attitude in Ekiti State, Nigeria
- Authors: Dada, Adekunle Babatunde
- Date: 2018
- Subjects: Voting -- Education (Secondary) -- Nigeria Political participation -- Nigeria Education, Secondary -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9478 , vital:34355
- Description: Nigeria has been besieged by an array of political, economic and social problems. This became obvious as many Nigerian youths that are said to be future leaders, because of the crucial role played in political and social development of the nation are derailing politically. These young leaders don’t just wake up to become leaders in a day; they need to be empowered and their minds need to be redirected through appropriate civic and electoral education in order for them to be strong enough to play their inevitable roles in sustainable national development and electoral processes. The continuous use of teacher-centered strategies portends retardation in teaching-learning processes; as learning outcomes are largely reduced to mere passing of examination; leaving out the essential knowledge, attitude and practice which are required for enhancing responsible citizenry and active political participation of students. The use of conventional method has also led to poor attitude of students to socio-political issues. This study therefore determined the effect of a Participatory Voter Education Programme on Secondary School Students’ Political Knowledge and Attitude. It also investigated the moderating effects of location and gender on the dependent variables. The pre-test, post-test, control group quasi-experimental design with a 2x2x2 factorial matrix was adopted for the study. One hundred and fifty-four secondary school two students from the three senatorial districts of Ekiti State were randomly selected for the study using multi-stage random sampling and assigned to experimental and control groups. An intact class sample selection was also employed for the study. Seven null hypotheses were generated and tested at 0.05 level of significance. Four instruments were developed. These were Voter Education Concepts (Political) Knowledge Test (VECKT), Voter Education (political) Attitude Test (VEAS) Instructional Guide for the Participatory Teaching Strategy and,Conventional Teaching Method Guide. The study lasted for ten weeks. Data collected were analyzed using Analysis of Covariance (ANCOVA), Estimated Marginal Means (EMM) and graphs. There was a significant effect of treatment on secondary school students’ political knowledge (F (1,385) = 1026.945; P <0.05). The Secondary school students exposed to the participatory Voter Education programme performed better (X= 29.17) than those exposed to the conventional Method ( X = 6.65). Also there was a significant effect of treatment on Secondary School Students Political Attitude (F (1,385) = 98.970; p < 0.05). Those exposed to participatory Voter Education programme performed better ( X = 63.97) than those in the conventional Method ( X = 56.27). Also, those in the Urban area obtained higher mean Political Knowledge score ( X = 19.78) than those in the rural area ( X = 16.78). While there were no significant main effect of gender on secondary school students’ political knowledge and attitude. The participatory Voter Education programme is effective in impacting Secondary School Students’ political knowledge and attitude. It was, therefore, recommended that the Participatory Voter Education programme be adopted by the Social Studies/ Civic Educators for presenting the political concepts to students in their classroom.
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- Date Issued: 2018
Engagement of fathers in early childhood care and education provisioning in one education district in the Eastern Cape Province, South Africa
- Authors: Mufutau, Monsuru Atanda
- Date: 2018
- Subjects: Early childhood education -- South Africa -- Eastern Cape Education -- Parent participation Early childhood education -- Parent participation
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8942 , vital:34175
- Description: This study focused on the engagement of fathers in early childhood care and education provisioning in one education district in the Eastern Cape Province, South Africa. Significantly, a specific programme to get fathers engaged in the early childhood of their children is not well addressed by the National Integrated Early Childhood Development (ECD) Policy of 2015, despite the notion that early childhood education provisioning demands the total involvement of multiple partners and other stakeholders. The research drew its theoretical framework from the ecological system theory. Ecological system theory argues that, in order to understand human development, one must consider the entire ecological system in which growth occurs. This study utilized the quantitative research approach to obtain primary data in line with the positivist paradigm. Data were analysed using descriptive and inferential statistics. The instruments were scrutinized by the research supervisor to ensure validity and were pre-tested in the field study. The reliability was obtained at a Cronbach’s alpha coefficient, of 0.94 and 0.96. The results were presented in the form of pie chart and grouped into different tables of sixteen. Pearson’s ProductMoment Correlation, Analysis of Variance and t-test were used to test the hypotheses at 0.05 level of significance. Two structured questionnaire instruments were used in the study, Principal and Teachers’ Views Questionnaire (PTVQ) and Father’s and Mother’s Views Questionnaire (FMVQ). The Multi-stage sampling technique was used to select the sample for this study. To this end, 16 principals, 12 teachers, 18 mothers and 18 fathers of children in the selected sample served as respondents. The results reveal that stakeholders have positive views about fathers’ engagement in early childhood care and education provisioning. The result indicated that schools do provide support mechanisms to encourage fathers’ engagement in early childhood care and education provisioning. The results showed that a number of strategies are used by the schools. The result also indicated that functional policy and practice will no doubt improve and encourage the engagement of fathers in ECCE provisioning. Furthermore, the study concluded that stakeholders have positive views on the engagement of fathers in ECCE provisioning. The study recommends that all stakeholders and media houses should be involved in the effective dissemination of information, and that the South African government should advocate for ECCE policies that lay out concrete commitment and guidelines for fathers and, above all, symposia, lectures, workshops, and seminars should be organized for fathers.
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- Date Issued: 2018
Examinee invariant condition of test score equating : the case of school certificate examination in computer studies for examinees across rural and urban areas of selected secondary schools in Malawi
- Authors: Phiri, Gerson Mutala
- Date: 2018
- Subjects: Educational tests and measurements -- Malawi Computer studies -- Malawi -- Examinations Malawi School Certificate of Education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/8507 , vital:32853
- Description: This study examined the invariant condition of equating test scores of examinees for the Malawi School Certificate of Education (MSCE) Computer Studies test across rural and urban areas of Zomba District in Malawi. Equating of test scores to create comparable and interchangeable scores in assessment is increasingly becoming popular to most examining bodies. However, the Malawi National Examinations Board (MANEB) and many other examining bodies in Africa and Europe do not embrace test score equating in their assessment systems. The consequences of not equating test scores have not been clearly documented. Furthermore, there are no proper equating designs for some agencies to employ because they administer tests annually to different examinee' populations and they disclose all items after each administration. Therefore, the study sought to establish whether the invariant condition of equating test scores of examinees holds for the Malawi School Certificate of Education (MSCE) Computer Studies test across rural and urban areas of Zomba District in Malawi. Data were collected through two Computer Studies tests which were administered to a sample of rural and urban examinees. The data were analysed using means, standard deviations, T-tests and Statistical Package for the Social Sciences (SPSS). The study revealed that score distributions and test difficulties were similar across test forms signifying that test score equating is necessary. The classification of examinees into rural and urban geographical areas across the test forms were different before score equating, but similar after score equating. The equating of scores for the two sub-populations of rural and urban examinees displayed similarities in their Standard Error of Equating (SEE) values but they were not the same. The equated scores for rural examinees displayed more equating errors than the equated scores of urban examinees, indicating a better performance in Computer Studies by urban examinees than the performance of rural examinees. The study further revealed that equating of test scores was necessary because it was almost impossible to construct multiple forms of a test that were completely parallel. Even though test developers use the same test specifications to develop test items and make every effort to develop items in one test form as similar as possible to the items in another test form, the study has shown that there is no guarantee that the difficulty levels of the items would be the same. Among the many recommendations made, one major one is that the Malawi National Examinations Board (MANEB) should embrace the practice of equating test scores to improve fairness of decisions which are made on examination results.
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- Date Issued: 2018
Examining factors influencing the academic performance of grade 12 learners in English language : a study of four schools in the Oshikoto Region of Namibia
- Authors: Limene, Tobias
- Date: 2018
- Subjects: English language -- Study and teaching -- Namibia Teachers -- Training of -- Nambia Language and education -- Namibia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9566 , vital:34792
- Description: This study examined factors that influence the academic performance of Grade 12 learners in English Language (L 2) in the Oshikoto Region. The theoretical framework that underpinned and guided the present study was the Systems Theory of von Bertalanffy (1930), supplemented and complemented by the School Context Model of Bascia (2014). These helped me to understand how the school context shapes core processes of teaching and learning. The study sample consisted of four principals, eight parents, eight teachers and thirty two learners who were purposively sampled from four selected secondary schools. The study was anchored in the pragmatic paradigm and it adopted the mixed methods research approach. Data collection instruments consisted of questionnaires, semi-structured interviews and focus group discussions. Major findings were that, both Grade 12 English Language (L 2) teachers and learners lack English Language proficiency. This was due to lack of exposure to the English Language. The study also noted lack of learning materials in both school and the home. Major recommendations were that schools (principals) should expose both teachers and learners to English Language by coming up with policies that make it mandatory for teachers and learners to use English while at school. Teachers should also actively involve learners in their learning by using methods such as debates and drama. The study also recommended that the Ministry of Education, schools and parents work together to provide adequate reading materials for learners. For future research, the study recommended an in-depth qualitative study to test the findings of the present study.
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- Date Issued: 2018
Implementation of programmes for maintaining care and safety of learners in secondary schools in the Graaff Reinet education district
- Authors: Bilatyi, Nkosana Carlon
- Date: 2018
- Subjects: Schools -- Security measures -- Eastern Cape School environment -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9379 , vital:34339
- Description: Care and safety of learners refers to the behavioral practices which protect children from danger, risks and injuries. It also includes environment that is free from violence since where there is no fear perceived, there is reverence for the school and its disciplinary measures (Hernandez & Seem, 2004; Marotz, Cross, Rush, 2005; Mathe, 2008; Chukwu, 2008). Schools should have positive environment which allows members of staff, learners and guests to freely interact without threats or fear. Learners and staff should feel psychologically, physically and emotionally safe and secure (Dwyer & Osher, 2000; Tabancali &Bektas, 2009; Butcher& Manning 2005). Consequently, care and safety of learners can also be viewed in a more practical and management oriented way. According to Hull (2010) care and safety of learners in a management oriented way includes, maintenance of school buildings and grounds, care of facilities, furniture and equipment with spacious corridors that allow free flow and emergency movement to prevent illness and death. Classes should accommodate the required educator-learner ratio. The playgrounds are reduced to limited space to ensure that learners are visible and are controllable. Moreover provision of care and safety of learners includes school culture and the appropriate training of educators as well as school staff who should respond to threats and hazards. It also includes addressing the range of crisis the school can face such as death and natural disasters (Phaneuf, 2009). Reeves, Nickerson, Conolly-Wilson, Suson, Lazzaro, Jimerson, and Pesce (2012) contend that the educators on duty should provide learners with safety precautions to guard against the possibility of single learner slipping away and suffering injuries (Dilion, 2007). According to Mogopodi, Banyaladzi & Petros (2015) facilities like laboratories should be suitable for all learners because they help to transform theoretical education into practice making learning effective. Astor, Guerra, Van Acker (2010) suggest that provision of care and safety for learners is among the most essential components for achieving effective teaching and learning. This will only be achieved by putting in place proper care and safety programmes and ensuring that they are effectively implemented (Netshitahame, & Vollenhoven, 2002, Astor et.al.2010).
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- Date Issued: 2018
Implementation of strategies used to manage conflict between students and staff in secondary schools in Malawi : towards a comprehensive framework
- Authors: Zimpita, Valentino Tipitana
- Date: 2018
- Subjects: Conflict management Conflict management -- Study and teaching Violence -- Prevention
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9412 , vital:34348
- Description: The study aimed at examining how strategies used to manage conflict between students and staff in secondary schools in Malawi were implemented. This was after it had been noted that conflicts in secondary schools in Malawi usually ended in violence. The study employed a pragmatic research paradigm. In this paradigm, a researcher employs mixed methods approach which collects both quantitative and qualitative data. Using a concurrent triangulation mixed method design, the two types of data were collected concurrently and analysed simultaneously. Study participants were head teachers, teachers, students, education officials and parents. Most of the teachers were randomly sampled while a few other teachers, the head teachers, the education officials and the parents were purposefully sampled. The study found that there were various causes of conflict in secondary schools in Malawi which included misunderstanding of human rights, poor communication between students and staff, poor school management by head teachers and lack of students‘ involvement in decisions that concerned them. The study further found that conflict was in a way beneficial to schools as it was a learning point for both students and staff. However, such benefits were overshadowed by the many evils that violence brought such as disturbing teaching and learning. The study also found that there were two approaches in the way schools managed conflict; engagement of students and calling for police intervention. It transpired that on the overall, stakeholders were aware of different conflict management skills but they did not know how best to use them. In addition, it transpired that stakeholders were not comfortable with win-win approaches to conflict management. This was against a background that the stakeholders were involved in conflict management in different ways. It also came out clear that support to secondary schools in the management of conflict was at two levels; school level and system level. On the part of monitoring, it transpired that the mechanism which were there were ad hoc and they included inspection visits and the requirement that head teachers should always submit reports which could carry issues related to conflict. The study concluded that poorly managed conflicts which turned into violence were a menace to secondary schools in Malawi. In this regard, there was need to ensure effective conflict management in order to avoid violence. To achieve this, the study has made a number of recommendations. Among them, it has been recommended that schools should from time to time take stork of the likely causes of conflict and address them accordingly. It has also been recommended that schools should put in place mechanisms for ensuring two way communication so that students feel free to air out their concerns. At Ministry level, it has been recommended that the MoEST should take guidance and counselling seriously by among other things training teacher councillors and making the post an established one. It has also been recommended that the MoEST should make sure that head teachers, deputy head teachers, teachers, parents and even education officials are inducted in conflict management.
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- Date Issued: 2018
Implementation of the school nutrition programme in selected high schools in KwaZulu-Natal Province : implications on learners' nutrition education
- Authors: Mafugu, Tafirenyika
- Date: 2018
- Subjects: School children -- Nutrition -- KwaZulu-Natal School children -- Food -- South Africa -- KwaZulu-Natal Child welfare -- South Africa -- KwaZulu-Natal
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9637 , vital:34812
- Description: The study sought to: examine training, monitoring and support provided to NSNP stakeholders; establish what informs the procurement and preparation of the food; determine its nutritional value; identify challenges encountered in the implementation of the school nutritrition programme; and evaluate the implications of the NSNP on learners’ nutritional education in Pinetown district in South Africa. Underpinned by the pragmatic research paradigm, the study followed a mixed methods research approach which utilised a convergent parallel research design. A random sample of 108 learners and purposive samples of 32 different stakeholders participated in the study. Descriptive and inferential statistics were used to analyse quantitative data, while qualitative data were categorised into themes which were presented in tables and text. The two forms of data were merged at the interpretation phase through triangulation of results. The study found that some of the key stakeholders of NSNP were not adequately supported and trained, and that monitoring was only done regularly by the teacher coordinators. District field officers lacked adequate expertise to train stakeholders. Food was prepared following a menu which was not updated in some schools, and food handlers in two schools could not understand quantities on the menu. The suppliers used the menu for procurement of food. The observed mean intakes per child per day for energy, protein, total fat, cholesterol, dietary fibre, vitamin K and sodium were significantly lower than the expected mean nutrient intakes, while the intakes of all other nutrients were not significantly different statistically, from the expected nutrient intakes. The intakes of all nutrients were below the minimum of 30 percent of RDA which was recommended by the Department of Basic Education. Fruits were rarely supplied. Nutritional education was not adequately taught across the curriculum and most respondents were not aware of basic nutritional principles. Training stakeholders and early payment of the suppliers could significantly improve learners’ benefit from the programme. The study’s proposed framework of implementation of the school nutrition programme recommends ways to improve the implementation process, including the incorporation of nutrition education into the Life Orientation curriculum to enhance good food choices that curb prevalent nutrient disorders among South Africans.
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- Date Issued: 2018
Implementing values education as a vehicle to enhance moral regeneration among youths in secondary schools in Gokwe South District, Zimbabwe: towards a holistic framework
- Authors: Ndondo, Shepherd
- Date: 2018
- Subjects: Values -- Study and teaching -- Zimbabwe Moral education
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9423 , vital:34350
- Description: This study focused on the implementation of values education strategies in secondary schools in Gokwe South District in Zimbabwe. The study employed the interpretive paradigm and it used the qualitative approach and case study research design. Purposive sampling was used to select 34 participants who were rich informants and these included 1 District Schools Inspector, 3 School heads, 3 School counsellors, 3 Religious Studies teachers, 3 History teachers, 3 Arts and Culture teachers and 18 learners (6 from each school). Data were obtained through face to face interviews, focus groups and document analysis. The study revealed that most learners in these schools embodied ubuntu that shaped their behaviour. ln order to deal with elements of indiscipline, the schools adopted values education strategies which included Positive discipline, Guidance and Counselling, teaching of Religious Studies, Citizenship Education, teaching of Arts and Culture, and Parental Involvement which were implemented in the selected schools in different ways. Imparting values based knowledge to students is a commendable step, however, there were gaps that were noted in the implementation process. Some subjects like Citizenship Education existed on paper but not in practice in some schools, as students claimed ignorance of their existence. Although these subjects were supervised and supported by the District Schools Inspector (DSI) and the School heads, lack of funds and limited resources negatively affected their implementation. With regard to discipline procedures, it was noted that some teachers utilized corporal punishment, despite it being outlawed in the country, as stated in the Ministry of Education Sports and Culture Circular P.35 of 1999. It emerged that there was lack of qualified School counsellors, Arts and Culture teachers and inadequate Parental Involvement in values disciplines. It was also established that lack of financial resources constrained the implementation of values education strategies in that teachers could not go for staff development workshops. Notwithstanding the hindrances encountered, the study found that there were pockets of good practices in implementing values education. The study concluded that selected secondary schools used several strategies in values education which involved counselling misbehaving learners and involving parents when their children have behaviour problems. It was also revealed that members of the school community were playing different roles in the implementation process. The study recommended that there should be active participation of all members in positive disciplinary procedures so that values education strategies become effective.The study also recommended that teachers be trained in teaching values disciplines for effective implementation. Lastly, based on the findings of the study and literature, the researcher proposed an alternative model for implementing values education strategies that will hopefully contribute to the eradication of moral decadence among the youths.
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- Date Issued: 2018
Influence of trans-border trading activities on senior secondary school students' academic performance in economics in Ogun State, Nigeria
- Authors: Titus, Adesegun Benedict
- Date: 2018
- Subjects: Smuggling -- Education (Secondary) Borderlands -- Nigeria
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9659 , vital:34814
- Description: The study investigated the influence of transborder trading activities on senior secondary school students’ academic performance in economics in Ogun state, Nigeria. A descriptive survey research design involving 320 students that comprised males and females were selected through stratified random sampling technique. Two self-developed instruments were used: student questionnaire on transborder trading activities (SQTTA) with a Cronbach alpha index of 0.7845; and the economics achievement test (EAT) with a co-efficient index of r= 0.814. The results of the data collected were collated, coded, analyzed and interpreted through the use of descriptive research statistics of frequency, mean, percentages, and standard deviation while Step-wise regression analysis was used to test the hypotheses raised in the study, and the inferential statistics t-test was used to test the significant differences between the independent and dependent variables. The results revealed that there is a positive significant influence of smuggling on students’ academic performance in economics concepts (t=4.123; df =307, p<0.05) and a negative significant influence of school location on students’ academic performance in economics concepts (t=0.952; df=307, p>0.05). The study revealed that the most prevalent transborder trading activities like smuggling of used tyres, small firearms and fairly used clothes had negative influence on students’ academic performance. Based on these findings, discussions were focused on the involvement of students in trans-border trading activities and the location of schools, amongst others, which has no significant influence on students’ academic performance. However, it was recommended that schools should not be located near border areas in future.
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- Date Issued: 2018
Parents' experiences with involvement in the education development of children under six years in the Bubi District of Zimbabwe
- Authors: Mhlanga, Sibonginkosi
- Date: 2018
- Subjects: Education -- Parent participation -- Zimbabwe Education, Elementary -- Zimbabwe
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9467 , vital:34354
- Description: This study on parental involvement in Early Childhood Development in the Bubi district of Zimbabwe investigates parents’ experiences with involvement in the education development of children under six years. Early Childhood Development in Zimbabwe is a community based programme, hence the interest on parents in their involvement in the education and development. To investigate this phenomenon a thorough background of the Bronfenbrenner’s ecological systems theory was employed. The theory is based on the principles of interconnectedness within settings and the linkages between settings that affect individual development. The study focused on the immediate, being the microsystems. The interpretive paradigm and the qualitative approach were employed to explore the parents’ experiences with involvement in the education development of children under six years. Purposive sampling was used to select a small sample of two Heads of schools, four Early Childhood Development teachers and sixteen parents; these were from two schools in the Bubi district of Matabeleland, North Province of Zimbabwe. Obtained results reveal that all the stakeholders involved in the study seem to have limited knowledge of parental involvement. It also emerged that the involvement in the district is biased towards the physical needs of the school only. The results also revealed that there are so many factors that contribute to the non-involvement of parents in their children’s education and development such as poverty, lack of knowledge, culture and attitude, just to mention a few. In view of the findings the study recommends that the Government should provide statutory instruments that clearly state the role of the parents, especially because of the fact that, currently, the programme in the country is community based. The colleges should also empower student teachers during their training on parental involvement.
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- Date Issued: 2018
Promoting healthy and safe school environments : the role of school governance - a study in the East London and Butterworth educational districts of the Eastern Cape, South Africa
- Authors: Napier, Astrid
- Date: 2018
- Subjects: School children -- Health and hygiene -- South Africa -- Eastern Cape School hygiene -- South Africa Environmental risk assessment -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9489 , vital:34356
- Description: This thesis investigated how school governance promoted healthy and safe school environments and focussed on elements that make the school environment unhealthy and unsafe. These elements were spatial density, sanitation, ventilation, visibility, the acoustic element of the school environment, the aesthetic element and the psychosocial school environment. These are very important elements, and the neglect thereof could lead to ill health. The study excluded elements such as violence and substance use, as well as HIV/ AIDS. The research was conducted at six schools in the Butterworth and East London Educational Districts, as well as the district office in each of these two educational districts of the Eastern Cape. The design was a case study, and a qualitative methodology was used. The sample consisted of members from the school governing bodies, that is, the principal, one other member of the school governing body and a member of the school management team, as well as one official from each educational district, totalling twenty participants. A non-probability, purposive sampling method was used. The instrument was semi-structured interviews and document analyses. The researcher also made use of photographic evidence. Findings indicated that although support services were in place, promoting a healthy and safe school environment was a challenge at all of the schools. Various contributing factors such as the lack of support from the Department of Basic Education (DBE) for schools and district officials, non – implementation of policies, lack of infrastructure, lack of human and other resources, lack of security personnel and vandalism, prohibited the promotion of healthy and safe school environments. It is recommended that the DBE pays urgent attention to these elements that make the school environment unhealthy and unsafe; that the DBE fills the gap that exists between the national, provincial and district offices that hamper the flow of infrastructure and the supply of human and other resources. There is also a need for workshops on policy writing and implementation thereof. A workshop focussing on these elements that make the school environment unhealthy and unsafe would also be beneficial.
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- Date Issued: 2018