An empirical investigation into task aversion
- Authors: Sunshine, Megan
- Date: 2013 , 2013-07-25
- Subjects: Work aversion , Mental fatigue , Labor productivity , Employees -- Workload , Industrial hygiene
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5138 , http://hdl.handle.net/10962/d1006085 , Work aversion , Mental fatigue , Labor productivity , Employees -- Workload , Industrial hygiene
- Description: Aversion is a complex phenomenon that arises over time through performance of cognitively demanding tasks and has been associated with the mechanisms of mental fatigue and compensatory control. However, little is known about this sensation to dissociate from the task at hand and the causation thereof. It is apparent that aversion is a negative state for the operator and could result in decreased performance and productivity. Through identification of factors that contribute to aversion when performing cognitively demanding tasks, recommendations to reduce design deficits may be employed to promote worker wellbeing and further advance performance and productivity. The current study examined possible factors that may influence aversion experienced through execution of cognitive tasks. A subsequent aim of this study was to assess a possible cause of aversion. The cause of aversion was hypothesized to be related to efficiency, namely the perception of efficiency when performing tasks and actual efficiency calculated through performance of tasks in relation to the expenditure of effort. Four investigations were undertaken with a non-repeated design between investigations and a repeated design within investigations. The first investigation was an analysis of the effect that stimulus cycling had on the aversion experienced. This consisted of a proof reading task with two conditions varying in the repetitiveness of the text, therefore, allowing an analysis as to how aversion is altered by the provision of a new stimulus to the participants. Investigation two investigated the effect that task difficulty imposed on aversion experienced. This comprised of two conditions with varied difficulty that were implemented through a driving simulator tracking task with difficulty altered by the width of the driving lane. The effect of performance feedback on the aversion experienced towards a task was the focus of the third investigation. The effect on aversion experienced was assessed through a driving simulator tracking task with a condition providing feedback of performance to participants and a condition with no knowledge of performance. The final experiment evaluated the effect of task alternations on aversion. This experiment was conducted through alternations between a driving simulator tracking task and a choice reaction task. The choice reaction tasks required participants to identify critical and non-critical stimulus. Four conditions were required for this experiment and were made up of two conditions where there was provision of alternation that varied in frequencies between the two tasks (medium alternation condition and fast alternation condition) and two conditions where no alternations were instated (driving simulator task condition and choice reaction task condition). Separations between all testing conditions were three or more days apart with sixty participants distributed between the investigations. Test duration of each condition was 30 minutes. Subjective data was recorded throughout investigations for all conditions in the form of aversion, subjectively perceived efficiency and rate of perceived exertion. Objective data was collected in the form of physiological responses and performance of tasks for the analysis of objective efficiency. For factors influencing aversion analysis, no differences in aversion experienced were found for the task difficulty and performance feedback investigations. Aversion was found to be less for the changes imposed through the task cycles and task alternation investigations. This concludes that aversion is aggravated through monotonous tasks and by a change of the stimulus or the structure of the cognitive tasks provided to operators; aversion can be alleviated. The results for the cause of aversion analysis found no difference in objective efficiency over time, with a subsequent decrease in perceived efficiency associated with the increasing aversion. Inference from these findings suggest that aversion cannot be attributed to objective inefficiency of task performance, however it can further be assumed that perception of actual efficiency is inaccurate. Perception of efficiency however had a large influence on the sensation of aversion. Aversion is seen to be more of a product of time on task, however whether this is mechanism of fatigue or compensatory control is still to be determined.
- Full Text:
- Date Issued: 2013
- Authors: Sunshine, Megan
- Date: 2013 , 2013-07-25
- Subjects: Work aversion , Mental fatigue , Labor productivity , Employees -- Workload , Industrial hygiene
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5138 , http://hdl.handle.net/10962/d1006085 , Work aversion , Mental fatigue , Labor productivity , Employees -- Workload , Industrial hygiene
- Description: Aversion is a complex phenomenon that arises over time through performance of cognitively demanding tasks and has been associated with the mechanisms of mental fatigue and compensatory control. However, little is known about this sensation to dissociate from the task at hand and the causation thereof. It is apparent that aversion is a negative state for the operator and could result in decreased performance and productivity. Through identification of factors that contribute to aversion when performing cognitively demanding tasks, recommendations to reduce design deficits may be employed to promote worker wellbeing and further advance performance and productivity. The current study examined possible factors that may influence aversion experienced through execution of cognitive tasks. A subsequent aim of this study was to assess a possible cause of aversion. The cause of aversion was hypothesized to be related to efficiency, namely the perception of efficiency when performing tasks and actual efficiency calculated through performance of tasks in relation to the expenditure of effort. Four investigations were undertaken with a non-repeated design between investigations and a repeated design within investigations. The first investigation was an analysis of the effect that stimulus cycling had on the aversion experienced. This consisted of a proof reading task with two conditions varying in the repetitiveness of the text, therefore, allowing an analysis as to how aversion is altered by the provision of a new stimulus to the participants. Investigation two investigated the effect that task difficulty imposed on aversion experienced. This comprised of two conditions with varied difficulty that were implemented through a driving simulator tracking task with difficulty altered by the width of the driving lane. The effect of performance feedback on the aversion experienced towards a task was the focus of the third investigation. The effect on aversion experienced was assessed through a driving simulator tracking task with a condition providing feedback of performance to participants and a condition with no knowledge of performance. The final experiment evaluated the effect of task alternations on aversion. This experiment was conducted through alternations between a driving simulator tracking task and a choice reaction task. The choice reaction tasks required participants to identify critical and non-critical stimulus. Four conditions were required for this experiment and were made up of two conditions where there was provision of alternation that varied in frequencies between the two tasks (medium alternation condition and fast alternation condition) and two conditions where no alternations were instated (driving simulator task condition and choice reaction task condition). Separations between all testing conditions were three or more days apart with sixty participants distributed between the investigations. Test duration of each condition was 30 minutes. Subjective data was recorded throughout investigations for all conditions in the form of aversion, subjectively perceived efficiency and rate of perceived exertion. Objective data was collected in the form of physiological responses and performance of tasks for the analysis of objective efficiency. For factors influencing aversion analysis, no differences in aversion experienced were found for the task difficulty and performance feedback investigations. Aversion was found to be less for the changes imposed through the task cycles and task alternation investigations. This concludes that aversion is aggravated through monotonous tasks and by a change of the stimulus or the structure of the cognitive tasks provided to operators; aversion can be alleviated. The results for the cause of aversion analysis found no difference in objective efficiency over time, with a subsequent decrease in perceived efficiency associated with the increasing aversion. Inference from these findings suggest that aversion cannot be attributed to objective inefficiency of task performance, however it can further be assumed that perception of actual efficiency is inaccurate. Perception of efficiency however had a large influence on the sensation of aversion. Aversion is seen to be more of a product of time on task, however whether this is mechanism of fatigue or compensatory control is still to be determined.
- Full Text:
- Date Issued: 2013
An enquiry into the formative and summative assessment procedures, and perceptions thereof, of grade 10 mathematics teachers : a Namibian case study
- Authors: Marongwe, Anesu Desmond
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1385 , http://hdl.handle.net/10962/d1001513
- Description: The purpose of this study was to gain insight into observed discrepancies between continuous assessment and final examination average marks in Grade 10 Mathematics in the Oshikoto region of Namibia. The study is framed as a case study and is grounded within the interpretive paradigm. A mixed methods approach was applied, eliciting both quantitative as well as qualitative data. The study took place in two phases. In Phase 1, continuous assessment and Grade 10 final examination average marks for 62 Junior Secondary Schools for the period 2008-2010 were gathered and analyzed. Schools were characterized in terms of the relationship between their continuous assessment and final examination average marks for each of the three years. Phase 2, which was informed by Phase 1, took the form of structured interviews with a sample of three Mathematics teachers and three principals along with a focus-group interview of twelve teachers in order to investigate more deeply the perceptions of teachers and principals toward assessment policy and practice. The study shows that Grade 10 assessment practice in Namibian schools is far from ideal. Many teachers are not fully conversant with the various continuous assessment components as outlined by policy, and teachers are not confident about setting appropriate continuous assessment tasks. There is a strong perception that continuous assessment marks can easily be inflated and those teachers who gave high continuous assessment marks to their learners were generally perceived as being either incompetent or dishonest. While continuous assessment was seen as an important component of teaching and learning, it is evident that teachers and principals would welcome greater clarity, along with standardization and moderation, with respect to continuous assessment practice.
- Full Text:
- Date Issued: 2013
- Authors: Marongwe, Anesu Desmond
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1385 , http://hdl.handle.net/10962/d1001513
- Description: The purpose of this study was to gain insight into observed discrepancies between continuous assessment and final examination average marks in Grade 10 Mathematics in the Oshikoto region of Namibia. The study is framed as a case study and is grounded within the interpretive paradigm. A mixed methods approach was applied, eliciting both quantitative as well as qualitative data. The study took place in two phases. In Phase 1, continuous assessment and Grade 10 final examination average marks for 62 Junior Secondary Schools for the period 2008-2010 were gathered and analyzed. Schools were characterized in terms of the relationship between their continuous assessment and final examination average marks for each of the three years. Phase 2, which was informed by Phase 1, took the form of structured interviews with a sample of three Mathematics teachers and three principals along with a focus-group interview of twelve teachers in order to investigate more deeply the perceptions of teachers and principals toward assessment policy and practice. The study shows that Grade 10 assessment practice in Namibian schools is far from ideal. Many teachers are not fully conversant with the various continuous assessment components as outlined by policy, and teachers are not confident about setting appropriate continuous assessment tasks. There is a strong perception that continuous assessment marks can easily be inflated and those teachers who gave high continuous assessment marks to their learners were generally perceived as being either incompetent or dishonest. While continuous assessment was seen as an important component of teaching and learning, it is evident that teachers and principals would welcome greater clarity, along with standardization and moderation, with respect to continuous assessment practice.
- Full Text:
- Date Issued: 2013
An evaluation of the performance management and development system of the Eastern Cape Department of Health
- Authors: Javu, Mncedi Gladman
- Date: 2013
- Subjects: Eastern Cape (South Africa) -- Department of Health -- Management Performance -- Management Personnel management -- South Africa , Eastern Cape Health Department
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:717 , http://hdl.handle.net/10962/d1001871
- Description: This study used a quantitative approach to evaluate the application of the performance management and development system in the Eastern Cape Department of Health, from the perspective of employees. The evaluation report has three sections that are designed as interrelated but stand-alone documents. Section One is written as a report directed to the Eastern Cape Department of Health. Section Two is a review of the relevant literature that was conducted to review the existing literature related to the application of performance management and development systems, and underpinned the construction of the questionnaire. Section Three provides a description and justification of the design of the research, as well as describing the research procedure followed. Pertinent components of Sections Two and Three are extracted from these sections and included in the report in Section One. The literature review focused on the following areas: the purpose of performance management, components of the performance management process, challenges/ criticism of performance management systems, integration of performance management with other systems and the effectiveness of performance management system. The results revealed that about 74% of employees disagree that management is committed towards the successful application of the performance management system. This finding concurs with the literature. For example, De Waal and Counet (2009:367) argue that one of the problems in the application of performance management system is that the management lacks commitment to the implementation of a performance management system. Systematic sampling (Leedy and Ormrod, 2010) was used to select 120 participants in three Departmental programmes or clusters from grade levels six to 15. The researcher distributed the questionnaires to every fifth person of the population electronically using SurveyBob, which is an on line survey tool. The collected data was then analyzed using Excel software. The findings indicated that although overall employees are not satisfied with the application of the PMDS system in the Eastern Cape Department of Health, there were some successes. Nevertheless, the challenges outweighed successes of the system. The challenges that resulted in the failure of the system include poor communication, a lack of understanding of the system by the employees and a lack of knowledge with regards to the integration of PMDS with other initiatives and plans already in place. Page 4 There were positive views with enabling factors and these were work plans that are mutually agreed upon between the employee and their supervisors and are aligned to departmental strategic priorities. Constraining factors included the low levels of commitment of the management to the application of the PMDS processes, review meetings not being undertaken on a quarterly basis, and a lack of written outcome reviews. The majority of the study participants believe that the PMDS lacks fairness in its implementation. Recommendations were made on the basis of the gaps that were identified so as to improve the application of the performance management system in the Eastern Cape Department of Health. It is therefore recommended that the Department should ensure that training and development of employees on the PMDS takes place to enhance manager’s understanding of the policy. This will enable managers to understand the important role played by performance management in their day to day activities. A performance management and development system needs to be integrated with all other processes to be effective. On-going communication of the PMDS policy should be considered. Accountability of managers to the Accounting Officer and submission of quarterly reports are imperative to ensure their compliance. In conclusion, dissatisfaction outweighs satisfaction of the employees with regards to the implementation of the PMDS system.
- Full Text:
- Date Issued: 2013
- Authors: Javu, Mncedi Gladman
- Date: 2013
- Subjects: Eastern Cape (South Africa) -- Department of Health -- Management Performance -- Management Personnel management -- South Africa , Eastern Cape Health Department
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:717 , http://hdl.handle.net/10962/d1001871
- Description: This study used a quantitative approach to evaluate the application of the performance management and development system in the Eastern Cape Department of Health, from the perspective of employees. The evaluation report has three sections that are designed as interrelated but stand-alone documents. Section One is written as a report directed to the Eastern Cape Department of Health. Section Two is a review of the relevant literature that was conducted to review the existing literature related to the application of performance management and development systems, and underpinned the construction of the questionnaire. Section Three provides a description and justification of the design of the research, as well as describing the research procedure followed. Pertinent components of Sections Two and Three are extracted from these sections and included in the report in Section One. The literature review focused on the following areas: the purpose of performance management, components of the performance management process, challenges/ criticism of performance management systems, integration of performance management with other systems and the effectiveness of performance management system. The results revealed that about 74% of employees disagree that management is committed towards the successful application of the performance management system. This finding concurs with the literature. For example, De Waal and Counet (2009:367) argue that one of the problems in the application of performance management system is that the management lacks commitment to the implementation of a performance management system. Systematic sampling (Leedy and Ormrod, 2010) was used to select 120 participants in three Departmental programmes or clusters from grade levels six to 15. The researcher distributed the questionnaires to every fifth person of the population electronically using SurveyBob, which is an on line survey tool. The collected data was then analyzed using Excel software. The findings indicated that although overall employees are not satisfied with the application of the PMDS system in the Eastern Cape Department of Health, there were some successes. Nevertheless, the challenges outweighed successes of the system. The challenges that resulted in the failure of the system include poor communication, a lack of understanding of the system by the employees and a lack of knowledge with regards to the integration of PMDS with other initiatives and plans already in place. Page 4 There were positive views with enabling factors and these were work plans that are mutually agreed upon between the employee and their supervisors and are aligned to departmental strategic priorities. Constraining factors included the low levels of commitment of the management to the application of the PMDS processes, review meetings not being undertaken on a quarterly basis, and a lack of written outcome reviews. The majority of the study participants believe that the PMDS lacks fairness in its implementation. Recommendations were made on the basis of the gaps that were identified so as to improve the application of the performance management system in the Eastern Cape Department of Health. It is therefore recommended that the Department should ensure that training and development of employees on the PMDS takes place to enhance manager’s understanding of the policy. This will enable managers to understand the important role played by performance management in their day to day activities. A performance management and development system needs to be integrated with all other processes to be effective. On-going communication of the PMDS policy should be considered. Accountability of managers to the Accounting Officer and submission of quarterly reports are imperative to ensure their compliance. In conclusion, dissatisfaction outweighs satisfaction of the employees with regards to the implementation of the PMDS system.
- Full Text:
- Date Issued: 2013
An evaluation of the use of testamentary and Inter vivos trusts as estate-planning vehicles and the development of holistic estate-planning models involving the use of these trusts
- Authors: Naidoo, Loganathan
- Date: 2013
- Subjects: Commission of Inquiry into Certain Aspects of the Tax Structure of South Africa Income tax -- Law and legislation -- South Africa Taxation -- Law and legislation -- South Africa Trusts and trustees -- South Africa Trusts and trustees -- Taxations -- South Africa Estate planning -- South Africa Estates (Law) -- South Africa Administration of estates -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:904 , http://hdl.handle.net/10962/d1008100
- Description: Trusts are subject to multiple forms of legislative regulation dealing with taxation and governance. Trusts were widely used by planners as tax avoidance shelters. Tax legislation was amended to subject trusts, other than special trusts as defined, to the highest income tax rate of forty percent, in terms of section 5(2) of the Income Tax Act, 58 of 1962. The inter vivos trust is also subject to a wide range of anti-avoidance measures, including those contained in sub-sections (3) to (8) of section 7 of the Income Tax Act and Part X of the Eighth Schedule to the Act, as well as the general anti -avoidance measures in section 103. These measures impact negatively on the use of trusts for estate-planning purposes. The research objective was to evaluate the use of testamentary and inter vivos trusts for estate-planning purposes and to develop a holistic estate-planning model incorporating these planning instruments. Both the testamentary trust and the inter vivos trust were evaluated against broad principles of effective estate planning and the taxes and duties applicable to them. The research also reviewed the writings of financial planners on various techniques and models used for estate planning, as wells as case studies documented in the literature. The research developed and evaluated holistic estate-planning models incorporating testamentary trusts and inter vivos trusts, respectively. By neutralizing the effects of various taxes and duties, it was demonstrated that it is possible to develop an estate plan that satisfies most of the requirements of effective estate planning.
- Full Text:
- Date Issued: 2013
- Authors: Naidoo, Loganathan
- Date: 2013
- Subjects: Commission of Inquiry into Certain Aspects of the Tax Structure of South Africa Income tax -- Law and legislation -- South Africa Taxation -- Law and legislation -- South Africa Trusts and trustees -- South Africa Trusts and trustees -- Taxations -- South Africa Estate planning -- South Africa Estates (Law) -- South Africa Administration of estates -- South Africa
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:904 , http://hdl.handle.net/10962/d1008100
- Description: Trusts are subject to multiple forms of legislative regulation dealing with taxation and governance. Trusts were widely used by planners as tax avoidance shelters. Tax legislation was amended to subject trusts, other than special trusts as defined, to the highest income tax rate of forty percent, in terms of section 5(2) of the Income Tax Act, 58 of 1962. The inter vivos trust is also subject to a wide range of anti-avoidance measures, including those contained in sub-sections (3) to (8) of section 7 of the Income Tax Act and Part X of the Eighth Schedule to the Act, as well as the general anti -avoidance measures in section 103. These measures impact negatively on the use of trusts for estate-planning purposes. The research objective was to evaluate the use of testamentary and inter vivos trusts for estate-planning purposes and to develop a holistic estate-planning model incorporating these planning instruments. Both the testamentary trust and the inter vivos trust were evaluated against broad principles of effective estate planning and the taxes and duties applicable to them. The research also reviewed the writings of financial planners on various techniques and models used for estate planning, as wells as case studies documented in the literature. The research developed and evaluated holistic estate-planning models incorporating testamentary trusts and inter vivos trusts, respectively. By neutralizing the effects of various taxes and duties, it was demonstrated that it is possible to develop an estate plan that satisfies most of the requirements of effective estate planning.
- Full Text:
- Date Issued: 2013
An experimental and theoretical investigation of unstable Fischer chromium carbene complexes
- Authors: Makanjee, Che Azad
- Date: 2013 , 2013-03-27
- Subjects: Chromium , Organolithium compounds , Carbenes (Methylene compounds) , Organometallic chemistry , Organometallic compounds , Organochromium compounds
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4284 , http://hdl.handle.net/10962/d1002953 , Chromium , Organolithium compounds , Carbenes (Methylene compounds) , Organometallic chemistry , Organometallic compounds , Organochromium compounds
- Description: This organometallic study involves the use organostannanes and organolithiums as precursors to chromium Fischer carbene complexes. Fischer carbenes are typically electrophilic and are stabilized by a single π-donor substituent, and contain low oxidation state metals (often but not always from Group 6). They are highly reactive and can give access to a range of biologically active compounds through cyclopropanations, insertions, coupling and photochemical reactions. Synthesis and characterization of three MOM-protected α-alkoxy organostannanes was successfully carried out via a nucleophilic addition of tributylstannyllithium to suitable aldehydes, and immediate protection of the alcohol with MOM. Two N-BOC protected α-amino organostannanes were successfully synthesized and characterized via α-lithiation and tin-lithium exchange in the presence of TMEDA. Tin-lithium transmetallation of the organostannanes allowed access to the organolithiums required for the synthesis of novel Fischer carbenes. Addition of chromium hexacarbonyl to the organolithiums formed the acylpentacarbonyl chromate salt which was alkylated with Meerwein salt, resulting in the Fischer carbene and a by-product, tetrabutyltin, which proved difficult to remove. Several Fischer carbenes were synthesized and characterized, some simple and known and some novel. In silico work explored the reaction coordinate of the [2+2] cycloaddition towards the formation of β-lactams, and the photoactivation cycle that precedes this process. Computational work also showed the effect of the ligand on the stability and reactivity of the carbene. It was found that in some cases the oxygen on the ligand could negatively influence the stability of the carbene (when compared to a simple methyl carbene). A link between bond orders and back donation in Fischer carbenes was explored in an attempt to theoretically predict the stability of a range of carbenes. , Microsoft� Office Word 2007
- Full Text:
- Date Issued: 2013
- Authors: Makanjee, Che Azad
- Date: 2013 , 2013-03-27
- Subjects: Chromium , Organolithium compounds , Carbenes (Methylene compounds) , Organometallic chemistry , Organometallic compounds , Organochromium compounds
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4284 , http://hdl.handle.net/10962/d1002953 , Chromium , Organolithium compounds , Carbenes (Methylene compounds) , Organometallic chemistry , Organometallic compounds , Organochromium compounds
- Description: This organometallic study involves the use organostannanes and organolithiums as precursors to chromium Fischer carbene complexes. Fischer carbenes are typically electrophilic and are stabilized by a single π-donor substituent, and contain low oxidation state metals (often but not always from Group 6). They are highly reactive and can give access to a range of biologically active compounds through cyclopropanations, insertions, coupling and photochemical reactions. Synthesis and characterization of three MOM-protected α-alkoxy organostannanes was successfully carried out via a nucleophilic addition of tributylstannyllithium to suitable aldehydes, and immediate protection of the alcohol with MOM. Two N-BOC protected α-amino organostannanes were successfully synthesized and characterized via α-lithiation and tin-lithium exchange in the presence of TMEDA. Tin-lithium transmetallation of the organostannanes allowed access to the organolithiums required for the synthesis of novel Fischer carbenes. Addition of chromium hexacarbonyl to the organolithiums formed the acylpentacarbonyl chromate salt which was alkylated with Meerwein salt, resulting in the Fischer carbene and a by-product, tetrabutyltin, which proved difficult to remove. Several Fischer carbenes were synthesized and characterized, some simple and known and some novel. In silico work explored the reaction coordinate of the [2+2] cycloaddition towards the formation of β-lactams, and the photoactivation cycle that precedes this process. Computational work also showed the effect of the ligand on the stability and reactivity of the carbene. It was found that in some cases the oxygen on the ligand could negatively influence the stability of the carbene (when compared to a simple methyl carbene). A link between bond orders and back donation in Fischer carbenes was explored in an attempt to theoretically predict the stability of a range of carbenes. , Microsoft� Office Word 2007
- Full Text:
- Date Issued: 2013
An exploration of conditions enabling and constraining the infusion of service-learning into the curriculum at a South African research led university
- Authors: Hlengwa, Amanda Immaculate
- Date: 2013
- Subjects: Rhodes University -- Curricula -- Evaluation Service learning -- Research -- South Africa Education, Higher -- Curricula -- South Africa -- Evaluation Curriculum planning -- Research -- South Africa Experiential learning -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1888 , http://hdl.handle.net/10962/d1006036
- Description: Drawing on critical realist philosophy as a meta-theoretical framework, this study explores the conditions that enable and constrain the infusion of service-learning in university curricula. In this study, four discipline-based cases are analysed within the context of an overarching case of one South African university. The study reports on case study research into four disciplines, broadly representing the disciplinary array offered at Rhodes University, a small traditional research-intensive university in South Africa – four cases are thus embedded within a larger over-arching case. Margret Archer’s analytical dualism is used as an analytical lens for the inquiry. It offers tools for examining the conditions for the emergence of service learning and the form it takes in each case. Archer’s framework requires the artificial separation of structural, cultural and agential mechanisms for analytical purposes in order to establish the dominant factors impacting on the infusion of service-learning in curricula. An analysis of the interplay between structure, culture and agency uncovers insights into the conditions that enable or constrain the adoption of service learning as a pedagogic tool in specific disciplines. Curriculum decision-making is a central consideration in this study. Basil Bernstein’s theory of cultural transmission provides an external language of description to theorise the pedagogic choices made in specific contexts. This body of theory provides analytical tools for generating nuanced explanations of the significance of knowledge and curriculum structures as enabling and constraining mechanisms when pedagogic decisions are made. The study shows that the nature of the discipline has a significant influence on the emergence of service-learning and the form it takes in each context. Key agents draw on available structural and cultural mechanisms to either maintain the status quo or they exercise their personal properties and powers to mitigate existing conditions. The first case examines the emergence of service-learning in a ‘hard pure’ discipline where structural and cultural conditions constrain the emergence of innovative pedagogic tools. In this case a key agent draws on a confluence of personal, structural and cultural emergent properties to initiate a service-learning course at the honours level. Factors that make service-learning possible in this case include the key agent’s seniority within the institution, his status as a prolific researcher, the possibilities for application of disciplinary knowledge, and a strong institutional discourse of service to society (RU in Society) and an institutional and departmental discourse privileging academic freedom. In the second case the conditions in the ‘hard applied’ discipline are largely enabling, however the emergence of service-learning is facilitated by the interplay of the following agential, structural and cultural emergent properties: corporate agency taking advantage of the outward focus of the discipline (a region in Bernsteinian terms) and drawing on what is termed the RU in Society discourse. The third case represents a ‘soft pure’ discipline, where service-learning does not emerge within the formal curriculum, but in a largely marginalised departmental outreach programme. This discipline is inward facing and although its knowledge base draws on challenges and phenomena in society, it remains at an esoteric level accessible mainly to the discipline community. Agents in this department draw on the insular structure of the discipline, in conjunction with the strong Academic Freedom discourse to develop a form of service-learning that furthers disciplinary aims, albeit within the context of limited engagement beyond the boundaries of the discipline and the institution. In the case of the ‘soft applied’ discipline the structural and cultural conditions are largely enabling. However the emergence of service-learning in this discipline relies on the advocacy of a powerful social agent in the department with an interest in socially equitable practice; she draws on the RU in Society discourse to promote direct engagement with communities beyond the university boundaries. The study is set in a research-intensive university and it is perhaps not surprising that the service-learning courses in three of the four cases are framed by research projects. This suggests that in the context of this kind of institution it may be imperative to draw on research activities as the basis of infusing service-learning in the curriculum. The findings of this study challenge the implicit assumption in policy documents that it is possible to institute service-learning in all disciplines.
- Full Text:
- Date Issued: 2013
- Authors: Hlengwa, Amanda Immaculate
- Date: 2013
- Subjects: Rhodes University -- Curricula -- Evaluation Service learning -- Research -- South Africa Education, Higher -- Curricula -- South Africa -- Evaluation Curriculum planning -- Research -- South Africa Experiential learning -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1888 , http://hdl.handle.net/10962/d1006036
- Description: Drawing on critical realist philosophy as a meta-theoretical framework, this study explores the conditions that enable and constrain the infusion of service-learning in university curricula. In this study, four discipline-based cases are analysed within the context of an overarching case of one South African university. The study reports on case study research into four disciplines, broadly representing the disciplinary array offered at Rhodes University, a small traditional research-intensive university in South Africa – four cases are thus embedded within a larger over-arching case. Margret Archer’s analytical dualism is used as an analytical lens for the inquiry. It offers tools for examining the conditions for the emergence of service learning and the form it takes in each case. Archer’s framework requires the artificial separation of structural, cultural and agential mechanisms for analytical purposes in order to establish the dominant factors impacting on the infusion of service-learning in curricula. An analysis of the interplay between structure, culture and agency uncovers insights into the conditions that enable or constrain the adoption of service learning as a pedagogic tool in specific disciplines. Curriculum decision-making is a central consideration in this study. Basil Bernstein’s theory of cultural transmission provides an external language of description to theorise the pedagogic choices made in specific contexts. This body of theory provides analytical tools for generating nuanced explanations of the significance of knowledge and curriculum structures as enabling and constraining mechanisms when pedagogic decisions are made. The study shows that the nature of the discipline has a significant influence on the emergence of service-learning and the form it takes in each context. Key agents draw on available structural and cultural mechanisms to either maintain the status quo or they exercise their personal properties and powers to mitigate existing conditions. The first case examines the emergence of service-learning in a ‘hard pure’ discipline where structural and cultural conditions constrain the emergence of innovative pedagogic tools. In this case a key agent draws on a confluence of personal, structural and cultural emergent properties to initiate a service-learning course at the honours level. Factors that make service-learning possible in this case include the key agent’s seniority within the institution, his status as a prolific researcher, the possibilities for application of disciplinary knowledge, and a strong institutional discourse of service to society (RU in Society) and an institutional and departmental discourse privileging academic freedom. In the second case the conditions in the ‘hard applied’ discipline are largely enabling, however the emergence of service-learning is facilitated by the interplay of the following agential, structural and cultural emergent properties: corporate agency taking advantage of the outward focus of the discipline (a region in Bernsteinian terms) and drawing on what is termed the RU in Society discourse. The third case represents a ‘soft pure’ discipline, where service-learning does not emerge within the formal curriculum, but in a largely marginalised departmental outreach programme. This discipline is inward facing and although its knowledge base draws on challenges and phenomena in society, it remains at an esoteric level accessible mainly to the discipline community. Agents in this department draw on the insular structure of the discipline, in conjunction with the strong Academic Freedom discourse to develop a form of service-learning that furthers disciplinary aims, albeit within the context of limited engagement beyond the boundaries of the discipline and the institution. In the case of the ‘soft applied’ discipline the structural and cultural conditions are largely enabling. However the emergence of service-learning in this discipline relies on the advocacy of a powerful social agent in the department with an interest in socially equitable practice; she draws on the RU in Society discourse to promote direct engagement with communities beyond the university boundaries. The study is set in a research-intensive university and it is perhaps not surprising that the service-learning courses in three of the four cases are framed by research projects. This suggests that in the context of this kind of institution it may be imperative to draw on research activities as the basis of infusing service-learning in the curriculum. The findings of this study challenge the implicit assumption in policy documents that it is possible to institute service-learning in all disciplines.
- Full Text:
- Date Issued: 2013
An exploration of leadership practices: a case study in a public high school in Nigeria
- Authors: Adediji, John Oluwole
- Date: 2013
- Subjects: Educational leadership -- Nigeria -- Case studies Teacher participation in administration -- Nigeria -- Case studies School management and organization -- Nigeria -- Case studies Education, Secondary -- Nigeria
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1405 , http://hdl.handle.net/10962/d1001955
- Description: The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing contemporary approaches such as distributed leadership. The main goal of this study was to explore leadership practices in the case study school with the main focus on how different people relate to each other in the various leadership practices of the school, such as staff and briefing meetings of the school. In addition, my research questions aimed at exploring the respondents’ perceptions of leadership and factors enabling or constraining the distribution of leadership in the school. The study is located within the interpretive paradigm. As a researcher in a wheelchair studying in South Africa I needed to find alternative ways of accessing the research site and gathering data. I was able to use electronic communication for the collection of my data. I used four different tools of data collection methods namely document analysis, observation, questionnaire and stimulated recall interviews. Findings from the study indicated that there was limited evidence of contemporary leadership approaches in the case study school. The school was still operating traditional leadership, while school activities were dominated by a hierarchical chain of command. What emerged from the leadership practices of the school could be termed authorised distributed leadership which was under the command of the school principal. Data also indicated that there were some forms of restricted teacher leadership in the management and administration of the school. In addition, findings revealed that the case study school was very good at the management and administrative functions. The school was very effective and efficient in the controlling and management of both human and material resources. Lastly, findings from the case study school indicated some enabling factors to the distribution of leadership in the case study school which include a culture of respect and cordial relations among the SMT and the teachers, Prominent among constraining factors to the distribution of leadership in the case study school were: cultural orientation of the people where the case school was located, exclusionary religious practices by the principal of the school and the inhibiting role played by the Ministry of Education. Finally, based on these findings, recommendations were made both for practice and for future research.
- Full Text:
- Date Issued: 2013
- Authors: Adediji, John Oluwole
- Date: 2013
- Subjects: Educational leadership -- Nigeria -- Case studies Teacher participation in administration -- Nigeria -- Case studies School management and organization -- Nigeria -- Case studies Education, Secondary -- Nigeria
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1405 , http://hdl.handle.net/10962/d1001955
- Description: The management of Nigeria high schools are noted for administrative practices in the management of their schools; hence the term administration is commonly used in their daily operations. This fact on ‘administration’ was emphasised by the Nigerian government in the National Policy on Education (Nigeria, 1981, p. 21). Therefor as a researcher from Nigeria, my rationale for embarking on this research study was to find out to what extent a public high school in Nigeria was still operating in a hierarchical, individualistic, authoritarian style of leadership or whether it has started embracing contemporary approaches such as distributed leadership. The main goal of this study was to explore leadership practices in the case study school with the main focus on how different people relate to each other in the various leadership practices of the school, such as staff and briefing meetings of the school. In addition, my research questions aimed at exploring the respondents’ perceptions of leadership and factors enabling or constraining the distribution of leadership in the school. The study is located within the interpretive paradigm. As a researcher in a wheelchair studying in South Africa I needed to find alternative ways of accessing the research site and gathering data. I was able to use electronic communication for the collection of my data. I used four different tools of data collection methods namely document analysis, observation, questionnaire and stimulated recall interviews. Findings from the study indicated that there was limited evidence of contemporary leadership approaches in the case study school. The school was still operating traditional leadership, while school activities were dominated by a hierarchical chain of command. What emerged from the leadership practices of the school could be termed authorised distributed leadership which was under the command of the school principal. Data also indicated that there were some forms of restricted teacher leadership in the management and administration of the school. In addition, findings revealed that the case study school was very good at the management and administrative functions. The school was very effective and efficient in the controlling and management of both human and material resources. Lastly, findings from the case study school indicated some enabling factors to the distribution of leadership in the case study school which include a culture of respect and cordial relations among the SMT and the teachers, Prominent among constraining factors to the distribution of leadership in the case study school were: cultural orientation of the people where the case school was located, exclusionary religious practices by the principal of the school and the inhibiting role played by the Ministry of Education. Finally, based on these findings, recommendations were made both for practice and for future research.
- Full Text:
- Date Issued: 2013
An exploration of natural science teachers' experiences and perceptions of the National Standardised Achievement Tests : a case study
- Shaakumeni, Simson Ndadaleka
- Authors: Shaakumeni, Simson Ndadaleka
- Date: 2013
- Subjects: Achievement tests -- Education (Elementary) -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Science -- Study and teaching (Elementary) -- Namibia Science teachers -- Namibia Education, Elementary -- Standards -- Research -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1390 , http://hdl.handle.net/10962/d1001670
- Description: The primary purpose of this study was to capture Natural Science teachers’ perceptions of the national standardised achievement tests (SATs), with a view to illuminating whether or not they were able to interpret and use the SATs reports to inform their practice and for improvement purposes as envisaged in the standardised tests’ objectives. It further sought to investigate how the grade 7 Natural Science teachers were teaching the subject matter, with a view to understanding the performance of learners as illustrated in the 2010 SATs results. The study mainly used qualitative methods such as observations, interviews and document analysis. These were complemented by quantitative methods through the use of the questionnaires, which were used to capture the general perceptions and experiences of Natural Science teachers. Thirty-five questionnaires were sent out and ten responses were received. Quantitative data from the questionnaires were analysed by tabulation to ascertain the frequencies of responses regarding teachers’ perceptions and experiences of SATs, as indicated in different scales per indicator. Furthermore, data generated through video-taped lessons, analysis of learners’ written notes, interviews and open-ended questions from the questionnaires were inductively analyzed. The findings of the study revealed that teachers had positive perceptions towards the ideals of SATs. However, their use of the SATs reports in their teaching was inconclusive. The study also revealed that there were no policy imperatives on SATs, in particular, to guide their use in schools. It was also found that teachers were not teaching the syllabus competencies fully and their Natural Science content knowledge was inadequate. The principal recommendation is that teachers need to acquaint themselves sufficiently with the SATs reports to enable them to use the reports for their intended purposes. Furthermore, teachers need to engage in continuous professional development programmes to improve their Natural Science content knowledge, especially with regard to making information in the textbooks accessible to learners in terms of addressing competencies in the syllabus. Finally, there is a need for policy intervention from the Ministry of Education in Namibia so that the existing tensions between policy formulation and implementation are addressed.
- Full Text:
- Date Issued: 2013
- Authors: Shaakumeni, Simson Ndadaleka
- Date: 2013
- Subjects: Achievement tests -- Education (Elementary) -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Science -- Study and teaching (Elementary) -- Namibia Science teachers -- Namibia Education, Elementary -- Standards -- Research -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1390 , http://hdl.handle.net/10962/d1001670
- Description: The primary purpose of this study was to capture Natural Science teachers’ perceptions of the national standardised achievement tests (SATs), with a view to illuminating whether or not they were able to interpret and use the SATs reports to inform their practice and for improvement purposes as envisaged in the standardised tests’ objectives. It further sought to investigate how the grade 7 Natural Science teachers were teaching the subject matter, with a view to understanding the performance of learners as illustrated in the 2010 SATs results. The study mainly used qualitative methods such as observations, interviews and document analysis. These were complemented by quantitative methods through the use of the questionnaires, which were used to capture the general perceptions and experiences of Natural Science teachers. Thirty-five questionnaires were sent out and ten responses were received. Quantitative data from the questionnaires were analysed by tabulation to ascertain the frequencies of responses regarding teachers’ perceptions and experiences of SATs, as indicated in different scales per indicator. Furthermore, data generated through video-taped lessons, analysis of learners’ written notes, interviews and open-ended questions from the questionnaires were inductively analyzed. The findings of the study revealed that teachers had positive perceptions towards the ideals of SATs. However, their use of the SATs reports in their teaching was inconclusive. The study also revealed that there were no policy imperatives on SATs, in particular, to guide their use in schools. It was also found that teachers were not teaching the syllabus competencies fully and their Natural Science content knowledge was inadequate. The principal recommendation is that teachers need to acquaint themselves sufficiently with the SATs reports to enable them to use the reports for their intended purposes. Furthermore, teachers need to engage in continuous professional development programmes to improve their Natural Science content knowledge, especially with regard to making information in the textbooks accessible to learners in terms of addressing competencies in the syllabus. Finally, there is a need for policy intervention from the Ministry of Education in Namibia so that the existing tensions between policy formulation and implementation are addressed.
- Full Text:
- Date Issued: 2013
An exploration of strategies to enhance grade 8 learners' reading comprehension skills
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
- Authors: Matakane, Euphimia Nobuzwe
- Date: 2013
- Subjects: Reading (Secondary) -- Research Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1834 , http://hdl.handle.net/10962/d1004330
- Description: This thesis reports on an Action Research case study into the teaching of comprehension strategies to Grade 8 learners in a rural high school in the Eastern Cape, South Africa. The learners in this study, who were studying English as an additional language, experienced difficulties in comprehending English text. A series of six lessons were designed to teach comprehension strategies to improve the learners' performance in reading comprehension. The purpose of the intervention was to equip the learners with skills that would enable them to improve their reading comprehension and evaluate their effectiveness as readers. The intervention was also intended to assess my teaching, which was challenged by the need to deal with learners' poor levels of reading comprehension. The data was collected using the following research techniques: interviews, questionnaires, non-participant observation, learners' and researcher's journals, document analysis The data analysis revealed that a lack of resources to learn English; limited English language due to lack of exposure; and learners' lack of foundational knowledge from their primary schools were barriers to the successful teaching of comprehension strategies. Despite such barriers, however, this research provides evidence that teaching comprehension strategies can be effective if it is taught systematically, and applied continuously. Personally, I learnt that I had to modify my methods of teaching due to the response of learners to the lessons taught.
- Full Text:
- Date Issued: 2013
An exploration of teacher leadership : a case study in a Namibian urban primary school
- Authors: Zokka, Thomas Kayele
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Kavango -- Case studies Teacher participation in administration -- Namibia -- Kavango -- Case studies School management and organization -- Namibia -- Kavango -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1399 , http://hdl.handle.net/10962/d1001809
- Description: After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
- Full Text:
- Date Issued: 2013
- Authors: Zokka, Thomas Kayele
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Kavango -- Case studies Teacher participation in administration -- Namibia -- Kavango -- Case studies School management and organization -- Namibia -- Kavango -- Case studies Education, Elementary -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1399 , http://hdl.handle.net/10962/d1001809
- Description: After independence in 1990, Namibian schools were required by the new government to shift from a hierarchical organisational structure with authoritarian leadership to a more democratic type of leadership that offers teachers the opportunity to participate in school leadership and in decision-making processes. This shift is suggested in a number of national policies in Namibia that highlight the sharing of leadership within the organization and, in particular, the sharing of leadership with teachers. As such, teacher leadership is a manifestation of distributed leadership which emphasizes that leadership can be located in the position of the principal but can spread over many people who work in a school at various levels. While teacher leadership is well researched in developed countries, it is under researched in Namibia. Against this backdrop, the purpose of my study was to explore the concept and practice of teacher leadership as an organizational phenomenon in a case study school in the Ncuncuni circuit of the Kavango region in Namibia. It also examined the factors that enabled and inhibited the practice of teacher leadership. My study was conducted within a qualitative interpretive paradigm and it adopted a case study approach in one school. The study used the following instruments to collect data: a closed questionnaire, document analysis, observations and individual interviews. The primary participants were the principal and three teachers, while the entire school teaching staff constituted my secondary participants. Quantitative data was analysed manually using descriptive statistics while qualitative data was analysed thematically using a model of teacher leadership (Grant, 2008). The findings of my study indicated that while the concept of teacher leadership was new to all participants, they had a common sense understanding of it. Although teachers in the study understood teacher leadership in a range of different ways, the overarching idea of the whole school was that teachers lead both in and outside the classroom. My study also found that teachers in the school practiced teacher leadership across the entire four zones. These included how teacher leadership was practiced inside the classroom and how teachers worked as leaders with colleagues and learners beyond their classroom in curricular and extra-curricular activities. It also included how teachers led outside their classroom in whole school development as well as how teachers led beyond their schools in the community. Teacher leadership was strong in the first three zones and weaker in the fourth zone, which constituted an example of 'successful teacher leadership' (Harris and Muijs, 2005). There were factors that promoted teacher leadership in the case study school such as a supportive culture and ongoing professional development. Factors that constrained the practice of teacher leadership were also evident like the SMT who used its power at times to control teachers' decisions and a lack of time also emerged as a barrier that impeded teachers from taking leadership roles because they already had full teaching programmes. Even though there were some barriers to teacher leadership, a dispersed distributed leadership context prevailed at the case study school.
- Full Text:
- Date Issued: 2013
An exploration of teacher leadership: a case study in a Namibian rural primary school
- Authors: Uiseb, Gerson
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Otjozondjupa -- Case studies Education, Elementary -- Namibia -- Otjozondjupa -- Case studies School management and organization -- Namibia -- Otjozondjupa -- Case studies Educational change -- Namibia -- Case studies Education, Rural -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1394 , http://hdl.handle.net/10962/d1001715
- Description: The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.
- Full Text:
- Date Issued: 2013
- Authors: Uiseb, Gerson
- Date: 2013
- Subjects: Educational leadership -- Namibia -- Otjozondjupa -- Case studies Education, Elementary -- Namibia -- Otjozondjupa -- Case studies School management and organization -- Namibia -- Otjozondjupa -- Case studies Educational change -- Namibia -- Case studies Education, Rural -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1394 , http://hdl.handle.net/10962/d1001715
- Description: The Namibian education system has undergone a policy shift from a top-down leadership practice or head-centred leadership to a more shared form of leadership in schools. Existing policy documents call for teacher participation in school level decision-making structures and processes as teachers often are involved in other activities and have been through life experiences which equip them with leadership skills. These policies clearly stipulate that school principals cannot lead and manage the schools alone, but should involve teachers and other stakeholders in leadership activities. This study explored teacher leadership in a rural primary school in the Otjozondjupa region of Namibia. The study explored the understanding of the concept teacher leadership, the practice of teacher leadership and the enhancing factors as well as barriers to teacher leadership practice. A qualitative interpretative case study was conducted. Interviews, document analysis, focus group interviews, a questionnaire and observation were employed to produce data with regard to teacher leadership practices in the case study school. The data were analysed thematically using Grant’s (2008) model of teacher leadership. Findings revealed that the concept of teacher leadership was understood as teachers leading both within and beyond the classroom. Teacher leadership was practiced across the fours zones of teacher leadership (after Grant, 2008), but to varying degrees. It could be categorized as emergent teacher leadership (after Muijs and Harris, 2005) within a formal distributed leadership framework (MacBeath, 2005). Teacher leadership in the case study school was enhanced by collaboration among staff and involvement of teachers in school level decision-making. However, barriers to teacher leadership at the case study school included holding on to power by the principal, teachers’ negative attitudes towards teacher leadership, a lack of incentives, a lack of time due to a heavy work load and a lack of professional development.
- Full Text:
- Date Issued: 2013
An exploratory study of techniques in passive network telescope data analysis
- Authors: Cowie, Bradley
- Date: 2013
- Subjects: Web search engines Internet searching World Wide Web Malware (Computer software) Computer viruses Computer networks -- Monitoring Computer networks -- Security measures
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4573 , http://hdl.handle.net/10962/d1002038
- Description: Careful examination of the composition and concentration of malicious traffic in transit on the channels of the Internet provides network administrators with a means of understanding and predicting damaging attacks directed towards their networks. This allows for action to be taken to mitigate the effect that these attacks have on the performance of their networks and the Internet as a whole by readying network defences and providing early warning to Internet users. One approach to malicious traffic monitoring that has garnered some success in recent times, as exhibited by the study of fast spreading Internet worms, involves analysing data obtained from network telescopes. While some research has considered using measures derived from network telescope datasets to study large scale network incidents such as Code-Red, SQLSlammer and Conficker, there is very little documented discussion on the merits and weaknesses of approaches to analyzing network telescope data. This thesis is an introductory study in network telescope analysis and aims to consider the variables associated with the data received by network telescopes and how these variables may be analysed. The core research of this thesis considers both novel and previously explored analysis techniques from the fields of security metrics, baseline analysis, statistical analysis and technical analysis as applied to analysing network telescope datasets. These techniques were evaluated as approaches to recognize unusual behaviour by observing the ability of these techniques to identify notable incidents in network telescope datasets
- Full Text:
- Date Issued: 2013
- Authors: Cowie, Bradley
- Date: 2013
- Subjects: Web search engines Internet searching World Wide Web Malware (Computer software) Computer viruses Computer networks -- Monitoring Computer networks -- Security measures
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4573 , http://hdl.handle.net/10962/d1002038
- Description: Careful examination of the composition and concentration of malicious traffic in transit on the channels of the Internet provides network administrators with a means of understanding and predicting damaging attacks directed towards their networks. This allows for action to be taken to mitigate the effect that these attacks have on the performance of their networks and the Internet as a whole by readying network defences and providing early warning to Internet users. One approach to malicious traffic monitoring that has garnered some success in recent times, as exhibited by the study of fast spreading Internet worms, involves analysing data obtained from network telescopes. While some research has considered using measures derived from network telescope datasets to study large scale network incidents such as Code-Red, SQLSlammer and Conficker, there is very little documented discussion on the merits and weaknesses of approaches to analyzing network telescope data. This thesis is an introductory study in network telescope analysis and aims to consider the variables associated with the data received by network telescopes and how these variables may be analysed. The core research of this thesis considers both novel and previously explored analysis techniques from the fields of security metrics, baseline analysis, statistical analysis and technical analysis as applied to analysing network telescope datasets. These techniques were evaluated as approaches to recognize unusual behaviour by observing the ability of these techniques to identify notable incidents in network telescope datasets
- Full Text:
- Date Issued: 2013
An exploratory study of the factors that influence the retention of managers in small to medium business enterprises
- Authors: Carr, Nathan Lars Armitage
- Date: 2013
- Subjects: Employee retention -- South Africa -- Eastern Cape Small business -- South Africa -- Eastern Cape Executives -- South Africa -- Eastern Cape Human capital -- Management Personnel management -- South Africa -- Eastern Cape Organizational effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:813 , http://hdl.handle.net/10962/d1007740
- Description: Integrative Summary: Small to Medium Business Enterprises (SME's) are widely recognised as the driver of economic growth. SME's are responsible for employing large sections of the working population and, in doing so, facilitate the development of skills for many thousands of workers. Whilst SME's may differ (according to various definition criteria such as size or turnover) from other types of organisation, they share one common denominator across all organisations: their overall effectiveness depends largely on the individual and collective people that make up the organisation -their employees. In this context the central question relevant to the research is "how do SME's retain their valued employee managers?" A quantitative research method was applied in the research. Data was collected by way of a structured self-administered survey questionnaire designed from a post positivist paradigm. The survey was constricted by way of modifying and adapting previous surveys designed to investigate factors that influence staff retention, to be relevant to managers employed by SME's. The sample consisted of 35 managers employed by SME's in and around East London in the Eastern Cape, South Africa. The results of the research give rise to a number of clear indicators on the key retention factors of employee managers. Based on the research results SME's that want to have the best chance of retaining their employee managers need strong and effective leadership within the organisation, must address soft organisational factors that are conducive to an open and trusted working environment and the roles of managers must have inherent job factors that allow a sense of freedom to plan and execute tasks autonomously. Economic factors such as pay and financial benefits were identified through the research as being the least important factor when it came to manager retention. These conclusions provide SME owners and senior managers with insight into the factors that are most likely to influence their ability to retain employee managers.
- Full Text:
- Date Issued: 2013
- Authors: Carr, Nathan Lars Armitage
- Date: 2013
- Subjects: Employee retention -- South Africa -- Eastern Cape Small business -- South Africa -- Eastern Cape Executives -- South Africa -- Eastern Cape Human capital -- Management Personnel management -- South Africa -- Eastern Cape Organizational effectiveness -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:813 , http://hdl.handle.net/10962/d1007740
- Description: Integrative Summary: Small to Medium Business Enterprises (SME's) are widely recognised as the driver of economic growth. SME's are responsible for employing large sections of the working population and, in doing so, facilitate the development of skills for many thousands of workers. Whilst SME's may differ (according to various definition criteria such as size or turnover) from other types of organisation, they share one common denominator across all organisations: their overall effectiveness depends largely on the individual and collective people that make up the organisation -their employees. In this context the central question relevant to the research is "how do SME's retain their valued employee managers?" A quantitative research method was applied in the research. Data was collected by way of a structured self-administered survey questionnaire designed from a post positivist paradigm. The survey was constricted by way of modifying and adapting previous surveys designed to investigate factors that influence staff retention, to be relevant to managers employed by SME's. The sample consisted of 35 managers employed by SME's in and around East London in the Eastern Cape, South Africa. The results of the research give rise to a number of clear indicators on the key retention factors of employee managers. Based on the research results SME's that want to have the best chance of retaining their employee managers need strong and effective leadership within the organisation, must address soft organisational factors that are conducive to an open and trusted working environment and the roles of managers must have inherent job factors that allow a sense of freedom to plan and execute tasks autonomously. Economic factors such as pay and financial benefits were identified through the research as being the least important factor when it came to manager retention. These conclusions provide SME owners and senior managers with insight into the factors that are most likely to influence their ability to retain employee managers.
- Full Text:
- Date Issued: 2013
An investigation into conditions that enable or constrain sustainable paper usage at Rhodes University
- Authors: Mfenyana, Nondumiso Gloria
- Date: 2013
- Subjects: Colleges and Universities -- Environmental aspects -- South Africa Paper Waste paper -- Recycling
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:794 , http://hdl.handle.net/10962/d1004217
- Description: The interest in this study was initiated by the rapid global transition of paper usage to digital systems in teaching and learning at tertiary institutions, particularly those that are signatories to the Talloires Declaration, which include Rhodes University (RU). It was discovered that there are two earlier studies (Leslie et al. 2009; Amutenya et al. 2009) that investigated and proposed recommendations towards sustainable paper usage at Rhodes University (RU). This study then investigated the response of RU to the proposed recommendations of the above mentioned studies and evaluated the conditions that promote and constrain sustainable paper usage in teaching and learning, and the attitudes of users thereof.
- Full Text:
- Date Issued: 2013
- Authors: Mfenyana, Nondumiso Gloria
- Date: 2013
- Subjects: Colleges and Universities -- Environmental aspects -- South Africa Paper Waste paper -- Recycling
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:794 , http://hdl.handle.net/10962/d1004217
- Description: The interest in this study was initiated by the rapid global transition of paper usage to digital systems in teaching and learning at tertiary institutions, particularly those that are signatories to the Talloires Declaration, which include Rhodes University (RU). It was discovered that there are two earlier studies (Leslie et al. 2009; Amutenya et al. 2009) that investigated and proposed recommendations towards sustainable paper usage at Rhodes University (RU). This study then investigated the response of RU to the proposed recommendations of the above mentioned studies and evaluated the conditions that promote and constrain sustainable paper usage in teaching and learning, and the attitudes of users thereof.
- Full Text:
- Date Issued: 2013
An investigation into control mechanisms of driving performance : resource depletion and effort-regulation
- Authors: Louw, Tyron Linton
- Date: 2013
- Subjects: Automobile driving simulators , Automobile driving -- Psychological aspects , Automobile driving -- Physiological aspects , Traffic accidents , Traffic safety , Fatigue
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5101 , http://hdl.handle.net/10962/d1001842 , Automobile driving simulators , Automobile driving -- Psychological aspects , Automobile driving -- Physiological aspects , Traffic accidents , Traffic safety , Fatigue
- Description: Driver fatigue is a complex phenomenon that has a range of causal factors including sleeprelated and task-related factors. These manifest as different safety and performance outcomes. Extensive research has been applied to linking these factors to performance impairment. However, little research focuses on the mechanisms by which this link exists. This research project therefore focuses on the processes underlying how driving performance is controlled and maintained during the development on non-sleep-related driver fatigue. The main aim was to establish whether progressive impairment of driving control over a prolonged drive could be attributed to a depletion of attentional resources, as proposed by Resource Theory, or to a withdrawal of effort, as proposed by Effort-Regulation Theory. As a multicomponent skill, driving requires perception, cognition and motor output. The secondary aim of this research was therefore to assess whether a prolonged drive impairs stage-specific information processing. Participants (n=24) in three experimental groups performed a 90-minute simulated drive wherein they were expected to keep the bonnet of a car on a lane (tracking task). The three groups differed in terms of lane width: small, medium and large, corresponding to low, medium, and high task-demand, respectively. To assess the impacts of this task on stagespecific information processing, participants performed a set of resource specific tests before and after the prolonged drive. Each task had two difficulty variations to ensure that performance decrement was due not only to the task-characteristic, but specifically to resource depletion. The tests probing information processing were: a modified Fitts' tapping task for motor programming, a digit recall task for perception, and an object recognition reading task for cognition. Performance was measured as lateral deviation of the car. Physiological measures included heart rate frequency (HR) and various time- and frequencydomain heart rate variability (HRV) parameters, eye blink frequency and duration. The Borg CR-10 scale was used to evaluate subjective effort and fatigue during the task. Driving control declined over time and was supplemented by HR, HRV, blink frequency and duration, indicating an increase in parasympathetic activity (or a reduction in arousal). An increase in blink frequency was considered as a sign of withdrawal of attentional resources over time. Driving control declined to a greater extent in the large road width group and reflected a lower parasympathetic activity, whereas the inverse was observed for the small road width group. Resource tests reveal a non-specific impairment of information processing following the prolonged drive. However, this was accompanied by an increase in parasympathetic activity. Overall, results indicate that Effort-Regulation Theory better accounts for the impairment of driving control in prolonged driving than does Resource Theory. This suggests that the impact of fatigue is guided more by task goals and intrinsic motivation than by the manner in which the fatigue state developed. Moreover, performance impairment by effort-regulation is dependant more on time on task than on task-demand
- Full Text:
- Date Issued: 2013
- Authors: Louw, Tyron Linton
- Date: 2013
- Subjects: Automobile driving simulators , Automobile driving -- Psychological aspects , Automobile driving -- Physiological aspects , Traffic accidents , Traffic safety , Fatigue
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5101 , http://hdl.handle.net/10962/d1001842 , Automobile driving simulators , Automobile driving -- Psychological aspects , Automobile driving -- Physiological aspects , Traffic accidents , Traffic safety , Fatigue
- Description: Driver fatigue is a complex phenomenon that has a range of causal factors including sleeprelated and task-related factors. These manifest as different safety and performance outcomes. Extensive research has been applied to linking these factors to performance impairment. However, little research focuses on the mechanisms by which this link exists. This research project therefore focuses on the processes underlying how driving performance is controlled and maintained during the development on non-sleep-related driver fatigue. The main aim was to establish whether progressive impairment of driving control over a prolonged drive could be attributed to a depletion of attentional resources, as proposed by Resource Theory, or to a withdrawal of effort, as proposed by Effort-Regulation Theory. As a multicomponent skill, driving requires perception, cognition and motor output. The secondary aim of this research was therefore to assess whether a prolonged drive impairs stage-specific information processing. Participants (n=24) in three experimental groups performed a 90-minute simulated drive wherein they were expected to keep the bonnet of a car on a lane (tracking task). The three groups differed in terms of lane width: small, medium and large, corresponding to low, medium, and high task-demand, respectively. To assess the impacts of this task on stagespecific information processing, participants performed a set of resource specific tests before and after the prolonged drive. Each task had two difficulty variations to ensure that performance decrement was due not only to the task-characteristic, but specifically to resource depletion. The tests probing information processing were: a modified Fitts' tapping task for motor programming, a digit recall task for perception, and an object recognition reading task for cognition. Performance was measured as lateral deviation of the car. Physiological measures included heart rate frequency (HR) and various time- and frequencydomain heart rate variability (HRV) parameters, eye blink frequency and duration. The Borg CR-10 scale was used to evaluate subjective effort and fatigue during the task. Driving control declined over time and was supplemented by HR, HRV, blink frequency and duration, indicating an increase in parasympathetic activity (or a reduction in arousal). An increase in blink frequency was considered as a sign of withdrawal of attentional resources over time. Driving control declined to a greater extent in the large road width group and reflected a lower parasympathetic activity, whereas the inverse was observed for the small road width group. Resource tests reveal a non-specific impairment of information processing following the prolonged drive. However, this was accompanied by an increase in parasympathetic activity. Overall, results indicate that Effort-Regulation Theory better accounts for the impairment of driving control in prolonged driving than does Resource Theory. This suggests that the impact of fatigue is guided more by task goals and intrinsic motivation than by the manner in which the fatigue state developed. Moreover, performance impairment by effort-regulation is dependant more on time on task than on task-demand
- Full Text:
- Date Issued: 2013
An investigation into factors that shape secondary school female retention in two rural public schools, Alimosho Region, Lagos State, Nigeria
- Agbomeji, Ayinda Mojeed Oladele
- Authors: Agbomeji, Ayinda Mojeed Oladele
- Date: 2013
- Subjects: Dropouts -- Prevention -- Nigeria -- Alimosho Local Government Area High school dropouts -- Nigeria -- Alimosho Local Government Area Education, Secondary -- Nigeria -- Alimosho Local Government Area Sex differences in education -- Nigeria -- Alimosho Local Government Area High school girls -- Education -- Nigeria -- Alimosho Local Government Area Student aspirations -- Nigeria -- Alimosho Local Government Area Vocational interests -- Nigeria -- Alimosho Local Government Area Sex discrimination in education -- Nigeria -- Alimosho Local Government Area Vocational guidance -- Nigeria -- Alimosho Local Government Area
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1835 , http://hdl.handle.net/10962/d1004331
- Description: Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
- Full Text:
- Date Issued: 2013
- Authors: Agbomeji, Ayinda Mojeed Oladele
- Date: 2013
- Subjects: Dropouts -- Prevention -- Nigeria -- Alimosho Local Government Area High school dropouts -- Nigeria -- Alimosho Local Government Area Education, Secondary -- Nigeria -- Alimosho Local Government Area Sex differences in education -- Nigeria -- Alimosho Local Government Area High school girls -- Education -- Nigeria -- Alimosho Local Government Area Student aspirations -- Nigeria -- Alimosho Local Government Area Vocational interests -- Nigeria -- Alimosho Local Government Area Sex discrimination in education -- Nigeria -- Alimosho Local Government Area Vocational guidance -- Nigeria -- Alimosho Local Government Area
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1835 , http://hdl.handle.net/10962/d1004331
- Description: Challenges of access to education in the developing world and elsewhere appear to be widespread. Many declarations and conventions have been developed to assist countries to respond to the issue. While challenges of access are universal, Africa in general and sub-Saharan Africa in particular are presented with additional concerns about gender equality and gender parity. While learner numbers seem to be on the decline globally, dropout amongst girls is disproportionately greater than amongst boys. Even though school retention presents a challenge at all levels of the schooling system, it is more acute for girls at the secondary school level. This study was conducted to examine and understand factors that shape retention of secondary school female learners in two rural public schools in Alimosho Region of Lagos State, Nigeria. The study design was qualitative and interpretive in nature. Data collection strategies included administered questionnaires in two schools, focus group discussion with twenty female learners in two schools, case studies, individual interviews with four participants from two schools, and observation in English and Biology classes where the two teachers from the two schools participated in the interviews. Ethical clearance from Alimosho Educational Region office and the two schools was obtained before undertaking the study. Participants’ school principals also signed written consent forms before interviews. The female learners were briefed about the study interview activities and advised that their participation was voluntary and that they were free to withdraw at any point. This study drew on Sen’s (1989, 2000) capabilities theory to understand the phenomenon beyond dominant discourses on education that view education as a basic human right or that focus on economic and development gains. The key finding of this study is that in-school and out- of- school factors interact in complex ways to support female learner retention. Key among these are value placed on education by female learners and significant others, particularly parents; family support; and individual aspirations. Extra-curricular participation, government policy, role models, and peer support were also found to be important factors that mediate progression and retention.
- Full Text:
- Date Issued: 2013
An investigation into how grade 10 learners make meaning during the teaching and learning of the topic on nutrition in Life Science: a case study
- Mwiikeni, Helena Twiihaleni, Shimwafeni-Mwiikeni, Helena Twiihaleni
- Authors: Mwiikeni, Helena Twiihaleni , Shimwafeni-Mwiikeni, Helena Twiihaleni
- Date: 2013
- Subjects: Nutrition -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Environmental sciences -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Experiential learning -- Namibia -- Oshana -- Case studies Education, Secondary -- Namibia -- Oshana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1403 , http://hdl.handle.net/10962/d1001876
- Description: The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
- Full Text:
- Date Issued: 2013
- Authors: Mwiikeni, Helena Twiihaleni , Shimwafeni-Mwiikeni, Helena Twiihaleni
- Date: 2013
- Subjects: Nutrition -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Environmental sciences -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Experiential learning -- Namibia -- Oshana -- Case studies Education, Secondary -- Namibia -- Oshana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1403 , http://hdl.handle.net/10962/d1001876
- Description: The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
- Full Text:
- Date Issued: 2013
An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study
- Authors: Asino, Tomas
- Date: 2013
- Subjects: Dental caries -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Experiential learning -- Namibia -- Omusati -- Case studies Educational change -- Namibia Curriculum planning -- Namibia Education, Secondary -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1406 , http://hdl.handle.net/10962/d1001986
- Description: The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
- Full Text:
- Date Issued: 2013
- Authors: Asino, Tomas
- Date: 2013
- Subjects: Dental caries -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Experiential learning -- Namibia -- Omusati -- Case studies Educational change -- Namibia Curriculum planning -- Namibia Education, Secondary -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1406 , http://hdl.handle.net/10962/d1001986
- Description: The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
- Full Text:
- Date Issued: 2013
An investigation into how grade 9 learners make sense of the fermentation and distillation processes through exploring the indigenous practice of making the traditional alcoholic beverage called Ombike: a case study
- Uushona, Kleopas Ipinge Twegathetwa
- Authors: Uushona, Kleopas Ipinge Twegathetwa
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies High school students -- Namibia -- Omusati -- Social life and customs -- Case studies Education, Secondary -- Namibia -- Omusati Brewing -- Study and teaching -- Namibia Ovambo (African people) -- Namibia -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1396 , http://hdl.handle.net/10962/d1001757
- Description: One of the purposes of the Namibian curriculum is to ensure cultural inclusivity. That is, it recognises the inclusion of traditional cultural practices and experiences in science lessons where appropriate. Based on my experiences both as a learner and a science teacher, I have noted there is a rapid decline and loss of values in most of our cultural practices and heritages. This triggered my interests to do a study on an Oshiwambo traditional beverage known as Ombike. This study is therefore aimed at enhancing conceptual development, meaning making and understanding of concepts in fermentation and distillation. This study was conducted with my grade 9 learners at a school where I was teaching in Omusati region of Namibia. A community member who served as an expert was also a participant. She was involved more in discussions, interviews and most importantly in showing and demonstrating to the learners how Ombike is made practically. Essentially, the goal of this study was to investigate how the indigenous practice associated with the making of Ombike can be used to support meaning making of fermentation and distillation processes. This research is located within an interpretive paradigm where a qualitative case study was adopted. I consider this methodological framework appropriate in this study because it allowed me to use the following data gathering methods: brainstorming and discussion, observation, semi-structured and focus group interviews, and practical activities worksheet. Multiple methods were used for the purpose of triangulation and validation. An inductive analysis was used to discover data patterns and themes from the data. Moreover, ethical considerations were also taken seriously and all the participants gave informed consent. The findings of the study revealed that brainstorming and discussions were an appropriate strategy in eliciting learners’ prior everyday knowledge and experiences on, in particular, the making of Ombike. Furthermore, learner engagement and conceptual development were enhanced. This suggests that contextualisation of knowledge can enhance meaningful learning if it is properly planned. It was also found that practical activities in conjunction with mind maps helped learners to make meanings of scientific concepts. Based on my research findings, I therefore recommend the following three aspects: the consideration of learners` prior knowledge and experiences; contextualising knowledge through use of indigenous knowledge; and the learners’ active involvement in practical activities with an emphasis on key scientific concepts to be developed. That is, there is a need to teach for conceptual understanding.
- Full Text:
- Date Issued: 2013
- Authors: Uushona, Kleopas Ipinge Twegathetwa
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies High school students -- Namibia -- Omusati -- Social life and customs -- Case studies Education, Secondary -- Namibia -- Omusati Brewing -- Study and teaching -- Namibia Ovambo (African people) -- Namibia -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1396 , http://hdl.handle.net/10962/d1001757
- Description: One of the purposes of the Namibian curriculum is to ensure cultural inclusivity. That is, it recognises the inclusion of traditional cultural practices and experiences in science lessons where appropriate. Based on my experiences both as a learner and a science teacher, I have noted there is a rapid decline and loss of values in most of our cultural practices and heritages. This triggered my interests to do a study on an Oshiwambo traditional beverage known as Ombike. This study is therefore aimed at enhancing conceptual development, meaning making and understanding of concepts in fermentation and distillation. This study was conducted with my grade 9 learners at a school where I was teaching in Omusati region of Namibia. A community member who served as an expert was also a participant. She was involved more in discussions, interviews and most importantly in showing and demonstrating to the learners how Ombike is made practically. Essentially, the goal of this study was to investigate how the indigenous practice associated with the making of Ombike can be used to support meaning making of fermentation and distillation processes. This research is located within an interpretive paradigm where a qualitative case study was adopted. I consider this methodological framework appropriate in this study because it allowed me to use the following data gathering methods: brainstorming and discussion, observation, semi-structured and focus group interviews, and practical activities worksheet. Multiple methods were used for the purpose of triangulation and validation. An inductive analysis was used to discover data patterns and themes from the data. Moreover, ethical considerations were also taken seriously and all the participants gave informed consent. The findings of the study revealed that brainstorming and discussions were an appropriate strategy in eliciting learners’ prior everyday knowledge and experiences on, in particular, the making of Ombike. Furthermore, learner engagement and conceptual development were enhanced. This suggests that contextualisation of knowledge can enhance meaningful learning if it is properly planned. It was also found that practical activities in conjunction with mind maps helped learners to make meanings of scientific concepts. Based on my research findings, I therefore recommend the following three aspects: the consideration of learners` prior knowledge and experiences; contextualising knowledge through use of indigenous knowledge; and the learners’ active involvement in practical activities with an emphasis on key scientific concepts to be developed. That is, there is a need to teach for conceptual understanding.
- Full Text:
- Date Issued: 2013
An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study
- Authors: Kambeyo, Linus
- Date: 2013
- Subjects: Science -- Study and teaching Science -- Study and teaching -- Namibia Prior learning
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1383 , http://hdl.handle.net/10962/d1001487
- Description: This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region, Namibia. The new curriculum that has been implemented in Namibia, has posed challenges in how best to put the curriculum into practice at this school. It was this challenge that triggered my interest in doing a research study with the aim of improving my practice. Essentially, the study sought to gain insight into whether integrating learners’ prior everyday knowledge and experiences of acids and bases in conjunction with practical activities using easily accessible materials enabled or constrained meaning-making of this topic. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted with my Grade 9 class. Data were gathered using document analysis, videotaped lessons and observations by a critical friend, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with the learners. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements. Data sets were also analysed in relation to the research questions posed by this study. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with a teacher who observed the lessons and transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations, a process known as member checking. I also translated what the learners said in Oshiwambo, their home language, into English. The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences of acids and bases facilitated meaningful learning during teaching and learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. However, linking learners’ prior knowledge and experiences to conventional science (textbook science) proved to be a challenge. My recommendations are that teachers need support in their endeavors to incorporate learners’ real life experiences into their teaching and learning repertoires. Another aspect of my study that deserves further research is the role that language plays in implementing the curriculum.
- Full Text:
- Date Issued: 2013
- Authors: Kambeyo, Linus
- Date: 2013
- Subjects: Science -- Study and teaching Science -- Study and teaching -- Namibia Prior learning
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1383 , http://hdl.handle.net/10962/d1001487
- Description: This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region, Namibia. The new curriculum that has been implemented in Namibia, has posed challenges in how best to put the curriculum into practice at this school. It was this challenge that triggered my interest in doing a research study with the aim of improving my practice. Essentially, the study sought to gain insight into whether integrating learners’ prior everyday knowledge and experiences of acids and bases in conjunction with practical activities using easily accessible materials enabled or constrained meaning-making of this topic. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted with my Grade 9 class. Data were gathered using document analysis, videotaped lessons and observations by a critical friend, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with the learners. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements. Data sets were also analysed in relation to the research questions posed by this study. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with a teacher who observed the lessons and transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations, a process known as member checking. I also translated what the learners said in Oshiwambo, their home language, into English. The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences of acids and bases facilitated meaningful learning during teaching and learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. However, linking learners’ prior knowledge and experiences to conventional science (textbook science) proved to be a challenge. My recommendations are that teachers need support in their endeavors to incorporate learners’ real life experiences into their teaching and learning repertoires. Another aspect of my study that deserves further research is the role that language plays in implementing the curriculum.
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- Date Issued: 2013