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Achievement in mathematics through self-directed learning facilitation: an impact evaluation of an offline technological approach

  • Authors: Zinn, Paméla Olive
  • Date: 2024-12
  • Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Mathematical ability , Academic achievement -- South Africa
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10948/68385 , vital:76992
  • Description: International assessments indicate that mathematics education in South Africa is still in a crisis of significant proportions. This is reflected in the low pass rate of Grade 12 mathematics learners in South Africa in general, and in the Eastern Cape Province in particular. In response, the Govan Mbeki Mathematics Development Center (GMMDC) of the Nelson Mandela University (NMU) in the Eastern Cape developed an intervention strategy. A Techno-Blended support Model for teaching and learning mathematics (TBM), used as an intervention strategy, provides learners with potential from disadvantaged communities and under-resourced schools with 21st-century education technology. The defining features of the strategy which distinguishes it from others are that it is technology-enhanced, providing the learner access to mathematics teaching and learning without the need for Internet connectivity, that is, offline, incorporating blended learning into the approach. This ex-post study, using secondary analysis, evaluates the impact of the defining features of the strategy on learners' self-directed learning skills acquisition or enhancement for mathematics learning. Firstly, statistical analysis of secondary qualitative and quantitative data in a mixed methods approach, with primary qualitative data integrated into the secondary qualitative data employing quantification, is undertaken. The quantified data is then compared with the quantitative data (methodologic triangulation technique). Secondly, the theory-based Contribution Analysis is undertaken to increase the validity and credibility of the findings of the statistical analysis, providing an additional layer of triangulation. The study revealed that providing 21st-century digital education technology for use offline, within a blended learning environment, leads to a significant improvement in learner mathematics knowledge; conceptual understanding; positive self-perceptions; and finally, to the required intrinsic motivation to learn. Analysed data, obtained from the original study, indicates a positive correlation between learners who participated in the intervention strategy and enrolment in STEM-related courses at tertiary institutes. , Thesis (DPhil) -- Faculty of Education, School of Postgraduate education, 2024
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  • Date Issued: 2024-12

Co-generated learnings from hopes-an NRF grant funded university engagement project

  • Authors: Quvile, Xola Bulumko
  • Date: 2024-12
  • Subjects: National Research Foundation (South Africa) , Research grants -- South Africa , Education, Higher -- South Africa
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10948/68366 , vital:76990
  • Description: The study had sought to understand the systemic and individual factors that facilitated or inhibited the NRF grant-funded HOPES Project. HOPES collaborated with the Centre for the Community School in the Faculty of Education, and various communities of practice (COPs) in existing school communities in the Eastern Cape Province of South Africa. The project applied a critical participatory action research work to develop a framework for school improvement and in the process contribute to making schools beacons of hope. This research provides insights into how an NRF community engagement grant project team (HOPES) navigated external and internal factors such as COVID-19, rules regulating the grant, and multiple realities of the stakeholders at play. The study was qualitative and used the critical participatory action research design. The study purposively and conveniently sampled seven HOPES Project team members to collect data via focus groups and individual interviews and collected secondary data from NRF HOPES annual project reports. The study findings improved the participants' understanding of their journey, and the co-generated knowledge shed light on how NFR and community engagement grant funders could promote enabling conditions towards achieving individual scholars and collective project outcomes. The study findings provide learnings for the Faculty of Education and the Nelson Mandela University on how extrinsic and intrinsic enablers and barriers can be addressed to optimise a project of this nature. , Thesis (MEd) -- Faculty of Education, School of Postgraduate Education, 2024
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  • Date Issued: 2024-12

Exploring children’s understandings of gender using critical literacy in a reading club

  • Authors: Jansen, Lincoln Lee , Surname, name
  • Date: 2024-12
  • Subjects: Book clubs (Discussion groups) -- South Africa , Literacy -- Study and teaching (Elementary) , Literacy -- Study and teaching (Middle school)
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10948/68333 , vital:76976
  • Description: School literacy practices have always favoured traditional, gender stereotypical portrayals of characters in books. These portrayals are not troublesome as it helps children build a sense of identity. However, these portrayals often fail to represent people in more diverse ways and thus does not reflect how societies have progressed. These narrow portrayals are also often limiting and do not take into consideration people’s personal interests which can lead to them being ostracised and marginalised. The People’s Republic of China is the context for this study where traditional, conservative views are upheld about ways of being and doing for males and females. This is a qualitative study within the interpretivist paradigm which recognised the individual perceptions of participants within their specific sociocultural context. By establishing a reading club as a Third Space for literacy engagement, this study sought to explore how grade 2 learners at a school in Beijing, China responded to traditional and diverse portrayals of characters in books. This study regarded the establishment of a reading club as an empowering practice as it allowed a safe space for the participants to freely share their deliberations about ways of being in the world. Coupled with critical literacy as a practice, participants took a critical stance in instances of gender bias and injustices and in doing so, allowed them to accentuate their morality. Findings of this study suggest that the Chinese participants had very flexible ideas about ways of being and doing in the world as long as these did not conflict with their understandings of the law. Participants also upheld that gender performances and gendered behaviour are open to all with impunity. The findings of this study also highlight the importance of providing diverse literature to children as this helps them to deal with, and examine, issues they might not ordinarily encounter in a safe way and in doing so, expand their worldviews and cultivate empathy. , Thesis (PhD) -- Faculty of Education, School of Primary Schooling, 2024
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  • Date Issued: 2024-12

Investigating the implementation of teaching strategies used by foundation phase teachers in multilingual classrooms

  • Authors: Green, Marizanne
  • Date: 2024-12
  • Subjects: Multiculturalism -- Study and teaching , Language and languages -- Study and teaching , Education, Bilingual -- South Africa
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10948/68322 , vital:76974
  • Description: In South Africa, there are eleven official languages: English and Afrikaans and nine indigenous languages. However, the dominant language of learning and teaching in multilingual classrooms is English. Teachers are not all equipped to cater for a multilingual classroom that is conducive to learning. Hence, it is important that teaching strategies teachers used need to support learners’ access to knowledge and their language proficiency through the learning process. This qualitative case study aimed at investigating the teaching strategies used by Foundation Phase teachers in multilingual classrooms. The study was guided by an interpretivist paradigm which was helpful in providing in-depth knowledge on multilingual Foundation Phase classrooms and the teaching strategies that teachers implement. The study used a purposive sampling strategy with 4 Foundation phase teachers teaching Grades R-4. Drawing upon classroom observations and semi-structured individual interviews as the primary methods of data collection, the study explored the teaching strategies teachers use in multilingual foundation phase classrooms. A thematic data analysis was employed. Findings revealed a need for inclusive practices in FP multilingual classrooms, need to support learning using various teaching strategies, need to recognize realities in multilingual classrooms and a role that stakeholders can play in learning. Recommendations are provided for SGB’s, Curriculum designers, FP teachers and parents. , Thesis (MEd) -- Faculty of Education, School of Primary School Education, 2024
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  • Date Issued: 2024-12

Prevalence and correlates of sickness presenteeism among secondary school teachers in the Bukedi region of eastern Uganda

  • Authors: Majwala,Henry
  • Date: 2024-12
  • Subjects: Employees -- Mental health , Psychology, Industrial , Industrial psychiatry
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10948/68355 , vital:76989
  • Description: Education is regarded as one of the main cornerstones for sustainable development, especially if the majority of the global citizenry manage to achieve it at secondary school level. The efficaciousness thereof, however, almost entirely depends on the productivity and performance of teachers meant to instill various skill sets among secondary school learners. Sickness presenteeism among secondary school teachers has previously emerged and gained attention as the single most important antagonist of secondary school productivity. However, it has been reported to be increasing in magnitude as absenteeism has gradually decreased over the years. The aim of the study was to establish the prevalence and correlates of sickness presenteeism among secondary school teachers in the Bukedi region in Eastern Uganda. The study adopted a pragmatic philosophy and a sequential explanatory mixed methods design targeting 433 secondary school teachers in the Bukedi sub region of Eastern Uganda. The schools were stratified by district first and then each district was stratified by ownership. Simple random sampling was used to sample half the number of schools per stratum, simple random sampling was used to sample the teachers. Key informants such as principals and teachers were purposively sampled and engaged in key informant semi-structured interviews. Quantitative data emerging from an analysis of the questionnaires was analyzed in SPSS version 25 using the log-binomial model, while the qualitative data from the semi-structured interviews was analyzed thematically. This study disclosed that the majority (68.3%) of the teachers engaged in sickness presenteeism. Moon lighting, egocentrism and heavy workload were the significant intrapersonal correlates of sickness presenteeism, while under staffing was a prominent institutional correlate. This study confirms findings from global research that staff working in people-based service sectors are most likely to engage in sickness presenteeism. The recommendations include the following: MoES to formulate a comprehensive policy on sickness presenteeism for teachers, DEOs to make follow ups to address the prevalent sickness presenteeism among secondary school teachers, the school administration to set up a special committee dealing with teachers’ welfare regarding ill health and work, and teachers are to be educated, sensitized about the dangers associated with sickness presenteeism and how to handle it with the school administration. , Thesis (DPhil) -- Faculty of Education, School of Post Schooling, 2024
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  • Date Issued: 2024-12

Student teacher's experiences of teaching mathematics using isiXhosa in foundation phase classrooms during teaching practice

  • Authors: Bangiso, Innocentia Queen Zintle
  • Date: 2024-12
  • Subjects: Mathematics -- Study and teaching , Native language and education -- Africa , African languages -- Study and teaching
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10948/68297 , vital:76972
  • Description: In South Africa, learning in the Foundation Phase happens in a child’s home language, thus all eleven official languages, nine of them being African languages, must and are used as languages of teaching and learning in this phase. Teacher training, however, does not happen in all eleven official languages. The dominant language of training teachers across the country is English, even in classroom contexts where the language of learning and teaching may be an African language. This raises concerns about whether student teachers trained in English can translate mathematics content knowledge into an African language. This is particularly concerning given the country’s consistent underperformance in mathematics and literacy. Against this backdrop, this qualitative study aimed to explore Foundation Phase student teachers’ perspectives on their experiences of teaching mathematics using isiXhosa during teaching practice. The question that this study sought to answer was: what are student teachers’ perspectives on their experiences of teaching mathematics in isiXhosa during teaching practice? Drawing upon classroom observations and semi-structured individual interviews as the primary methods of data collection, the study explored the mediation of mathematics learning using isiXhosa, the pedagogical challenges encountered by student teachers, the strategies employed to address these challenges, and the influence of university training on their preparation. Findings reveal a significant discrepancy between the language of instruction used in university training which is English, and the language required for teaching practice which is isiXhosa. Student teachers expressed struggles in translating theoretical knowledge into practical application, leading to diminished confidence and pedagogical inefficacy. However, participants also demonstrated resilience through innovative strategies such as code-switching, visual aids, and collaborative learning approaches. The study highlights the urgent need for comprehensive language support and pedagogical training programmes to bridge the gap between theory and practice in isiXhosa-medium mathematics instruction. Recommendations are provided for educational institutions, especially the case study university, to enhance the preparation of student teachers and promote effective mathematics education in multilingual contexts. , Thesis (MEd) -- Faculty of Education, School of Primary School Education: Foundation Phase, 2024
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  • Date Issued: 2024-12

The lived experiences of final-year undergraduate diagnostic radiography students applying radiation protection measures during clinical practice

  • Authors: Campbell, Sydney Samuel
  • Date: 2024-12
  • Subjects: Radiographers , College students -- South Africa , Experiential learning
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10948/68311 , vital:76973
  • Description: Radiographers use ionising radiation to produce radiographic images and the use of ionising radiation in healthcare has both benefits and risks for patients and healthcare professionals. It is therefore important that radiographers mitigate the risks associated with ionising radiation. It is for this reason that radiation protection measures are applied to ensure the safety of patients, staff, and the public. Furthermore, radiographers are also responsible for mentoring radiography students and inculcate the use of radiation protection measures when students undergo their workplace learning. This mentoring takes place in the clinical setting with its characteristics that may or may not advance the application of radiation protection measures. The aim of this study was to investigate the lived experiences of final-year undergraduate radiography students applying radiation protection measures in the clinical setting and to propose strategies to foster the integration of radiation protection theory into clinical practice. This study was located in the interpretivist paradigm using phenomenology as a research method and theoretical framework to achieve the stated aim. The target population for this qualitative study included all registered final-year undergraduate radiography students at the local university who perform their WPL at the accredited training hospitals in the Eastern Cape Province as this cohort of students have more clinical experience than the first-, second- and third-year students. The target population comprised 28 students. Purposive sampling was employed to select the group of radiography students to interview. The study used phenomenological interviews as a data collection tool and the collected data was explicated using a self-developed method. The trustworthiness of the study was ensured by applying Guba’s model of trustworthiness that includes credibility, transferability, confirmability, dependability and authenticity and was further enhanced by reflecting on the balanced integration, openness, concreteness, and resonance of the study. This study employed an ethical framework referred to as principlism that includes the notions of autonomy, beneficence, non-maleficence and justice.Data explication was conducted using three cycles of explication. Cycle one produced interpretive profiles for each participant. The interpretive profiles revealed the life histories of each participant as well as the utterances of participants related to the three sub-questions. Cycle two produced four themes. Theme one described participants’ being with others such as radiographers, clinical supervisors, medical doctors, and patients and revealed the tension between participants’ belonging and being unwanted. Theme two characterised the clinical setting as a place where several factors flow together to provide participants with their individualised experiences. Theme two revealed the emotional distress; the learning through trial-and-error; the independent learning; learning that is coupled with humiliation as experienced by participants. The clinical space was also characterised as a place to be survived, a place where students have to be inconspicuous and understand the acceptable levels of engagement with others. It is also a place where theory and practice at times is in alignment at other times not in alignment. The clinical setting could also be a place of self-doubt and insecurity, a place of personal growth, and a place where historical events are significant. Theme three disclosed the unspoken lessons that were conveyed through the actions and behaviours of individuals in the clinical environment. Unintended lesson one is that radiation protection measures are not important. Lesson two suggest that classroom teaching about radiation protection is not valid in the clinical setting, and finally that incivility towards radiography students is acceptable. Theme four revealed the difficulties experienced by radiography students when navigating ethical dilemmas. The theme revealed radiographers’ and radiologists’ indifference towards radiation protection, the non-application of radiation protection measures, and the inconsistency and apathy towards radiation protection measures. Cycle three viewed the experiences of participants through the lens of Dasein’s disclosedness. This revealed the exclusive language used by participants, the largely negative mood and participants’ disconnection from the imaging department.Finally, the study presented new and important insights by probing the topic of radiation protection in a novel way by using phenomenology to focus on the lived experiences of final-year undergraduate students applying radiation protection measures in the clinical setting. The findings of the study also allowed for the development of Enhancement strategies that could be used by institutions of higher education to promote the integration of the theory and practice of radiation protection measures in the clinical setting. It is recommended, though, that a study that includes all South African institutions of higher learning offering radiography be conducted using phenomenology. Furthermore, the views of South African radiographers and clinical supervisors should also be elicited to corroborate the views of participants in this study. , Thesis (PhD) -- Faculty of Education, School of Secondary Education, 2024
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  • Date Issued: 2024-12

Vocational Education and the relentless struggles of TVET graduates in the Eastern Cape, South Africa: A Freirean approach

  • Authors: Majola, Ezekiel
  • Date: 2024-12
  • Subjects: Vocational education -- Eastern Cape -- South Africa , Technical education -- Eastern Cape -- South Africa , School-to-work transition -- Eastern Cape -- South Africa
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/${Handle} , vital:76985
  • Description: This study employs Paulo Freire’s framework to contribute to debates surrounding social justice and transformation in vocational education and training (TVET). By offering a critical perspective on dominant discourse and practices, it challenges prevailing trajectories of powerful knowledge and inherent assumptions and biases in TVET. Drawing on a Freirean framework, the research provides insights to develop more equitable and transformative practices by addressing power, privilege, and social inequality in TVET. Through dialogue and collaboration with students, it promotes critical consciousness and relevant skills and knowledge. Highlighting the significance of context, it underscores the need to understand the social and cultural context of learning. Demonstrating the potential of a Freirean framework to challenge the status quo, it promotes more equitable and empowering practices in TVET. The chosen methodology for this study is Participatory Action Research (PAR), integrating theory, action, and participation to address social issues. Recruiting 15 NC(V) graduates from Algoa TVET College, forming a Learning Cycle Group (LCG), the study aimed to comprehend graduates’ experiences, challenges, and opportunities. Life narrative interviews and LCG meetings generated data, ensuring every participant had a voice and strengthening group cohesion. Data were grounded in ethical values such as respect, equality, inclusion, democratic participation, active learning, making a difference, collective action, and personal integrity. Employing Paulo Freire’s theoretical framework, this study offers a novel perspective on TVET in South Africa, fostering dialogue with TVET students to challenge conventional discourses. It aimed to develop an alternative conceptualisation of TVET by incorporating student experiences and perspectives, promoting positive change through dialogue and addressing power dynamics and social justice issues. The study explores Powell’s (2014) question regarding TVET colleges’ role in expanding opportunities for students and asks: “How do TVET graduates experience life after graduation? Are they empowered and satisfied with their social status?” Sub-questions inquire about students’ expectations upon enrolling, opportunities after completing NC(V) programs, and the extent to which TVET colleges address unemployment and socio-economic injustices, aiming to inspire the development of praxis and frameworks that better serve the needs of TVET graduates and address social concerns.The study’s findings, analysed through Freire’s ideology in “We Make the Road by Walking” (1990) and “Pedagogy of Hope” (1994), reveal that the NC(V) program predominantly attracts underprivileged students and is rarely their first choice. This research highlights that the NC(V) program does not fully empower or transform students’ circumstances, instead perpetuating cycles of poverty, unemployment, and social inequality—contrary to Freire’s vision of education as a tool for liberation and societal change. The program fails to provide meaningful employment opportunities, leaving graduates often unemployed or in low-paying jobs, unable to escape poverty. This underscores the program’s inadequacies. Furthermore, insufficient support structures and practical application opportunities further diminish graduates’ employability. The study’s findings emphasise the need for systemic reforms in the NC(V) program. Embracing Freire’s principles and moving beyond traditional banking education models to more inclusive, participatory approaches is essential. This transformation is crucial for the TVET system to genuinely empower students and foster significant personal and societal change. , Thesis (PhD) -- Faculty of Education, School of Secondary School Education, 2024
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  • Date Issued: 2024-12

Translanguaging pedagogies and practice for social justice in a multilingual South African previously disadvantaged

  • Authors: Mpofu, Tarisai
  • Date: 2024-06
  • Subjects: Multilingualism
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/11131 , vital:75921
  • Description: Over the last two decades, there has been a burgeoning interest in translanguaging as both a theory and a methodology, but a few studies have looked at it as a pedagogy. This has meant that while there is near-consensus on translanguaging’s contribution to knowing, there have been few studies on how it can be implemented systematically in classrooms. This study examines how translanguaging is being practiced at one South African university and makes recommendations on how translanguaging can be implemented systematically for better impact. A mixed method approach was used, meaning that it had both qualitative and quantitative elements. Data for this study were gathered using online questionnaires completed by students and lecturers, interviews with lecturers, and observation. The results show that limited translanguaging was taking place in the classroom, despite both students and staff acknowledging its value to epistemic access. This study calls for intentional and systematic implementation of translanguaging to contribute to socially-just classroom practices. The study proposes the translanguaging matrix model for practice to assist in institutionalising translanguaging through the provision of short learning courses for staff and students on translanguaging, language learning opportunities and clear pedagogical training on when translanguaging must be used in classroom contexts. Key Words: Translanguaging, Language Policy, Social Justice, Multilingalism, Pedagogy , Thesis (D.Ed) -- Faculty of Education, 2024
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  • Date Issued: 2024-06

A community school model to reconceptualise basic school functionality for quality education in low-income South African communities

  • Authors: Malangeni, Silindile Portia
  • Date: 2024-04
  • Subjects: Education -- Economic aspects -- South Africa , Community and school , Educational sociology
  • Language: English
  • Type: Doctral theses , text
  • Identifier: http://hdl.handle.net/10948/64000 , vital:73636
  • Description: Despite efforts to improve educational outcomes, systemic issues such as poverty, social inequality, and limited resources continue to hinder providing an equitable and inclusive learning environment (Taylor, 2018). It is, therefore, unsurprising that, in recent years, the discourse surrounding education in low-income South African communities has increasingly focused on the need for innovative models that not only redefine the functionality of schools but also prioritise the delivery of quality education (Janks and McKinney, 2021). Therefore, the aims of this study were twofold: The primary aim was to explore and understand, with multi-stakeholders in education, the reconceptualisation of basic school functionality for quality education in low-income South African communities. The study's second aim was to develop a conceptual framework that can serve as a guide for promoting basic functionality and quality education in community schools and other schools operating in similar contexts that wish to implement a community school model to enhance their basic functionality for improved quality education. Through a collaborative process, the participants in this study attempted to address a significant gap in the literature, namely how these aims could be achieved in a way that would benefit communities and schools. My interest in this topic was piqued while serving as a social work intern and Manyano Network schools’ project coordinator under the Centre for the Community School (CCS) at Nelson Mandela University; hence, the focus of this thesis on whether schools would benefit in terms functionality if they partnered with their communities and other external stakeholders in the vicinity. However, communities are seldom actively involved in schools and school activities on an ongoing daily basis. To address the country's current educational challenges, stakeholders within and outside schools must work together to redefine and reassess their roles and responsibilities within community schools. This involves exploring how they can best serve these communities and schools to create opportunities for an improved future for everyone. Using the critical participatory action research (CPAR) design and methodology in this study ensured that all participants' voices were heard. Two theoretical lenses, complementary learning systems framework (CLSF) and social constructionism theory in education, were employed in the study, providing insights into the multi-faceted nature of South African community schools. Furthermore, a critical transformative philosophical paradigm and its assumptions, epistemology, ontology, and axiology, were implemented as a lens to interpret and understand the data. The iterative design of the research process ensured that the participants also engaged in a critical discourse analysis of the data that emerged, of which the trustworthiness was enhanced using dialogic and process, catalytic, rhetoric, democratic and outcome validity. The emergence of the data through this collaborative engagement was underpinned by the ethical values of mutual respect, equality, inclusion, democratic participation, active learning, making a difference, collective action, and personal integrity. Data generation occurred with the action learning set through three data generation cycles, according to the CPAR, and comprised principals, teachers, school governing body, school volunteers, parents, afterschool programme member, and a member from the CCS, using dialogues, collage-making, drawings, personal reflective journals, personal communication, and document analysis. Thematic data analysis resulted in the following co-generated themes: the key requirements for basic school functioning, multi-stakeholders' conceptualisation of what constitutes a community school, the key role players and the contextual factors in community schools that affect the achievement of basic school functioning and quality education, the successes that can be achieved in a community school, and the benefits and key strategies required for this process. The participants’ voices allowed for rich, in-depth collaboration and engagement that led to critical reflection within the study. Furthermore, through iterative processes, collaborative engagement and participation, a proposition for a community school model to reconceptualise basic school functionality was co-constructed in response to the fourth sub-question of the study. The findings of this study further reveal the building blocks of the conceptual framework, including revisiting who constitutes the stakeholder community school, foregrounding relationship building, and assessing the complexity and values of a contextually relevant community school. Moreover, the findings reveal that this process model must have structure, principles, and an inclusive methodology. This study has made valuable theoretical and methodological contributions through the participants’ voices, with the research study embedded within CPAR principles.This study is unique; I am unaware of any similar study having been conducted in a community school in South Africa. Furthermore, the collaborative approach used in the study helped ensure that its methodology could be of value to principals and other school stakeholders in addressing various complex challenges confronting community schools in these contexts. Most notably, the findings add to the theoretical body of knowledge around basic community school functionality, especially those in low-income communities. , Thesis (DPhil) -- Faculty of Education, School of Postgraduate Education, 2024
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  • Date Issued: 2024-04

A qualitative exploration of the role of LO teachers and LO subject advisors in the design and formulation of sexuality and HIV curriculum

  • Authors: Jacobs, Elfean Randall
  • Date: 2024-04
  • Subjects: HIV (Viruses) -- Study and teaching -- South Africa -- Port Elizabeth , Life skills -- Study and teaching (Secondary) -- South Africa , Curriculum planning -- South Africa
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10948/63956 , vital:73632
  • Description: This research study investigated the role of LO teachers and LO subject advisors in designing and formulating a sexuality and HIV curriculum. The Life Orientation subject aims to equip learners with the necessary skills, knowledge, values, and attitudes to live a successful and healthy life in society. Some of LO's prescribed programmes, such as the sexuality and HIV curriculum, have operated for many years in the South African school curriculum. These programmes still do not address the social illnesses that destroy the lives of young people in our communities. There is a need for the transformation of these programmes. The research was conducted in the Blue Crane region in Somerset East and the Dr Beyers Naude region in Graaff-Reinet in the Eastern Cape Province of South Africa. Qualitative data generation methods were employed, which consisted of field notes and individual interviews with six (6) LO teachers at three (3) of the identified secondary schools and two (2) LO subject advisors from the district office. The main research question for this study was: What is the role of LO teachers and LO subject advisors in the design and formulation of sexuality and HIV curriculum in the life orientation subject? What are the pedagogical contributions of LO teachers and LO subject advisors on the content of the sexuality and HIV curriculum in their schools? What do LO teachers and LO subject advisors perceive as relevant in the teaching methodology of the sexuality and HIV curriculum in the schools? What do LO teachers and LO subject advisors perceive as the relevant content for a sexuality and HIV curriculum? The data generated from the individual interviews was analysed using thematic analysis. The analysed data was further broken down into seven (7) themes and subthemes. The interpretation of the themes and subthemes are discussed in detail. To ensure whether the analysed data was accurate and correct, the researcher utilised quality criteria to measure the trustworthiness of the study as well as the credibility, dependability, transferability, and confirmability. , Thesis (D.Phil) -- Faculty of Education, School of Postgraduate education, 2024
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  • Date Issued: 2024-04

Attitude of physical sciences teachers towards the role of formal assessment of practical work: a case study in Buffalo City metropolitan district in the Eastern Cape

  • Authors: Mzinyane, Lindiwe
  • Date: 2024-04
  • Subjects: Physical sciences -- Study and teaching , Life sciences -- Study and teaching , Science -- Study and teaching -- South Africa
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10948/64016 , vital:73639
  • Description: The Curriculum and Assessment Policy Statement (CAPS) for Physical sciences in South African states that learners should carryout formal experiments Formal experiments contribute immensely to the development of laboratory skills and scientific knowledge, as well as understanding science concepts and theories. However, research shows that many teachers do not support and/or guide learners in formal experiments. The aim of this study was to explore and understand the attitude of Grade 11 Physical sciences teachers in Buffalo City Metropolitan District (BCM), in the Eastern Cape province regarding formal experiments. The TALIS framework was used to unpack teachers’ perceptions and understanding of formal experiments and related practical activities. A qualitative approach within the interpretative paradigm was employed in which an open-ended questionnaire and face to face interviews were conducted as data collection tools. The sample comprised ten participants (4 males and 6 females) of ages ranging from 20 to 54 years The data collection process involved three phases that included a pre-intervention questionnaire, an intervention workshop and post intervention face to face interview. Most of the participants 7(70%) confirmed that they did not carry out all formal experiments as prescribed in the CAPS document. The results revealed that most teachers do not understand the purpose of practical work and /or formal experiments, which is a possible explanation for the negative attitude towards the formal experiments teachers hold. The study also revealed that some participants 4(40%) did not understand the link between science pedagogy and the nature of science. It was discovered from the results that negative attitude towards formal experiments was due to lack of resources, lack of knowledge to guide learners to carry out the experiments, lack of time, and overcrowded classes. , Thesis (MEd) -- Faculty of Education, School of Postgraduate Education, 2024
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  • Date Issued: 2024-04

Facilitating language communication in English using “VFL” in English second language (ESL) primary school science classrooms

  • Authors: Kemp, Hermione
  • Date: 2024-04
  • Subjects: Science -- Study and teaching , Science -- Study and teaching -- Methodology , Communication -- Study and teaching
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10948/63985 , vital:73635
  • Description: Many classrooms across South Africa have teachers and learners who are English Second Language (ESL) speakers. As a result, teaching and learning becomes a challenge, especially in science education. Science has its own language, which has concepts, terminology, definitions and more that teachers and learners are expected to engage with. The language issues seem to weigh heavier on the learners’ scale as they are learning the Language of Learning and Teaching (LOLT), while they are learning science. Likewise, science teachers face their own challenges in that they are trying to teach the language of science while their learners are still in the process of learning the English language. Therefore, this research study addresses the issue of using language as a resource rather than seeing it as a challenge so that it can enhance the learners’ ability to engage with science concepts. In doing so, this study introduces a group of teachers to using VFL to teach science education through a Community of Practice. Through the use of qualitative methods such as questionnaires, video-recorded lessons and a focus group interview discussion, this study explores how VFL enhance the communication of ESL primary school science classrooms. The vehicles that were used in this study are drama, poetry, visual art, stories, and music. This study adds to the conversation around using the arts to teach science as well as the benefits thereof. One of the findings was that the learners were able to recall scientific content. Multilingual classrooms are the order of the day; therefore, language issues will be present. The teachers shared the same domain in this study within the COP. This space enhanced the opportunity for the teachers to create a community, where they were able to learn, share and grow from one another. Thus, this study encouraged teachers to step out of their comfort zone and to restructure how they teach science by including VFL. Therefore, VFL are a platform for teachers to see themselves as change agents. , Thesis (DPhil) -- Faculty of Education, School of Postgraduate education, 2024
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  • Date Issued: 2024-04

Learners’ understanding of their linguistic resources as a basis for learning natural sciences

  • Authors: Thorne, Rochelle Eugenia
  • Date: 2024-04
  • Subjects: Linguistic analysis (Linguistics) , Science -- Study and teaching -- Methodology , Science -- Study and teaching (Elementary)
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10948/64049 , vital:73646
  • Description: With eleven official languages, South Africa is known for its multilingual environment. Despite this, the country's educational system heavily favours English and Afrikaans. Despite the varied linguistic backgrounds of learners, English continues to be used as the Language of Learning and Teaching (LoLT), which raises questions regarding fair access to education. Within the context of South Africa's constitution and policy frameworks, particularly the Language in Education Policy (LiEP), this study aims to investigate how group work activities in a Natural Sciences classroom can give learners an opportunity to mobilise their multilingual repertoires. Three formerly Afrikaans-medium high schools in the Northern Areas of Gqeberha, were the sites for this research which focuses on Grade Nine Natural Sciences learners. Through the use of both quantitative and qualitative methods such as questionnaires, classroom observations, and focus groups, the study explores how learners make use of their language resources to navigate science instruction in English. The results contest the idea that languages are distinct entities and show that learners use language interchangeably as a learning tool, a practice known as translanguaging. Group work becomes an important space in which learners exercise agency in language selection, enabling the link of dialogical, multilingual, and cultural responses. Sociocultural theory offers insights into group work relationships and provides the theoretical foundation for understanding how learners use language to understand scientific topics. Building on Gibbons' mode continuum (2003), which maps the shifts in discourse in classroom contexts from every day talk at the “here and now” to more specialized talk, the study also explored an expanded continuum which aimed at clarifying the nuances of language and cognitive progression among learners working in collaborative groups. This study adds to the conversation about language ideologies by recognising the ideologies of inclusion, access and identity which informed learners’ thinking and attitudes to language choice in education. Thus, the study emphasises the importance of a sophisticated comprehension of multilingual repertoires in the classroom. In order to better accommodate the changing linguistic patterns of multilingual learners, the study recommends re-evaluating language policies and encouraging educators to exploit the potential of group work to develop understanding of scientific concepts. , Thesis (DPhil) -- Faculty of Education, School of Post Graduate Education, 2024
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  • Date Issued: 2024-04

Rural teachers’ experiences during covid-19 pandemic: lessons learnt to cope with future emergencies

  • Authors: Dlambewu, Amanda
  • Date: 2024-04
  • Subjects: COVID-19 (Disease) -- Social aspects -- South Africa , Rural schools -- South Africa , Teachers -- South Africa
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10948/63945 , vital:73629
  • Description: This study focused on challenges faced by rural teachers during the COVID-19 pandemic, with the intention of using the outcomes to develop a framework that could assist with coping with similar challenges in future emergencies. The study was situated in the interpretivist paradigm. A qualitative approach was employed using interviews and a focus group discussion. Bronfenbrenner’s ecological theory and the theory of rurality were used as lenses to explore and interpret the challenges that rural teachers experienced during the COVID-19 pandemic. The study's findings reveal that teachers faced the following challenges: mental health, adaptability, impact on personal life, safety, and work environment challenges. Furthermore, the study also found that teachers used the following coping mechanisms to deal with the challenges during the pandemic: adherence to rules and regulations, pastoral services, support from friends and family, collaboration, and physical activity. Finally, after applying both the theory of rurality and Bronfenbrenner's ecological theory to the findings, a framework was developed to assist in coping with future emergencies. , Thesis (MEd) -- Faculty of Education, Post Graduate Education, 2024
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  • Date Issued: 2024-04

Advantages of postgraduate research supervision and publication output at a selected University in Mthatha, Eastern Cape Province

  • Authors: Cekiso-Smith, Nontuthuzelo
  • Date: 2024-01
  • Subjects: Research Supervision
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/11090 , vital:75917
  • Description: The objective of the study was to investigate how postgraduate research supervision practices may contribute to the improvement of publication output at the selected university. Drawing from extensive literature, the significance of establishing strong supervisor-supervisee relationships was emphasised as paramount to the success of postgraduate research study. In conjunction with the theoretical framework, the research used a well-structured inductive approach, which took into account the context where the research took place, anchored by a case study as it provides tools for the researcher to study complex phenomena within the context of the study. The sample consisted of 24 participants who were purposefully selected from the selected faculty in the selected university. Data were collected through semi-structured interviews, which were conducted by the researcher in person and detailed procedures, ensuring the credibility and reliability of the study. Strict confidentiality measures were in place, ensuring participants’ anonymity and the safeguarding of their responses, fostering a trustworthy environment for honest revelations. Data were analysed and interpreted with ATLAS.ti software. Data analysis was carried out systematically, identifying themes and subthemes that answered the central research question. This rigorous analysis led to the discovery of several crucial findings. There was a notable call for academic support mechanisms like mentorship, advising and research supervision to bolster postgraduate research outputs, especially in remote universities. Financial constraints and barriers to attending research seminars and conferences emerged as significant hurdles, stressing the need for effective strategies to overcome these challenges. iii In-depth discussions revealed the criticality of fostering healthy supervisor-supervisee relationships from a development’s inception, highlighting the pivotal role of open communication. The study also identified supervisors’ need for institutional support in acquiring the necessary educational capabilities to efficiently mentor postgraduate students. Furthermore, emphasis was placed on the importance of enhancing postgraduate students’ professional writing skills for publication. However, the study did not ignore the challenges faced by research supervisors. Heavy workloads, time constraints and high expectations emerged as considerable stressors. Among the recommendations, the study called for institutional assistance in obtaining the essential educational competencies to effectively guide postgraduate students. Attention to the dire need for improved support systems, research infrastructure, incentives for supervisors and streamlined research procedures. In summation, this research underscores the significance of continuous monitoring, evaluation and engagement strategies to foster an environment conducive to advanced postgraduate research supervision and publication growth Key words: Postgraduate supervision, research publication, postgraduate students, Historically Disadvantaged University. , Thesis (D.Ed) -- Faculty of Education, 2024
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  • Date Issued: 2024-01

Implementation of the national diploma in tourism and hospitality management curriculum in two polytechnic colleges in Zimbabwe

  • Authors: Ngwenya, Khanyisani https://orcid.org/0000-0002-0543-4671
  • Date: 2024-01
  • Subjects: Hospitality industry -- Vocational guidance , Tourism -- Vocational guidance
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10353/28287 , vital:74165
  • Description: Many countries in the world consider the tourism and hospitality industry as the leading employer with huge impact on economic growth. It has significantly contributed to their national Gross Domestic Product (GDP). Several studies conducted world over affirm that tourism contributes above the global average of ten percent. In Zimbabwe, the estimated percentage has also been as high as 10percent. The Tourism and Hospitality Management (THM) program aims to equip youth with critical industry-specific skills and mitigate unemployment. Despite this, literature has revealed that certain graduates struggle to secure industry positions due to a discrepancy between acquired skills and employer expectations. Consequently, some graduates accept menial roles outside the tourism sector, while the industry itself resorts to employing unqualified personnel. The reason lies in ineffective curriculum implementation approaches characterized by a lack of appropriate pedagogical methods. Identifying and implementing effective strategies ensures that graduates possess the requisite skills and competencies demanded by the industry, making their employability much easier. This study used a qualitative approach because of its exploratory, descriptive, and contextual nature. The interpretive paradigm provided participants’ views, opinions, and thoughts on the THM curriculum implementation. The multiple case study research design allowed ample freedom to dig deeper into rich empirical data by examining contemporary trends in implementing the ND3 in THM curriculum at two polytechnic colleges. Non-probability convenience sampling was used to select the two polytechnic colleges. Purposive sampling was used to select twelve (12) students, six (6) lecturers, and two (2) ITTD inspectors. Lecturers and inspectors were interviewed. Data from students was obtained through Focus group discussions. Curriculum documents were reviewed to provide true realities of the THM curriculum implementation. Content analysis was used to analyse data. Rogan and Grayson (2003) curriculum implementation theoretical framework guided the study. The study revealed that lecturers were dissatisfied due to inappropriate pedagogical strategies. A new model to bridge the theory/ practice gap in teaching was developed. The study recommended the adoption of a new and modern teaching model and fix the recruitment process by employing qualified lecturers to teach ND3 in THM students. , Thesis (PhD) -- Faculty of Education, 2024
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  • Date Issued: 2024-01

Positioning consumer studies and intrepreneural skills acquisition in selected Eastern Cape Secondary Schools

  • Authors: Mtshatsha, Nondwe Daphne Mariana
  • Date: 2024-00
  • Subjects: Consumer studies and Entrepreneural Skilss acquisition
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/11260/11121 , vital:75920
  • Description: To be balanced, education should enhance the development of intellectual, emotional, physical, social, moral, occupational, and financial capabilities. In South Africa's secondary education system, entrepreneurship education is aimed at developing learners’ knowledge and skills for self-sustainability and economic development. The emergence of small businesses is one of the main forces behind a country’s economy and has a significant impact on economic expansion, job creation, and the country's ability to compete internationally. Using the human capital theory, this study aimed to explore how Consumer studies can enhance the acquisition of entrepreneurial knowledge and skills among learners in selected secondary schools in the Eastern Cape province, South Africa. The study is lensed within constructivism paradigm, with a qualitative research approach, case study design, and purposively sampled fourteen participants. Eight educators from eight public secondary schools (four in the Amathole Education District and four in Mnquma Education District), four principals (two from each education district) and two subject advisors (one from each education district) were sampled for the study. Data were collected through face-to-face semi-structured interviews, thematically analysed, and presented according to themes derived from the findings. The study revealed several varied views and experiences on the role of consumer studies in the enhancement of knowledge and skills in entrepreneurship. The findings revealed challenges experienced in the offering of Consumer studies, which include but are not limited to the shortage of adequately trained educators, inappropriate infrastructure, large learner numbers, minimal financial support, and a lack of instructional materials. If left unaddressed, these issues have the potential to undermine the value of Consumer studies as a vehicle for empowerment and change. Recommendations include targeted curriculum revision to streamline content, embracing learner-centred approaches, prioritising subject-oriented professional development, integrating technology for enhanced learning experiences, improving financial support and provision of relevant infrastructure. Keywords: Consumer studies, entrepreneurship, skills acquisition, secondary school. , Thesis (D.Ed) -- Faculty of Education, 2024
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  • Date Issued: 2024-00

An exploration of stakeholder perceptions of the quality of teaching and learning in higher education

  • Authors: Jackson,Linda Grace
  • Date: 2023-12
  • Subjects: Quality assurance --Education (Higher)-- South Africa , Teaching and learning – Nelson Mandela University , Quality education—South Africa
  • Language: English
  • Type: Doctoral theses , text
  • Identifier: http://hdl.handle.net/10948/62464 , vital:72757
  • Description: Quality in higher education is a complex and evolving concept that has been a subject of measurement, assurance and promotion in universities globally for the past three decades. However, its precise definition remains elusive due to its fluid nature, influenced by various contextual factors and stakeholder perspectives. This study explored the concepts of quality teaching and quality learning within the specific context of Nelson Mandela University, focusing on two critical internal stakeholder groups, lecturers and students. By maintaining a constant context, the study sought to gain a deeper understanding of how these stakeholders perceived and contributed to the overall quality of education at the institution. Defining quality in higher education (HE) is important, as it directly impacts on the evaluation processes within educational institutions. Presently, most Higher Education Institutions (HEIs) assess quality using tangible inputs and outputs, resulting in a quantifiable representation of quality. Despite this approach, realistically, the anticipated improvements in the quality of teaching and learning are not apparent, leading to concerns about graduate readiness for the demands of the workforce. This situation raises imperative questions about the quality of teaching and learning within HEIs, necessitating a response to address this issue. This study used the conceptual model Schindler et al. (2015) developed to investigate stakeholder perceptions of quality teaching and quality learning in higher education (HE). The research followed a novel perspective by uncoupling quality in HE from the prevailing neoliberal approach and considering quality in HE within social inclusion interventions (Gidley et al., 2010a) already in place in HE settings. The research methodology expanded on social inclusion theory and employed a qualitative, participative and visual approach adapted from Mmogo-method®, an indigenous method. The research design fostered active participation from the participants, who assumed the role of co-researchers. Participants constructed their answers to the research question using unstructured materials, subsequently sharing, explaining, and interpreting their viewpoints within the group setting. , Thesis (PhD) -- Faculty of Education, School of teaching and learning, 2023
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  • Date Issued: 2023-12

Strategies used by the female principals to manage learner discipline in selected primary schools in the Buffalo City Education District

  • Authors: Manyika, T
  • Date: 2023-12
  • Subjects: Women school principals , Complex organizations , School management and organization -- South Africa
  • Language: English
  • Type: Master's theses , text
  • Identifier: http://hdl.handle.net/10353/28277 , vital:74098
  • Description: School safety is regarded as one of the key drivers of quality teaching and learning. There is however evidence that schools worldwide experience violence and learner disruptive behaviours. The South African education system is amongst other areas, focusing on gender equity in leadership and management positions. Hence this paper explored the strategies used by female principals to manage learner discipline in selected primary schools in the Buffalo City Education District. The Complexity Leadership Theory underpinned the study in conjunction with the Intersectionality theory. Complexity Leadership Theory emphasises the identification and exploration of strategies and behaviour that nurture creativity, learning, and adaptability in the organisation. Data were collected from fourteen participants ranging from female principals, HOD and Vice Principals. Interpretive qualitative and descriptive case study design was used. Data were collected through the use of one-on-one semi-structured interviews, and document review was the second research instrument used in this study. Thematic analysis was used to analyse data and all ethical issues were observed. The participation of participants was voluntary, and anonymity was guaranteed. Some of the major findings were the participants’ use of their gender (female) as a resource in administering discipline, and their awareness and consciousness of the vulnerability of the school context. Parental involvement, community involvement and closed-circuit television (CCTV) camera systems aided the participants in maintaining learner discipline. Rewarding learners for good behaviour or good work habits (behaviourism) was discouraged due to its inability to intrinsically motivate learners to behave and accomplish goals. Instead, it was reported to be a form of a bribery system which teaches learners to work hard to receive something. The findings suggested that tertiary institutions introduce mandatory counselling courses to equip prospective teachers with necessary skills to effectively deal with issues of learner discipline in schools. , Thesis (MEd) -- Faculty of Education, 2023
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  • Date Issued: 2023-12
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