An Investigation into the Management of Efficient Reading of Learners in Nelson Mandela Schools
- Nomajoko, Nothenjana Albertina
- Authors: Nomajoko, Nothenjana Albertina
- Date: 2012
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2952 , vital:43096
- Description: Reading has become centre of debate amongst teachers, principals, parents, departmental officials and the entire community of South Africa who are interested in education. Public concern over the teaching of reading has mounted in response to inflammatory statements and articles in popular media across the world. According to a statement in South African teachers’ newsletter about 35% of the children in public schools of this country were reported to have reading difficulties. Even the South African Minister for Basic Education, Angie Motshega, in her public statement on grade 12 results in 2010, mentioned reading as the major problem leading to high failure rate. Being a language teacher the researcher in this study believes every learner can read and write on completion of Foundation Phase Level in our schools and that every teacher can help learners with reading and writing difficulties. This study aims to identify the strategies that help teachers to be able to teach reading effectively and efficiently. This study will be of great value to the society at large. Teachers will benefit from this study as various teaching strategies to teach reading will be exposed. The main focus of this study was to explore the factors contributing towards efficient, effective and successful reading of learners in a well-resourced classroom and well equipped teacher. Foundation Phase is where learners acquire the most important skills for lifelong learning. The reading program is a necessity for every public school. A qualitative investigation was undertaken with the purpose to expose the strategies that help teachers in Nelson Mandela Schools (NMS). The study was undertaken in two schools that are in the reading program under the Nelson Mandela Institute (NMI) . The schools were conveniently sampled as the researcher is in one of the schools, so as to obtain easy access. The principals of the two schools and the Foundation Phase teachers were identified as the participants since the program is focusing mainly in the phase. Qualitative data were collected through questionnaires and semi-structured interviews. The outcomes pointed out that parental involvement in their children’s learning is seen as a major contributing factor in learners reading and writing efficiency. The well resourced classrooms and well equipped teachers are also contributing. , Thesis (MMED) -- Faculty of Educational Sciences, 2012
- Full Text:
- Date Issued: 2012
- Authors: Nomajoko, Nothenjana Albertina
- Date: 2012
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/2952 , vital:43096
- Description: Reading has become centre of debate amongst teachers, principals, parents, departmental officials and the entire community of South Africa who are interested in education. Public concern over the teaching of reading has mounted in response to inflammatory statements and articles in popular media across the world. According to a statement in South African teachers’ newsletter about 35% of the children in public schools of this country were reported to have reading difficulties. Even the South African Minister for Basic Education, Angie Motshega, in her public statement on grade 12 results in 2010, mentioned reading as the major problem leading to high failure rate. Being a language teacher the researcher in this study believes every learner can read and write on completion of Foundation Phase Level in our schools and that every teacher can help learners with reading and writing difficulties. This study aims to identify the strategies that help teachers to be able to teach reading effectively and efficiently. This study will be of great value to the society at large. Teachers will benefit from this study as various teaching strategies to teach reading will be exposed. The main focus of this study was to explore the factors contributing towards efficient, effective and successful reading of learners in a well-resourced classroom and well equipped teacher. Foundation Phase is where learners acquire the most important skills for lifelong learning. The reading program is a necessity for every public school. A qualitative investigation was undertaken with the purpose to expose the strategies that help teachers in Nelson Mandela Schools (NMS). The study was undertaken in two schools that are in the reading program under the Nelson Mandela Institute (NMI) . The schools were conveniently sampled as the researcher is in one of the schools, so as to obtain easy access. The principals of the two schools and the Foundation Phase teachers were identified as the participants since the program is focusing mainly in the phase. Qualitative data were collected through questionnaires and semi-structured interviews. The outcomes pointed out that parental involvement in their children’s learning is seen as a major contributing factor in learners reading and writing efficiency. The well resourced classrooms and well equipped teachers are also contributing. , Thesis (MMED) -- Faculty of Educational Sciences, 2012
- Full Text:
- Date Issued: 2012
An investigation into the nature of relationships among SGB components: A case study of a rural school in Libode Mega District in the Eastern Cape Province of South Africa
- Authors: Mnakaniso, Mlamli Hendrick
- Date: 2012
- Subjects: School government board -- Rural schools , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18468 , http://hdl.handle.net/11260/d1009471
- Description: The government established school Governing Bodies through the South African Schools ACTS NO 84 OF 1996. The aim of this Act was to inter alia ensure greater parental involvement in school management. The good relationship between the school and the community at large is important for the growth and development of a child. It was for that reason that the national department of education introduced a three legged body called SGB, which is composed of Parents, Teachers and Learners to govern the schools. In this study the researcher investigated the nature of relationship among the SGB components in rural schools. A case study was conducted at rural senior secondary school in the Libode Mega District‟. The purpose of this study was to investigate the relationship among SGB components that are parents, teachers and learners in research school. This study would help in creating an understanding of the importance of good relationship among SGB components. The one broad research question was: What is the nature of relationships among the SGB components (parents, learners, and teachers) of the research school towards attainment of school goals? This was a case study using interviews, documents such as SGB minutes, notices of SGB meetings as an instrument for research. The sample represented all parents, learners and teachers who were SGB members in the research school. For purposes of validation the questionnaire was piloted to different schools with a similar situation to the research school. The data gathered were analysed qualitatively and findings and recommendations formed the most vital component of the dissertation. Findings were as follows: The SGB of the research school knew about their roles and responsibilities. SGB meetings were Organized and run properly. There were good Relationships among SGB components. Management of school finances was good and transparent. There were standing meetings for reporting to constituency.
- Full Text:
- Date Issued: 2012
- Authors: Mnakaniso, Mlamli Hendrick
- Date: 2012
- Subjects: School government board -- Rural schools , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18468 , http://hdl.handle.net/11260/d1009471
- Description: The government established school Governing Bodies through the South African Schools ACTS NO 84 OF 1996. The aim of this Act was to inter alia ensure greater parental involvement in school management. The good relationship between the school and the community at large is important for the growth and development of a child. It was for that reason that the national department of education introduced a three legged body called SGB, which is composed of Parents, Teachers and Learners to govern the schools. In this study the researcher investigated the nature of relationship among the SGB components in rural schools. A case study was conducted at rural senior secondary school in the Libode Mega District‟. The purpose of this study was to investigate the relationship among SGB components that are parents, teachers and learners in research school. This study would help in creating an understanding of the importance of good relationship among SGB components. The one broad research question was: What is the nature of relationships among the SGB components (parents, learners, and teachers) of the research school towards attainment of school goals? This was a case study using interviews, documents such as SGB minutes, notices of SGB meetings as an instrument for research. The sample represented all parents, learners and teachers who were SGB members in the research school. For purposes of validation the questionnaire was piloted to different schools with a similar situation to the research school. The data gathered were analysed qualitatively and findings and recommendations formed the most vital component of the dissertation. Findings were as follows: The SGB of the research school knew about their roles and responsibilities. SGB meetings were Organized and run properly. There were good Relationships among SGB components. Management of school finances was good and transparent. There were standing meetings for reporting to constituency.
- Full Text:
- Date Issued: 2012
Assessment of the implementation of workplace HIV/AIDS programmes in the public and private sectors of Mount Fletcher in the Eastern Cape Province, Republic of South Africa
- Ndhlovu-Nomatshila, Zanele Benedict
- Authors: Ndhlovu-Nomatshila, Zanele Benedict
- Date: 2012
- Subjects: HIV/AIDS awareness South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Sw
- Identifier: vital:18480 , http://hdl.handle.net/11260/d1011521
- Description: Workplaces are required by law to provide HIV and AIDS workplace programmes to educate and prevent the spread of HIV, and stigmatisation and discrimination against workers infected or affected by HIV and AIDS. This study was a descriptive cross-sectional study conducted in the public and private sector at Mt Fletcher in the Eastern Cape Province. It aimed at assessing the availability and implementation of HIV and AIDS workplace programmes at Mt Fletcher. The study’s objectives were: to assess knowledge of HIV and AIDS among employees; to determine the availability of HIV and AIDS psychosocial programmes; to assess the employees’ knowledge on HIV and AIDS workplace guidelines that prevent stigma and discrimination. This was a quantitative study. A self-administered questionnaire was used to collect data. A total of 81 respondents from both public and private sectors participated in the study. Stratified random sampling was used to select participating workplaces. Simple random sampling was used to select respondents. The findings indicated that both public and private sector workplaces have HIV and AIDS programmes. However, all private sector workplaces at Mt Fletcher had no onsite clinic as required, but use the local public HIV and AIDS clinics. However, 24% of public and 23% of private sector employees had no knowledge of the existence of the HIV and AIDS programmes at their workplaces. About 13% of public and 10% of private sector employees indicated that stigmatisation and discrimination against people living with HIV and AIDS was a problem in the workplace. They also indicated that they would not disclose their HIV status to their employers because they were afraid of losing their jobs. The lack of disclosure further disadvantages workers living with HIV as they do not get the support they deserve from their employers. Furthermore, lack of support, stigma and discrimination have an impact on the performance and productivity of the infected and affected employees and therefore affecting the expected output of their workplaces.
- Full Text:
- Date Issued: 2012
- Authors: Ndhlovu-Nomatshila, Zanele Benedict
- Date: 2012
- Subjects: HIV/AIDS awareness South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Sw
- Identifier: vital:18480 , http://hdl.handle.net/11260/d1011521
- Description: Workplaces are required by law to provide HIV and AIDS workplace programmes to educate and prevent the spread of HIV, and stigmatisation and discrimination against workers infected or affected by HIV and AIDS. This study was a descriptive cross-sectional study conducted in the public and private sector at Mt Fletcher in the Eastern Cape Province. It aimed at assessing the availability and implementation of HIV and AIDS workplace programmes at Mt Fletcher. The study’s objectives were: to assess knowledge of HIV and AIDS among employees; to determine the availability of HIV and AIDS psychosocial programmes; to assess the employees’ knowledge on HIV and AIDS workplace guidelines that prevent stigma and discrimination. This was a quantitative study. A self-administered questionnaire was used to collect data. A total of 81 respondents from both public and private sectors participated in the study. Stratified random sampling was used to select participating workplaces. Simple random sampling was used to select respondents. The findings indicated that both public and private sector workplaces have HIV and AIDS programmes. However, all private sector workplaces at Mt Fletcher had no onsite clinic as required, but use the local public HIV and AIDS clinics. However, 24% of public and 23% of private sector employees had no knowledge of the existence of the HIV and AIDS programmes at their workplaces. About 13% of public and 10% of private sector employees indicated that stigmatisation and discrimination against people living with HIV and AIDS was a problem in the workplace. They also indicated that they would not disclose their HIV status to their employers because they were afraid of losing their jobs. The lack of disclosure further disadvantages workers living with HIV as they do not get the support they deserve from their employers. Furthermore, lack of support, stigma and discrimination have an impact on the performance and productivity of the infected and affected employees and therefore affecting the expected output of their workplaces.
- Full Text:
- Date Issued: 2012
Causes and effects of teachers' job satisfaction or dissatisfaction and their impact on leaner performance: a case study of two schools in the Ngqeleni Area of the Libode Mega-District, Eastern Cape Province of South Africa
- Authors: Dukwana, Mzamo Jeffrey
- Date: 2012
- Subjects: Teachers -- Job satisfaction -- Teaching and learning , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18433 , http://hdl.handle.net/11260/d1007159
- Description: The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher used the video/sound/audio recorder as the research instrument to collect data. To analyze data, the researcher transcribed the recorded interview responses, presented the responses without editing them, interpreted the responses and themes. The findings were derived from the themes. The main findings of the study revealed that there was low morale and job dissatisfaction among teachers. The study`s finding of “low morale and job dissatisfaction among teachers” could be regarded as the reference of the general situation ('picture') of the relationship between teachers` job dissatisfaction and learner performance in the schools of the Libode Mega Education District. The findings have also revealed that there is a proportional relationship between teachers` job satisfaction and learner performance, i.e. the more satisfied teachers are with their jobs the more likely they perform better on their tasks, this results in good leaner performance, while low the levels of job satisfaction among teachers result in poor learner performance. The study recommends that the website- based, electronic information systems should be developed by the National Department of Education in order to grant teachers, or any school stakeholder, absolute anonymity to log or report complaints, dissatisfaction, suggestions, disapproval, appraisals and opinions on matters that concern the education system in South Africa. The study recommends that pupil-teacher ratio policy, and policies on working conditions in schools should be constantly reviewed. The introduction of change- management workshops for teachers to adapt to innovations in the education curriculum is also recommended.
- Full Text:
- Date Issued: 2012
- Authors: Dukwana, Mzamo Jeffrey
- Date: 2012
- Subjects: Teachers -- Job satisfaction -- Teaching and learning , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18433 , http://hdl.handle.net/11260/d1007159
- Description: The study investigated the relationship between teachers' job satisfaction-or dissatisfaction-and learner performance in two schools (one Junior Secondary School and one Senior Secondary School) in the Libode Mega-district, Eastern Cape Province, South Africa. The study is qualitative in nature; the interview was used as the method of collecting data. Six School Management Team (SMT) members and ten teachers were purposively selected from the two schools in the Libode Mega-district. The researcher administered the interview and interviewed the selected SMT members and teachers. The researcher used the video/sound/audio recorder as the research instrument to collect data. To analyze data, the researcher transcribed the recorded interview responses, presented the responses without editing them, interpreted the responses and themes. The findings were derived from the themes. The main findings of the study revealed that there was low morale and job dissatisfaction among teachers. The study`s finding of “low morale and job dissatisfaction among teachers” could be regarded as the reference of the general situation ('picture') of the relationship between teachers` job dissatisfaction and learner performance in the schools of the Libode Mega Education District. The findings have also revealed that there is a proportional relationship between teachers` job satisfaction and learner performance, i.e. the more satisfied teachers are with their jobs the more likely they perform better on their tasks, this results in good leaner performance, while low the levels of job satisfaction among teachers result in poor learner performance. The study recommends that the website- based, electronic information systems should be developed by the National Department of Education in order to grant teachers, or any school stakeholder, absolute anonymity to log or report complaints, dissatisfaction, suggestions, disapproval, appraisals and opinions on matters that concern the education system in South Africa. The study recommends that pupil-teacher ratio policy, and policies on working conditions in schools should be constantly reviewed. The introduction of change- management workshops for teachers to adapt to innovations in the education curriculum is also recommended.
- Full Text:
- Date Issued: 2012
Challenges faced by female secondary school principals in the Qumbu Education District of the Eastern Cape Province of South Africa
- Authors: Sobekwa, Jonguxolo
- Date: 2012
- Subjects: School principals -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18453 , http://hdl.handle.net/11260/d1007759
- Description: The purpose of this study was to investigate and explore the challenges faced by female secondary school principals when discharging their duties. This study was done because it was not a normal practice before 1994 to have a female person as the head of a learning institution. This was specifically linked to the implementation of equity as enshrined and entrenched in the constitution no.108, of 1996 of the Republic of South Africa. It is almost 18 years since the proclamation of equity in the constitution; it was therefore of great importance to evaluate the ground covered in terms of implementation of this equity. The equity mentioned in Chapter 2, section 9 of the constitution resulted in the formulation of the Employment Equity Act no.55 of 1998 as amended. The implementation of the Employment Equity Act no.55 of 1998 was expected to have an impact on the way the female school secondary principals were received by the community. Currently all departments are compelled to employ women in managerial positions and this receives opposition in some sectors of the population. This study was conducted in Qumbu education district in the Eastern Cape Province of South Africa. It focused on secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 46 participants through the use of a questionnaire. 32 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. The findings of the study revealed several challenges confronting female secondary school principals both in the workplace and at home. In the workplace, on one hand, female principals are faced with insubordination from male educators; poor parental involvement and cultural stereotypes; and on the other hand, at home, they were confronted by minimal support from their partners/ spouses. In the light of the findings, the researcher recommended that the Department of Basic Education organize capacity-building workshops to develop leadership skills; replacement strategies for ageing principals; women‟s conferences to advocate women‟s rights; and programmes for female principals and their husbands, called Men As Partners (MAP). The study succeeded in portraying a picture of what is presently taking place in secondary schools that are headed by female principals. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the non-accessibility of schools in deep rural areas, the return rate of completed questionnaires; and the obtaining of permission to undertake the study.
- Full Text:
- Date Issued: 2012
- Authors: Sobekwa, Jonguxolo
- Date: 2012
- Subjects: School principals -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18453 , http://hdl.handle.net/11260/d1007759
- Description: The purpose of this study was to investigate and explore the challenges faced by female secondary school principals when discharging their duties. This study was done because it was not a normal practice before 1994 to have a female person as the head of a learning institution. This was specifically linked to the implementation of equity as enshrined and entrenched in the constitution no.108, of 1996 of the Republic of South Africa. It is almost 18 years since the proclamation of equity in the constitution; it was therefore of great importance to evaluate the ground covered in terms of implementation of this equity. The equity mentioned in Chapter 2, section 9 of the constitution resulted in the formulation of the Employment Equity Act no.55 of 1998 as amended. The implementation of the Employment Equity Act no.55 of 1998 was expected to have an impact on the way the female school secondary principals were received by the community. Currently all departments are compelled to employ women in managerial positions and this receives opposition in some sectors of the population. This study was conducted in Qumbu education district in the Eastern Cape Province of South Africa. It focused on secondary school principals. The study used a quantitative research design to elicit data from the respondents. Data were collected from 46 participants through the use of a questionnaire. 32 questionnaires were returned and the data were processed. The Statistical Package for Social Sciences (SPSS) was used in the analysis of the data. The findings of the study revealed several challenges confronting female secondary school principals both in the workplace and at home. In the workplace, on one hand, female principals are faced with insubordination from male educators; poor parental involvement and cultural stereotypes; and on the other hand, at home, they were confronted by minimal support from their partners/ spouses. In the light of the findings, the researcher recommended that the Department of Basic Education organize capacity-building workshops to develop leadership skills; replacement strategies for ageing principals; women‟s conferences to advocate women‟s rights; and programmes for female principals and their husbands, called Men As Partners (MAP). The study succeeded in portraying a picture of what is presently taking place in secondary schools that are headed by female principals. Some of the limitations encountered by the researcher during the study included the reluctance of the participants to take part in the research, the non-accessibility of schools in deep rural areas, the return rate of completed questionnaires; and the obtaining of permission to undertake the study.
- Full Text:
- Date Issued: 2012
Challenges faced by high school managers in dealing with pregnant learners in their schools: a case study of selected high schools in the Idutywa district, Eastern Cape Region
- Authors: Tyumre, Nocawe
- Date: 2012
- Subjects: School principals -- Pregnant teenagers -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18448 , http://hdl.handle.net/11260/d1007300
- Description: The purpose of the study was to investigate the challenges faced by high school managers in dealing with pregnant learners in their schools and also ways of dealing with such challenges in selected Senior Secondary Schools in the Idutywa Education District (IED) in the Eastern Cape Province. The study mainly focused on rural schools. Qualitative research method was used and a Case Study design was used to conduct the study. The sample constituted of 16 high School Management Team (SMT) members from the four chosen high schools. An interview schedule designed by the researcher was used to gather data. The collected data were analysed using codes, segments, categories and themes. The researcher interpreted the data and the findings of the study showed that pregnancy changed the behaviour of female learners as a result, School Management Teams (SMT) found it difficult to deal with pregnant learner behaviours in terms of punishing them or expelling them due to South African Schools Act (1996). The study showed that, the School Management Teams in the four selected high schools felt that there should be parental involvement in schools when dealing with learner behaviours. The study showed that pregnant learners dropout of school before they completed their matriculation and they returned anytime after giving birth and SMT had no choice but to accept them even if they returned in the middle of the year. The study further showed that teachers had to assist pregnant learners by organizing catch up programmes so that they produce good results at the end of the year. According to the findings of the study it was clear that pregnancy really affected school policies in terms of learner discipline, learner absenteeism, school dropout and learner overall results. The researcher recommended that, the Department of Education should formulate a policy on pregnant learners that will not allow pregnant learners to attend school while being pregnant in order to assist School Management Teams in schools. The formulated policy should allow School Management Teams to expel pregnant learners in school.
- Full Text:
- Date Issued: 2012
- Authors: Tyumre, Nocawe
- Date: 2012
- Subjects: School principals -- Pregnant teenagers -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18448 , http://hdl.handle.net/11260/d1007300
- Description: The purpose of the study was to investigate the challenges faced by high school managers in dealing with pregnant learners in their schools and also ways of dealing with such challenges in selected Senior Secondary Schools in the Idutywa Education District (IED) in the Eastern Cape Province. The study mainly focused on rural schools. Qualitative research method was used and a Case Study design was used to conduct the study. The sample constituted of 16 high School Management Team (SMT) members from the four chosen high schools. An interview schedule designed by the researcher was used to gather data. The collected data were analysed using codes, segments, categories and themes. The researcher interpreted the data and the findings of the study showed that pregnancy changed the behaviour of female learners as a result, School Management Teams (SMT) found it difficult to deal with pregnant learner behaviours in terms of punishing them or expelling them due to South African Schools Act (1996). The study showed that, the School Management Teams in the four selected high schools felt that there should be parental involvement in schools when dealing with learner behaviours. The study showed that pregnant learners dropout of school before they completed their matriculation and they returned anytime after giving birth and SMT had no choice but to accept them even if they returned in the middle of the year. The study further showed that teachers had to assist pregnant learners by organizing catch up programmes so that they produce good results at the end of the year. According to the findings of the study it was clear that pregnancy really affected school policies in terms of learner discipline, learner absenteeism, school dropout and learner overall results. The researcher recommended that, the Department of Education should formulate a policy on pregnant learners that will not allow pregnant learners to attend school while being pregnant in order to assist School Management Teams in schools. The formulated policy should allow School Management Teams to expel pregnant learners in school.
- Full Text:
- Date Issued: 2012
Experiences of women leaders as school principals in rural secondary schools of Butterworth
- Authors: Mxunyelwa, Mzukisi
- Date: 2012
- Subjects: Women school principals -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18459 , http://hdl.handle.net/11260/d1008209
- Description: The purpose of this study is to identify why and how the females are marginalized in senior positions. This qualitative case study explores the experiences of women leaders as school principals in Rural Secondary Schools of Butterworth District. It was undertaken in two conveniently selected Rural Secondary Schools of Butterworth that are led by female principals. The data was collected through the use of interviews. This data was collected directly from the female principals. The findings of this study clearly identified that gender has more effectively worked against the women’s success as leaders. Females start to encounter a challenge from even being shortlisted for the senior positions and that becomes worse in being appointed as leaders. Even those few women appointed as leaders are being undermined by fellow colleagues as well as communities around them. It was recommended that in order to improve women representation in educational leadership, great efforts must be made in addressing a number of issues. A significant step would be to disseminate law on gender equality widely written throughout the country to raise public awareness about gender issues. Women should be encouraged and supported to participate in leadership. Also women should be prepared by being offered leadership preparation and leadership programmes so that they feel more self-confident and function effectively once appointed.
- Full Text:
- Date Issued: 2012
- Authors: Mxunyelwa, Mzukisi
- Date: 2012
- Subjects: Women school principals -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18459 , http://hdl.handle.net/11260/d1008209
- Description: The purpose of this study is to identify why and how the females are marginalized in senior positions. This qualitative case study explores the experiences of women leaders as school principals in Rural Secondary Schools of Butterworth District. It was undertaken in two conveniently selected Rural Secondary Schools of Butterworth that are led by female principals. The data was collected through the use of interviews. This data was collected directly from the female principals. The findings of this study clearly identified that gender has more effectively worked against the women’s success as leaders. Females start to encounter a challenge from even being shortlisted for the senior positions and that becomes worse in being appointed as leaders. Even those few women appointed as leaders are being undermined by fellow colleagues as well as communities around them. It was recommended that in order to improve women representation in educational leadership, great efforts must be made in addressing a number of issues. A significant step would be to disseminate law on gender equality widely written throughout the country to raise public awareness about gender issues. Women should be encouraged and supported to participate in leadership. Also women should be prepared by being offered leadership preparation and leadership programmes so that they feel more self-confident and function effectively once appointed.
- Full Text:
- Date Issued: 2012
Factors contributing to high dropout rate in two selected Junior Secondary Schools in the Mqanduli Area of the Eastern Cape, South Africa
- Authors: Mandi, Sisiwe
- Date: 2012
- Subjects: High school dropout -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18443 , http://hdl.handle.net/11260/d1007269
- Description: This research sought to investigate into factors contributing to high dropout rate amongst grade 9 learners in Mqanduli district. Though access to basic education in South Africa has increased substantially over the last few years, dropout rate in the schools continues to rise up in many rural schools especially Mqanduli district schools. The consequence of dropout as a matter of fact has a profound effect on the individual, family, community and economy. It is common knowledge that high dropout rate reduces the pool of qualified people from diverse backgrounds. In our rural schools most specially Mqanduli district, the concern of the researcher was to find out in Mqanduli schools the factors that contribute to high drop-out rate amongst Grade 9 learners and how they can be minimized if not eradicated. The study approach was qualitative, using the case study technique. The case study technique was used for the in-depth investigation of the factors contributing to high learner dropout. In this study, the target population was two school management team (SMT) per school and one head of department (HoD) and a principal in each of the selected schools in the Mqanduli district junior schools. Samples of the two schools were conveniently selected from the population of schools in the Mqanduli district research data gathering. The main research instrument was face to face semi-structured interview schedule. The face to face semi-structured individual interview was used with the participants due to its flexibility, this was done with the help of a voice recorder and field notes. The data analysis procedure for this study took two forms: first, transcribing the interviews, reviewing and identifying and coding the recurring themes within the data for each of the participants. The second part was to identify common themes and areas of variations among the participants. For ethical consideration, permission was sought from the Walter Sisulu University ethical clearance committee, the district office and principals of the selected schools and all participants. Finding1 Learner dropout rate: The research findings show that learners‟ dropout rate was due to poor socio-economic background, poor school nfrastructure, personal reasons, and teacher/learner relationship. The average percentage of learner dropout within five years is 13% in both schools. With in five year period, thus from 2006 to 2010 in school A total of 254 learners were admitted. At the end of year period, 222 learners were promoted to the next grade, The total number of dropouts in school A was 32. In school B 279 learners were admitted. At the end of the year period, 243 learners were promoted to the next grade. In school B the total number of dropouts was 36.
- Full Text:
- Date Issued: 2012
- Authors: Mandi, Sisiwe
- Date: 2012
- Subjects: High school dropout -- Education (Secondary) , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18443 , http://hdl.handle.net/11260/d1007269
- Description: This research sought to investigate into factors contributing to high dropout rate amongst grade 9 learners in Mqanduli district. Though access to basic education in South Africa has increased substantially over the last few years, dropout rate in the schools continues to rise up in many rural schools especially Mqanduli district schools. The consequence of dropout as a matter of fact has a profound effect on the individual, family, community and economy. It is common knowledge that high dropout rate reduces the pool of qualified people from diverse backgrounds. In our rural schools most specially Mqanduli district, the concern of the researcher was to find out in Mqanduli schools the factors that contribute to high drop-out rate amongst Grade 9 learners and how they can be minimized if not eradicated. The study approach was qualitative, using the case study technique. The case study technique was used for the in-depth investigation of the factors contributing to high learner dropout. In this study, the target population was two school management team (SMT) per school and one head of department (HoD) and a principal in each of the selected schools in the Mqanduli district junior schools. Samples of the two schools were conveniently selected from the population of schools in the Mqanduli district research data gathering. The main research instrument was face to face semi-structured interview schedule. The face to face semi-structured individual interview was used with the participants due to its flexibility, this was done with the help of a voice recorder and field notes. The data analysis procedure for this study took two forms: first, transcribing the interviews, reviewing and identifying and coding the recurring themes within the data for each of the participants. The second part was to identify common themes and areas of variations among the participants. For ethical consideration, permission was sought from the Walter Sisulu University ethical clearance committee, the district office and principals of the selected schools and all participants. Finding1 Learner dropout rate: The research findings show that learners‟ dropout rate was due to poor socio-economic background, poor school nfrastructure, personal reasons, and teacher/learner relationship. The average percentage of learner dropout within five years is 13% in both schools. With in five year period, thus from 2006 to 2010 in school A total of 254 learners were admitted. At the end of year period, 222 learners were promoted to the next grade, The total number of dropouts in school A was 32. In school B 279 learners were admitted. At the end of the year period, 243 learners were promoted to the next grade. In school B the total number of dropouts was 36.
- Full Text:
- Date Issued: 2012
Foundation phase teachers’ knowledge, attitudes and practices towards inclusive classroom management: a case study of Mthatha district, Eastern Cape, South Africa
- Authors: Bello, Aishatu Haruna
- Date: 2012
- Subjects: Classroom management -- Teachers -- Inclusive education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18439 , http://hdl.handle.net/11260/d1007198
- Description: This study was carried out in the Mthatha district of the Eastern Cape with the aim of assessing the respondents’ knowledge, attitudes and practices in successful inclusive classroom management at the Foundation Phase in their respective schools. The study adopted a mixed-method approach in which data was collected from secondary and primary sources. Secondary data were collected from literature sources and existing schools’ documents while primary data were collected from the respondents drawn from nine schools in Mthatha area (coded A to I for anonymity) using questionnaire, interview guides and focus group discussions checklists. The nine schools were purposively sampled based on schools with Foundation Phase Programme, while 15 respondents were randomly sampled from among the Foundation Phase teachers in the nine schools for this study. The data collected were subjected to various analytical techniques such as descriptive statistics, frequencies and cross tabulations as well as graphical representations using SPSS to be able to identify and list the main findings from the study. Results from the study based on 75% questionnaire response rate revealed that the respondents had high (79%) self-rating of inclusive education content knowledge despite the fact that they actually had low (over 80%) with poor or fair content knowledge on the knowledge scale. The respondents demonstrated a high degree (over 80%) of positive attitudes and good practices and management approach toward inclusive education despite the fact that they had low inclusive education content knowledge. Over 80% of the respondents revealed that their schools are not ready for inclusive classroom teaching and management due to lack of infrastructure, equipment, training, teacher support and teacher-special assistant. The results from the quantitative data were triangulated and validated by the findings from the qualitative in-depth interviews and focus group discussions which reinforced each other. The findings presented were limited to the respondents in the nine schools used in the study area. This study thus concludes that, a huge gap still exists between the desired level of the state of inclusive education and outcomes as expected from the White Paper 6 2001 in 2012. The study thus recommends the ample need for the departments of education as a matter of urgency, to emphasise the inclusion of inclusive education contents in the training and re-training of educators at the basic education phase. Furthermore, all schools should be provided with adequate infrastructural support in terms of equipment and classroom-friendly environment for learners with special needs.
- Full Text:
- Date Issued: 2012
- Authors: Bello, Aishatu Haruna
- Date: 2012
- Subjects: Classroom management -- Teachers -- Inclusive education
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18439 , http://hdl.handle.net/11260/d1007198
- Description: This study was carried out in the Mthatha district of the Eastern Cape with the aim of assessing the respondents’ knowledge, attitudes and practices in successful inclusive classroom management at the Foundation Phase in their respective schools. The study adopted a mixed-method approach in which data was collected from secondary and primary sources. Secondary data were collected from literature sources and existing schools’ documents while primary data were collected from the respondents drawn from nine schools in Mthatha area (coded A to I for anonymity) using questionnaire, interview guides and focus group discussions checklists. The nine schools were purposively sampled based on schools with Foundation Phase Programme, while 15 respondents were randomly sampled from among the Foundation Phase teachers in the nine schools for this study. The data collected were subjected to various analytical techniques such as descriptive statistics, frequencies and cross tabulations as well as graphical representations using SPSS to be able to identify and list the main findings from the study. Results from the study based on 75% questionnaire response rate revealed that the respondents had high (79%) self-rating of inclusive education content knowledge despite the fact that they actually had low (over 80%) with poor or fair content knowledge on the knowledge scale. The respondents demonstrated a high degree (over 80%) of positive attitudes and good practices and management approach toward inclusive education despite the fact that they had low inclusive education content knowledge. Over 80% of the respondents revealed that their schools are not ready for inclusive classroom teaching and management due to lack of infrastructure, equipment, training, teacher support and teacher-special assistant. The results from the quantitative data were triangulated and validated by the findings from the qualitative in-depth interviews and focus group discussions which reinforced each other. The findings presented were limited to the respondents in the nine schools used in the study area. This study thus concludes that, a huge gap still exists between the desired level of the state of inclusive education and outcomes as expected from the White Paper 6 2001 in 2012. The study thus recommends the ample need for the departments of education as a matter of urgency, to emphasise the inclusion of inclusive education contents in the training and re-training of educators at the basic education phase. Furthermore, all schools should be provided with adequate infrastructural support in terms of equipment and classroom-friendly environment for learners with special needs.
- Full Text:
- Date Issued: 2012
Implications of financial poverty on schooling and management in the Centane Unit
- Authors: Mvenene Nongcwalisa
- Date: 2012
- Subjects: Poverty -- Economical aspects -- Schooling and management
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18467 , http://hdl.handle.net/11260/d1009454
- Description: This study sought to find out the implications of poverty on schooling and management in the Centane Educational Unit. Centane Educational Unit is part of the Mnquma Local Municipality. The other Educational units that constitute the Mnquma are Butterworth and Ngqamakhwe. The Mnquma is one of the 7 local municipalities that form Amathole District Municipality. The other areMbhashe, Amahlathi, Great Kei, Ngqushwa, Nkonkobe and Nxuba. Quantitative and qualitative and research designs were used. Questionnaires and interviews were used to collect data from the principals, the school governing bodies parent members, educators and learners of 5 selected section 20 junior secondary schools. Participants were selected using a random sampling technique. The sample was made up of 5 principals, 20 SGB parent members (4 from each school), 10 educators (2 from each school) and 10 learners (2 from each school). Learners were selected from the senior phase. The total number of the sample was 45. The researcher analysed the data collected by means of Statistical Package for Social Sciences. The findings were that poverty- whether absolute or relative- had an adverse impact on schooling and management in the Centane Educational Unit. Its impact relates to parents’ inability to meet financial school requirements. This impact ranges from learners’ poor attendance to school, learners’ lack of concentration on studies, poor participation on extra-mural activities and parents’ failure to pay for school needs. On the basis of the negative effects of poverty on schooling and management recommendations were made in order to conscientise stakeholders on how best they could push back the frontiers of poverty and obviate its detrimental effects on our education system. The researcher encountered such limitations as the geographical location of schools which are scattered and far apart, working responsibilities and pressures, bad and impassable roads, financial commitments, negative attitudes of certain educators, principals and parent components of the School Governing Bodies (SGB) and officials of the Department of Education towards the researcher’s aims of undertaking this study. However, the researcher managed to work with the interviewees as she tried to address these challenges through interactions with her informants.
- Full Text:
- Date Issued: 2012
- Authors: Mvenene Nongcwalisa
- Date: 2012
- Subjects: Poverty -- Economical aspects -- Schooling and management
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18467 , http://hdl.handle.net/11260/d1009454
- Description: This study sought to find out the implications of poverty on schooling and management in the Centane Educational Unit. Centane Educational Unit is part of the Mnquma Local Municipality. The other Educational units that constitute the Mnquma are Butterworth and Ngqamakhwe. The Mnquma is one of the 7 local municipalities that form Amathole District Municipality. The other areMbhashe, Amahlathi, Great Kei, Ngqushwa, Nkonkobe and Nxuba. Quantitative and qualitative and research designs were used. Questionnaires and interviews were used to collect data from the principals, the school governing bodies parent members, educators and learners of 5 selected section 20 junior secondary schools. Participants were selected using a random sampling technique. The sample was made up of 5 principals, 20 SGB parent members (4 from each school), 10 educators (2 from each school) and 10 learners (2 from each school). Learners were selected from the senior phase. The total number of the sample was 45. The researcher analysed the data collected by means of Statistical Package for Social Sciences. The findings were that poverty- whether absolute or relative- had an adverse impact on schooling and management in the Centane Educational Unit. Its impact relates to parents’ inability to meet financial school requirements. This impact ranges from learners’ poor attendance to school, learners’ lack of concentration on studies, poor participation on extra-mural activities and parents’ failure to pay for school needs. On the basis of the negative effects of poverty on schooling and management recommendations were made in order to conscientise stakeholders on how best they could push back the frontiers of poverty and obviate its detrimental effects on our education system. The researcher encountered such limitations as the geographical location of schools which are scattered and far apart, working responsibilities and pressures, bad and impassable roads, financial commitments, negative attitudes of certain educators, principals and parent components of the School Governing Bodies (SGB) and officials of the Department of Education towards the researcher’s aims of undertaking this study. However, the researcher managed to work with the interviewees as she tried to address these challenges through interactions with her informants.
- Full Text:
- Date Issued: 2012
Investigating factors that contribute to the disengagement of non-custodial fathers after divorce in the King Sabatha Dalindyebo Local Municipality in the Eastern Cape Province of Republic of South Africa
- Authors: Nyikana, Kwezi Jerome
- Date: 2012
- Subjects: Desertion and non-support , Divorce -- Psychological aspects , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Sw
- Identifier: vital:18481 , http://hdl.handle.net/11260/d1015519
- Description: This study is premised on the plight of custodial women, who sometimes complain about lack of financial support and the physical absence or disengagement of non-custodial fathers in the lives of their children after divorce. A notable number of non-custodial fathers in the KSD Municipal area have been identified through this study to be disengaging themselves physically from the lives of their children after divorce. The research analysis point to a number of compelling factors for post-divorce paternal disengagement.The research study is an exploratory study in which a mixed method of both qualitative and quantitative research design have been utilised. The researcher was interested in using qualifying words and the use of statistical analysis to describe the father disengagement phenomenon. The hypothesis for this study is: psychological, social and structural factors contribute to the disengagement of non-custodial fathers after divorce. The researcher drew up a sample which Bailey (1982) defines as a subset or portion of the total population. The researcher selected respondents according to the purposive sample which Rubin and Babbie (1993:259) defines as a type of non-probability sampling method in which the researcher uses his own judgement in the selection of respondents. In sampling, 30 respondents who are non-custodial parents were selected to participate in the study. Disengaged non-custodial father was the unit of analysis.The data was collected by means of administering questionnaires and voice recordings. The researcher also utilized in-depth interviews as stated by Boyce and Neale (2006) as being useful when you want detailed information about a person’s thoughts and behaviours, or when the researcher wants to explore new ideas in-depth. The latter approach is most appropriate in qualitative data collection. However, data was analysed both qualitatively and quantitatively.The findings of the study have in many ways answered questions the researcher has been curious about. The ex-wives’ feelings, in-laws, lack of residence, lack of communication between the divorced parents, remarriages, a child or children’s refusal to meet his/her father after divorce have been cited by the respondents as mitigating factors to non-custodial father disengagement. The psychological state of the divorced parties, that of anger, depression, overwhelmed by parenting alone or anxiety or distraught emotional state all form psychological factors. The latter factors were found not to be properly managed well and have often resulted in post-divorce father disengagement. The emotional pain by the non-custodial fathers of not seeing their children for a long time even demonstrates that structural challenges are also contributing factors to post-divorce father disengagement.In the light of the above findings the researcher would recommended mandatory counseling for parenting after divorce, expansion of the family advocate office, provision of a national program for divorced men, creating positive pictures of fatherhood through the media, incorporation of fatherhood or parenthood into the curriculum in our institutions of higher learning and mobilization of men at all levels to take position actions in remedying the experience of divorce.
- Full Text:
- Date Issued: 2012
- Authors: Nyikana, Kwezi Jerome
- Date: 2012
- Subjects: Desertion and non-support , Divorce -- Psychological aspects , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Sw
- Identifier: vital:18481 , http://hdl.handle.net/11260/d1015519
- Description: This study is premised on the plight of custodial women, who sometimes complain about lack of financial support and the physical absence or disengagement of non-custodial fathers in the lives of their children after divorce. A notable number of non-custodial fathers in the KSD Municipal area have been identified through this study to be disengaging themselves physically from the lives of their children after divorce. The research analysis point to a number of compelling factors for post-divorce paternal disengagement.The research study is an exploratory study in which a mixed method of both qualitative and quantitative research design have been utilised. The researcher was interested in using qualifying words and the use of statistical analysis to describe the father disengagement phenomenon. The hypothesis for this study is: psychological, social and structural factors contribute to the disengagement of non-custodial fathers after divorce. The researcher drew up a sample which Bailey (1982) defines as a subset or portion of the total population. The researcher selected respondents according to the purposive sample which Rubin and Babbie (1993:259) defines as a type of non-probability sampling method in which the researcher uses his own judgement in the selection of respondents. In sampling, 30 respondents who are non-custodial parents were selected to participate in the study. Disengaged non-custodial father was the unit of analysis.The data was collected by means of administering questionnaires and voice recordings. The researcher also utilized in-depth interviews as stated by Boyce and Neale (2006) as being useful when you want detailed information about a person’s thoughts and behaviours, or when the researcher wants to explore new ideas in-depth. The latter approach is most appropriate in qualitative data collection. However, data was analysed both qualitatively and quantitatively.The findings of the study have in many ways answered questions the researcher has been curious about. The ex-wives’ feelings, in-laws, lack of residence, lack of communication between the divorced parents, remarriages, a child or children’s refusal to meet his/her father after divorce have been cited by the respondents as mitigating factors to non-custodial father disengagement. The psychological state of the divorced parties, that of anger, depression, overwhelmed by parenting alone or anxiety or distraught emotional state all form psychological factors. The latter factors were found not to be properly managed well and have often resulted in post-divorce father disengagement. The emotional pain by the non-custodial fathers of not seeing their children for a long time even demonstrates that structural challenges are also contributing factors to post-divorce father disengagement.In the light of the above findings the researcher would recommended mandatory counseling for parenting after divorce, expansion of the family advocate office, provision of a national program for divorced men, creating positive pictures of fatherhood through the media, incorporation of fatherhood or parenthood into the curriculum in our institutions of higher learning and mobilization of men at all levels to take position actions in remedying the experience of divorce.
- Full Text:
- Date Issued: 2012
Investigating the challenges faced by educators in implementing arts and culture in the RNCS in Libode schools
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2012
- Subjects: Arts and culture -- Teachers -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18460 , http://hdl.handle.net/11260/d1008211
- Description: The dawning of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of other learning areas in the school curriculum especially in South African rural schools. One of the learning areas that were neglected was Arts and Culture mostly in the rural schools. There is, however, overwhelming evidence that the inclusion of Arts and Culture learning area in the school curriculum lacks proper planning and preparation. Educators responsible for this learning area, therefore, experience enormous challenges in the implementation of Arts and Culture, especially in rural schools. This study endeavoured to investigate the prevailing challenges faced by educators in the implementation of Arts and Culture in the rural schools of the Libode Mega-District in the Eastern Cape Province of South Africa. The investigation of these challenges was conducted through the exploration of this main research question: What challenges do educators face in implementing Arts and Culture as a learning area in the new curriculum? Other subsidiary questions were also derived from the above main research question. Ten schools from the population of schools in the Libode Mega-District were randomly sampled from which participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were done on the day I collected the questionnaires on all participants. Data collected through the use of questionnaires was analysed using the Statistical Package for Social Science (SPSS). Data collected through interviews was first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between domains. Challenges faced by educators, as per the findings of this study, were; inadequate teacher training, lack of infrastructure, lack of adequate support from other stakeholders and lack of teaching and learning material relating, mostly, to the practical side of this learning area.
- Full Text:
- Date Issued: 2012
- Authors: Nobanda, Vusumzi Zwelandile
- Date: 2012
- Subjects: Arts and culture -- Teachers -- Rural schools
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18460 , http://hdl.handle.net/11260/d1008211
- Description: The dawning of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of other learning areas in the school curriculum especially in South African rural schools. One of the learning areas that were neglected was Arts and Culture mostly in the rural schools. There is, however, overwhelming evidence that the inclusion of Arts and Culture learning area in the school curriculum lacks proper planning and preparation. Educators responsible for this learning area, therefore, experience enormous challenges in the implementation of Arts and Culture, especially in rural schools. This study endeavoured to investigate the prevailing challenges faced by educators in the implementation of Arts and Culture in the rural schools of the Libode Mega-District in the Eastern Cape Province of South Africa. The investigation of these challenges was conducted through the exploration of this main research question: What challenges do educators face in implementing Arts and Culture as a learning area in the new curriculum? Other subsidiary questions were also derived from the above main research question. Ten schools from the population of schools in the Libode Mega-District were randomly sampled from which participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were done on the day I collected the questionnaires on all participants. Data collected through the use of questionnaires was analysed using the Statistical Package for Social Science (SPSS). Data collected through interviews was first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between domains. Challenges faced by educators, as per the findings of this study, were; inadequate teacher training, lack of infrastructure, lack of adequate support from other stakeholders and lack of teaching and learning material relating, mostly, to the practical side of this learning area.
- Full Text:
- Date Issued: 2012
Investigating the existance of HIV/AIDS health advisory committee in selected senior secondary schools in the Amathole District Municipality schools in the Eastern Cape, South Africa
- Authors: Mbayeka, Sizwe Michael
- Date: 2012
- Subjects: HIV/AIDS -- Health advisory committee -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18466 , http://hdl.handle.net/11260/d1009449
- Description: This study investigated the question: Have the Amathole District Municipality Schools and higher education institutions established and successfully run Health Advisory Committees (HACs) in accordance with stipulations of the National Policy on HIV/AIDS for Learners and Educators in Public Schools Act No.27 0f 1996 (DoE, 1996). The main focus of the study was to determine the existence and the performance of HIV/AIDS Health Advisory Committees in 16 senior secondary schools selected from the Amathole District Municipality in the Eastern Cape Province of South Africa. The two main research questions which the study seeks to interrogate are: Does any of the selected 16 secondary schools have HIV/AIDS Health Advisory Committees? And if HIV/AIDS Health Advisory Committees had been established in any of the schools, are they managed in accordance with the stipulated guidelines of the national education policy? The decision to investigate this phenomenon stemmed from the researcher’s observation that schools might have failed to establish and to effectively manage the HAC. This assumption was based upon the fact that in rural schools located among the less educated and illiterate rural masses, semi-educated and illiterate parent members of the school governing bodies are more likely to be poorly informed about HIV/AIDS and might not be aware of the importance setting up committees and running them efficiently. The study used a survey as its research design. Surveys typically rely on large scale data, e.g. from questionnaires ,test scores, attendance rates results of public examinations etc., all of which would be enable comparisons to be made over time or between groups. Data was collected by means of questionnaires which were analysed using SPSS. The findings produced evidence that backed the above assumption. The study revealed that Data and the findings indicated that some schools in the Amathole District do not have HAC. Instead of HACs, they have other health advisory structures. However, parents believed that there was the need for HIV/AIDS HACs in their school communities as they were considered capable of addressing health related challenges/ problems such as teenage pregnancy HIV/AIDS diseases, hygiene and healthy living style among the school stakeholders. The study concluded that the existence of the HIV/AIDS HAC is essential and necessary in all schools as it ensures a healthy living in the school communities as suggest by the findings of this study.
- Full Text:
- Date Issued: 2012
- Authors: Mbayeka, Sizwe Michael
- Date: 2012
- Subjects: HIV/AIDS -- Health advisory committee -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18466 , http://hdl.handle.net/11260/d1009449
- Description: This study investigated the question: Have the Amathole District Municipality Schools and higher education institutions established and successfully run Health Advisory Committees (HACs) in accordance with stipulations of the National Policy on HIV/AIDS for Learners and Educators in Public Schools Act No.27 0f 1996 (DoE, 1996). The main focus of the study was to determine the existence and the performance of HIV/AIDS Health Advisory Committees in 16 senior secondary schools selected from the Amathole District Municipality in the Eastern Cape Province of South Africa. The two main research questions which the study seeks to interrogate are: Does any of the selected 16 secondary schools have HIV/AIDS Health Advisory Committees? And if HIV/AIDS Health Advisory Committees had been established in any of the schools, are they managed in accordance with the stipulated guidelines of the national education policy? The decision to investigate this phenomenon stemmed from the researcher’s observation that schools might have failed to establish and to effectively manage the HAC. This assumption was based upon the fact that in rural schools located among the less educated and illiterate rural masses, semi-educated and illiterate parent members of the school governing bodies are more likely to be poorly informed about HIV/AIDS and might not be aware of the importance setting up committees and running them efficiently. The study used a survey as its research design. Surveys typically rely on large scale data, e.g. from questionnaires ,test scores, attendance rates results of public examinations etc., all of which would be enable comparisons to be made over time or between groups. Data was collected by means of questionnaires which were analysed using SPSS. The findings produced evidence that backed the above assumption. The study revealed that Data and the findings indicated that some schools in the Amathole District do not have HAC. Instead of HACs, they have other health advisory structures. However, parents believed that there was the need for HIV/AIDS HACs in their school communities as they were considered capable of addressing health related challenges/ problems such as teenage pregnancy HIV/AIDS diseases, hygiene and healthy living style among the school stakeholders. The study concluded that the existence of the HIV/AIDS HAC is essential and necessary in all schools as it ensures a healthy living in the school communities as suggest by the findings of this study.
- Full Text:
- Date Issued: 2012
Investigation into the factors militating against the performance of grade 12 business studies learners in the Mthatha District of the Eastern Cape Province of South Africa
- Authors: Boadzo, Robert Mawuli Kwasi
- Date: 2012
- Subjects: Performance contracts in education -- Dissertations , Performance contracts in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18469 , http://hdl.handle.net/11260/d1011276
- Description: The problem of education in South Africa is neither specialization nor broad education. It is adopting the most suitable curriculum for the improvement of educational provision and increasing the ability to adjust to a constantly changing and evolving economic environment. The curriculum of commercial subjects is appropriate for the overall transformation of the South African society because it holds the progressive development of business and entrepreneurial advancement, thereby pepping up industrial and economic development. The intensity and expectations from schools in terms of good results had been so high that since the advent of the new democratic dispensation in 1994, massive budgetary allocations had been committed to the development of education. This study sampled six high schools from circuit one of the Mthatha District of the Eastern Cape Province of South Africa for the investigation into the performance Grade 12 Business Studies learners. The Study revealed that prior knowledge was the most significant factor in determining a good performance in Business Studies. The conclusion is that on the basis of the research findings the overall development of teaching and learning towards good performance in Business Studies by Grade 12 students can be possible if teachers and students are provided with the required resources.
- Full Text:
- Date Issued: 2012
- Authors: Boadzo, Robert Mawuli Kwasi
- Date: 2012
- Subjects: Performance contracts in education -- Dissertations , Performance contracts in education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18469 , http://hdl.handle.net/11260/d1011276
- Description: The problem of education in South Africa is neither specialization nor broad education. It is adopting the most suitable curriculum for the improvement of educational provision and increasing the ability to adjust to a constantly changing and evolving economic environment. The curriculum of commercial subjects is appropriate for the overall transformation of the South African society because it holds the progressive development of business and entrepreneurial advancement, thereby pepping up industrial and economic development. The intensity and expectations from schools in terms of good results had been so high that since the advent of the new democratic dispensation in 1994, massive budgetary allocations had been committed to the development of education. This study sampled six high schools from circuit one of the Mthatha District of the Eastern Cape Province of South Africa for the investigation into the performance Grade 12 Business Studies learners. The Study revealed that prior knowledge was the most significant factor in determining a good performance in Business Studies. The conclusion is that on the basis of the research findings the overall development of teaching and learning towards good performance in Business Studies by Grade 12 students can be possible if teachers and students are provided with the required resources.
- Full Text:
- Date Issued: 2012
Investigation on effectiveness of strategies applied to control drug abuse at secondary schools in Libode -Mega District
- Pahlane-Ntloko, Nolitha Frances
- Authors: Pahlane-Ntloko, Nolitha Frances
- Date: 2012
- Subjects: Drug abuse -- Prevention -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18473 , http://hdl.handle.net/11260/d1011522
- Description: In this study, the researcher investigated the effectiveness of the strategies put in place by both the school and the community to control drug abuse by secondary school learners. The purpose of the study was to evaluate the strategies and identify whether there were any successes in controlling drug abuse by learners. This study was conducted during school time when learners were expected to be fully engaged with school work in the Libode-Mega district of education. The researcher had decided on the study with the feeling that there are strategies put in place by the relevant stakeholders but it might happen that the abusers were not cautioned on the seriousness of such measures. The researcher involved the schools, the community representatives and the health representatives in the study so that the information obtained would give a clear picture of what is happening in the area. The researcher used both qualitative and quantitative research designs whereby the questionnaires were distributed to learner respondents to answer while there were interview schedules drawn up for the teachers, the ward representative and health officials to respond to. The findings showed that there were strategies put in place at school and by the community and also the learner respondents who were the focal point in the study seemed to understand the bad behavior by abusers but it was noticed by the researcher that there was not unity in implementation of the strategies which might lead to little achievement. The researcher also noted that drug was prevalent in a number of communities especially in social gatherings. It is through that drug prevalence that both old and young people carelessly misused drugs while enjoying themselves in public places. A further research was suggested in order to improve relationships between the school and the communities in an attempt to control substance abuse.
- Full Text:
- Date Issued: 2012
- Authors: Pahlane-Ntloko, Nolitha Frances
- Date: 2012
- Subjects: Drug abuse -- Prevention -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18473 , http://hdl.handle.net/11260/d1011522
- Description: In this study, the researcher investigated the effectiveness of the strategies put in place by both the school and the community to control drug abuse by secondary school learners. The purpose of the study was to evaluate the strategies and identify whether there were any successes in controlling drug abuse by learners. This study was conducted during school time when learners were expected to be fully engaged with school work in the Libode-Mega district of education. The researcher had decided on the study with the feeling that there are strategies put in place by the relevant stakeholders but it might happen that the abusers were not cautioned on the seriousness of such measures. The researcher involved the schools, the community representatives and the health representatives in the study so that the information obtained would give a clear picture of what is happening in the area. The researcher used both qualitative and quantitative research designs whereby the questionnaires were distributed to learner respondents to answer while there were interview schedules drawn up for the teachers, the ward representative and health officials to respond to. The findings showed that there were strategies put in place at school and by the community and also the learner respondents who were the focal point in the study seemed to understand the bad behavior by abusers but it was noticed by the researcher that there was not unity in implementation of the strategies which might lead to little achievement. The researcher also noted that drug was prevalent in a number of communities especially in social gatherings. It is through that drug prevalence that both old and young people carelessly misused drugs while enjoying themselves in public places. A further research was suggested in order to improve relationships between the school and the communities in an attempt to control substance abuse.
- Full Text:
- Date Issued: 2012
Misconceptions in electrostatics among learners at university entry point: a South African case study
- Muthiraparampil, Susamma Thomas
- Authors: Muthiraparampil, Susamma Thomas
- Date: 2012
- Subjects: Electrostatics -- Learners -- Education (Tertiary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18450 , http://hdl.handle.net/11260/d1007755
- Description: The study explored misconceptions in electrostatics and their origins amongst learners at entry point in a South African University. Available literature showed misconceptions in electrostatics amongst High School learners and confirmed textbooks as one of the sources of misconceptions. It was therefore important to look for misconceptions in electrostatics amongst first year Bachelor of Science (B.Sc 1) learners in physics courses and their origins at the start of the academic year. The study also explored educators' misconceptions in the topic to check whether they could also be a source of learners' misconceptions. The results were intended to give guidance on how to eliminate learners' misconceptions at school rather than carrying them to higher education institutions. The study used the ex-post facto research design and was a case-study. The ex-post facto research design enabled the researcher to investigate whether one or more pre-existing conditions have possibly caused the existing problem of misconceptions. The sample consisted of 198 learners from B.Sc 1 physics course and 28 educators from 15 High Schools in one education district in the Eastern Cape Province of South Africa. The data were collected through questionnaires, analysis of textbooks, and interviews. The Statistical Package for Social Sciences (SPSS) version 17 was used for quantitative analysis whereas categorization and coding were used for qualitative analysis. The study revealed that learners had misconceptions in electrostatics. The origins of misconceptions were traced to educators, textbooks, intuition, daily language and lack of hands-on activities. It emerged from the study that educators also had misconceptions and the cause of their misconceptions were textbooks, websites and gaps in content knowledge. The recommendations from the study were the following: identify preliminary knowledge of learners during introduction of the lesson; introduce the iii constructivist approach to teaching in the teacher training curriculum so that learners at school can be taught using the same approach; frequent upgrading of educators through inservice workshops to reduce educators' misconceptions which, in turn, will help to reduce the misconceptions among learners; introduction of conceptual change textbooks.
- Full Text:
- Date Issued: 2012
- Authors: Muthiraparampil, Susamma Thomas
- Date: 2012
- Subjects: Electrostatics -- Learners -- Education (Tertiary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18450 , http://hdl.handle.net/11260/d1007755
- Description: The study explored misconceptions in electrostatics and their origins amongst learners at entry point in a South African University. Available literature showed misconceptions in electrostatics amongst High School learners and confirmed textbooks as one of the sources of misconceptions. It was therefore important to look for misconceptions in electrostatics amongst first year Bachelor of Science (B.Sc 1) learners in physics courses and their origins at the start of the academic year. The study also explored educators' misconceptions in the topic to check whether they could also be a source of learners' misconceptions. The results were intended to give guidance on how to eliminate learners' misconceptions at school rather than carrying them to higher education institutions. The study used the ex-post facto research design and was a case-study. The ex-post facto research design enabled the researcher to investigate whether one or more pre-existing conditions have possibly caused the existing problem of misconceptions. The sample consisted of 198 learners from B.Sc 1 physics course and 28 educators from 15 High Schools in one education district in the Eastern Cape Province of South Africa. The data were collected through questionnaires, analysis of textbooks, and interviews. The Statistical Package for Social Sciences (SPSS) version 17 was used for quantitative analysis whereas categorization and coding were used for qualitative analysis. The study revealed that learners had misconceptions in electrostatics. The origins of misconceptions were traced to educators, textbooks, intuition, daily language and lack of hands-on activities. It emerged from the study that educators also had misconceptions and the cause of their misconceptions were textbooks, websites and gaps in content knowledge. The recommendations from the study were the following: identify preliminary knowledge of learners during introduction of the lesson; introduce the iii constructivist approach to teaching in the teacher training curriculum so that learners at school can be taught using the same approach; frequent upgrading of educators through inservice workshops to reduce educators' misconceptions which, in turn, will help to reduce the misconceptions among learners; introduction of conceptual change textbooks.
- Full Text:
- Date Issued: 2012
Perceptions on knowledge and understanding acquired by secondary school learners from sex education to reduce sex-related problems in the Libode District in the Eastern Cape : Implications for school management
- Authors: Gcelu, Ntombizandile
- Date: 2012
- Subjects: Sex education -- Learners -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18452 , http://hdl.handle.net/11260/d1007758
- Description: The study investigates whether knowledge and understanding acquired by secondary school learners from sex education in schools contribute to meaningful reduction of sex-related problems amongst them. The study was undertaken in the Eastern Cape in the Libode District (Nonesi Circuit). Data was collected from one hundred and thirty learners of five junior secondary schools of the Libode District (Nonesi Circuit).The respondents were learners with ages varying between 12 and 18 years, grades 7-9 (females and males). A quantitative approach and qualitative approach (mixed-method approach) was used. A survey design in the form of questionnaire was selected in the study. Nonesi circuit has a population of twenty junior secondary schools with a total enrolment of 2500 learners. Out of this population, a sample of five junior secondary schools was used. The five junior secondary schools were selected purposively. The sample consisted of twenty-six learners from each junior secondary school. Questionnaires were personally distributed, administered and collected by myself in the five junior secondary schools. The study findings revealed that learners understand the knowledge they acquired from sex education to prevent pregnancy and sex related diseases. The study also showed that knowledge and understanding acquired by learners from sex education is not effective enough to empower them to prevent pregnancy and sex-related diseases. The study highlighted the point that secondary school learners know and use other available sources of information on sex education after school to empower them to reduce pregnancy and sex- related diseases. It also revealed that learners know but do not take responsibility for their own lives regarding prevention of sex-related diseases.
- Full Text:
- Date Issued: 2012
- Authors: Gcelu, Ntombizandile
- Date: 2012
- Subjects: Sex education -- Learners -- Education (Secondary)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:18452 , http://hdl.handle.net/11260/d1007758
- Description: The study investigates whether knowledge and understanding acquired by secondary school learners from sex education in schools contribute to meaningful reduction of sex-related problems amongst them. The study was undertaken in the Eastern Cape in the Libode District (Nonesi Circuit). Data was collected from one hundred and thirty learners of five junior secondary schools of the Libode District (Nonesi Circuit).The respondents were learners with ages varying between 12 and 18 years, grades 7-9 (females and males). A quantitative approach and qualitative approach (mixed-method approach) was used. A survey design in the form of questionnaire was selected in the study. Nonesi circuit has a population of twenty junior secondary schools with a total enrolment of 2500 learners. Out of this population, a sample of five junior secondary schools was used. The five junior secondary schools were selected purposively. The sample consisted of twenty-six learners from each junior secondary school. Questionnaires were personally distributed, administered and collected by myself in the five junior secondary schools. The study findings revealed that learners understand the knowledge they acquired from sex education to prevent pregnancy and sex related diseases. The study also showed that knowledge and understanding acquired by learners from sex education is not effective enough to empower them to prevent pregnancy and sex-related diseases. The study highlighted the point that secondary school learners know and use other available sources of information on sex education after school to empower them to reduce pregnancy and sex- related diseases. It also revealed that learners know but do not take responsibility for their own lives regarding prevention of sex-related diseases.
- Full Text:
- Date Issued: 2012
Response of invertebrates to alien and indigenous vegetation characteristics in Nduli and Luchaba Nature Reserves, Eastern Cape, South Africa
- Authors: Yekwayo, Inam
- Date: 2012
- Subjects: Alien and indigenous vegetation -- Invertebrates , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:18489 , http://hdl.handle.net/11260/d1009478
- Description: Most invertebrate species are becoming extinct due to habitat loss and alien plant invasions. Hence this study aimed at determining the response of invertebrates to alien and indigenous vegetation within protected areas in the King Sabatha Dalindyebo (KSD) Local Municipality, Eastern Cape, South Africa. Invertebrates were collected using pitfall traps, during 12 sampling occasions from May 2010 to April 2011 numbers of sampling sites. Although the sampling method was adapted to collecting ground dwelling invertebrates, opportunistic flying invertebrates were also collected. A total of 7 flying invertebrate orders, 25 families, 34 species and 248 individuals were attracted to traps while 5 orders, 19 families, 50 species and 1976 individuals of soil surface-dwelling invertebrates were collected. ANOVA test showed no significant differences (p > 0.05) in species richness and abundance across sites for soil surface-dwelling invertebrates. Bray-Curtis similarity measures in PRIMER and correspondence analysis (CA) in CANOCO showed that sampling units with alien invasive plants shared most soil surface-dwelling invertebrate species at ± 75% level of similarity. Sampling unit A from the Mix alien (MA) site shared most species with indigenous vegetation sites. Sampling units from indigenous vegetation sites shared most species at ± 65% level of similarity. Multivariate analysis using CANOCO indicated that certain site variables such litter depth influenced the distribution of soil surface-dwelling invertebrates across sites. The study provided preliminary data and information for promoting invertebrate biodiversity conservation within protected areas (Nduli and Luchaba Nature Reserves) of the KSD Local Municipality. Key words: invertebrates, indigenous vegetation, alien vegetation, Lantana camara, Acacia mearnsii, and Eucalyptus.
- Full Text:
- Date Issued: 2012
- Authors: Yekwayo, Inam
- Date: 2012
- Subjects: Alien and indigenous vegetation -- Invertebrates , South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:18489 , http://hdl.handle.net/11260/d1009478
- Description: Most invertebrate species are becoming extinct due to habitat loss and alien plant invasions. Hence this study aimed at determining the response of invertebrates to alien and indigenous vegetation within protected areas in the King Sabatha Dalindyebo (KSD) Local Municipality, Eastern Cape, South Africa. Invertebrates were collected using pitfall traps, during 12 sampling occasions from May 2010 to April 2011 numbers of sampling sites. Although the sampling method was adapted to collecting ground dwelling invertebrates, opportunistic flying invertebrates were also collected. A total of 7 flying invertebrate orders, 25 families, 34 species and 248 individuals were attracted to traps while 5 orders, 19 families, 50 species and 1976 individuals of soil surface-dwelling invertebrates were collected. ANOVA test showed no significant differences (p > 0.05) in species richness and abundance across sites for soil surface-dwelling invertebrates. Bray-Curtis similarity measures in PRIMER and correspondence analysis (CA) in CANOCO showed that sampling units with alien invasive plants shared most soil surface-dwelling invertebrate species at ± 75% level of similarity. Sampling unit A from the Mix alien (MA) site shared most species with indigenous vegetation sites. Sampling units from indigenous vegetation sites shared most species at ± 65% level of similarity. Multivariate analysis using CANOCO indicated that certain site variables such litter depth influenced the distribution of soil surface-dwelling invertebrates across sites. The study provided preliminary data and information for promoting invertebrate biodiversity conservation within protected areas (Nduli and Luchaba Nature Reserves) of the KSD Local Municipality. Key words: invertebrates, indigenous vegetation, alien vegetation, Lantana camara, Acacia mearnsii, and Eucalyptus.
- Full Text:
- Date Issued: 2012
Teachers’ perspectives of learners’ indiscipline on Grade 12 academic performance: a case of the Libode District
- Authors: Tuta, Thamsanqa Clifford
- Date: 2012
- Subjects: Indiscipline -- Learners Academic performance -- Grade twelve -- Learners School discipline -- South Africa -- Eastern Cape Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/889 , vital:30007
- Description: Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.
- Full Text:
- Date Issued: 2012
- Authors: Tuta, Thamsanqa Clifford
- Date: 2012
- Subjects: Indiscipline -- Learners Academic performance -- Grade twelve -- Learners School discipline -- South Africa -- Eastern Cape Classroom management -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/889 , vital:30007
- Description: Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.
- Full Text:
- Date Issued: 2012
The effect of a guided enquiry based learning approach on mechanical engineering students' understanding of thermodynamics
- Authors: Louw, Christoffel
- Date: 2012
- Subjects: Thermodynamics -- Mechanical engineering -- Students
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18474 , http://hdl.handle.net/11260/d1011523
- Description: Personal experiences of almost 17 years as an academic in engineering education in South Africa indicate that with the current teaching methods which are in use, course outcomes as required by the South African Qualification Authority (SAQA) are not achieved in learning Thermodynamics 2 (MTHE 2). The purpose of this research was to investigate alternative methods of teaching and learning MTHE 2 which would assist to improve the students’ academic performance. The population for this research was students registered for National Diploma Mechanical Engineering and the accessible population was 40 students registered for MTHE 2 from Walter Sisulu University, Chiselhurst campus. Out of these 40 students, 20 voluntarily agreed to be the sample. The theoretical framework for this study was social constructivism. Social constructivism states that learning is an active process and the process of knowledge construction occurs in a socio-cultural context where the student and environment actively interact. The student involves himself/herself and does neither remain nor be allowed to remain just as a passive observer. This was an action research where students were exposed to Guided Enquiry Based Learning (GEBL) in groups. From a social constructivists approach to learning, GEBL was used to engage students in social groups during the teaching-learning process with specific focus on selected academic discipline. All ethical considerations applicable to a study of the present nature were adhered to and in addition, signed informed consent forms were obtained from participants prior to the study. Students were given an introduction to the concepts and principles as per the pre-set syllabus for MTHE 2 and this was followed by problem solving sessions in which they were divided into four groups of five students each. The students were given a guided enquiry- and work-based example with an additional list of questions on each module of the syllabus. They had to select the most relevant questions from the list to analyse and develop a solution for each problem. The lecturers’ role was that of a facilitator who assisted each group with problems which the group encountered. This approach engaged students more actively in the learning process and placed more responsibility on them for their own progress in learning. This process also created an atmosphere for interaction with peers and assisted them to develop interpersonal and group communication skills. Key performance indicators were developed to measure the extent to which these outcomes were achieved. The researcher made use of an instrument structured in terms of Likert-type scale in order to objectively assess the extent of achievement. Data collected from the pilot study done in 2009 indicated that GEBL improved the students’ understanding of course content and problem analysis. Quantitative data were collected by means of standard assessment i.e. semester tests, an oral test, final examination and a KPI instrument. The KPIs were formulated to measure the extent to which the outcomes for MTHE 2 had been achieved. Qualitative data were collected through 30-minute interviews, using an open-ended interview schedule, with each member of the sample. The interviews were done by a person who qualified both as an ‘insider and outsider’ in order to minimize the risk of bias and to maintain rigour in the research. In order to qualify as an ‘insider and outsider’, one ought to be as an insider: (a) from the same ethnic group, (b) qualified in Mechanical Engineering with Thermodynamics as a major course, (c) had no power disposition e.g. a former student or a laboratory assistant (excluding staff members within the mechanical engineering department) and as an outsider, one who was not part of the GEBL process. The quantitative scores from the assessments were analysed with Predictive Analysis Software (PASW) to determine the extent to which interventions had assisted student performance. The qualitative data from the interviews were analysed with N-Vivo to reveal the impact of GEBL on student learning and understanding of MTHE 2. The results indicated that with GEBL, the students’ overall scores improved from the first assessment score of 46% written on half of the first module to the final assessment score of 55% written on all seven modules. Students could handle larger volumes of work and still obtain a higher percentage. GEBL assisted students’ in recalling factual MTHE 2 concepts, understanding of MTHE 2 concepts, principles and applications. GEBL also enhanced students’ ability to communicate procedures and processes related to MTHE 2. KPIs formulated to measure the extent to which the outcomes were met in terms of student achievement indicated a 57% achievement thereof. The KPIs developed gave a percentage achievement of the specified outcomes for MTHE 2 with GEBL. Theses KPIs can be used in future to measure the effectiveness of different teaching and learning methods in terms of achieving the outcomes. It is therefore recommended that GEBL be introduced into other engineering courses also to assist students in understanding course content and in achieving the course outcomes.
- Full Text:
- Date Issued: 2012
- Authors: Louw, Christoffel
- Date: 2012
- Subjects: Thermodynamics -- Mechanical engineering -- Students
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: vital:18474 , http://hdl.handle.net/11260/d1011523
- Description: Personal experiences of almost 17 years as an academic in engineering education in South Africa indicate that with the current teaching methods which are in use, course outcomes as required by the South African Qualification Authority (SAQA) are not achieved in learning Thermodynamics 2 (MTHE 2). The purpose of this research was to investigate alternative methods of teaching and learning MTHE 2 which would assist to improve the students’ academic performance. The population for this research was students registered for National Diploma Mechanical Engineering and the accessible population was 40 students registered for MTHE 2 from Walter Sisulu University, Chiselhurst campus. Out of these 40 students, 20 voluntarily agreed to be the sample. The theoretical framework for this study was social constructivism. Social constructivism states that learning is an active process and the process of knowledge construction occurs in a socio-cultural context where the student and environment actively interact. The student involves himself/herself and does neither remain nor be allowed to remain just as a passive observer. This was an action research where students were exposed to Guided Enquiry Based Learning (GEBL) in groups. From a social constructivists approach to learning, GEBL was used to engage students in social groups during the teaching-learning process with specific focus on selected academic discipline. All ethical considerations applicable to a study of the present nature were adhered to and in addition, signed informed consent forms were obtained from participants prior to the study. Students were given an introduction to the concepts and principles as per the pre-set syllabus for MTHE 2 and this was followed by problem solving sessions in which they were divided into four groups of five students each. The students were given a guided enquiry- and work-based example with an additional list of questions on each module of the syllabus. They had to select the most relevant questions from the list to analyse and develop a solution for each problem. The lecturers’ role was that of a facilitator who assisted each group with problems which the group encountered. This approach engaged students more actively in the learning process and placed more responsibility on them for their own progress in learning. This process also created an atmosphere for interaction with peers and assisted them to develop interpersonal and group communication skills. Key performance indicators were developed to measure the extent to which these outcomes were achieved. The researcher made use of an instrument structured in terms of Likert-type scale in order to objectively assess the extent of achievement. Data collected from the pilot study done in 2009 indicated that GEBL improved the students’ understanding of course content and problem analysis. Quantitative data were collected by means of standard assessment i.e. semester tests, an oral test, final examination and a KPI instrument. The KPIs were formulated to measure the extent to which the outcomes for MTHE 2 had been achieved. Qualitative data were collected through 30-minute interviews, using an open-ended interview schedule, with each member of the sample. The interviews were done by a person who qualified both as an ‘insider and outsider’ in order to minimize the risk of bias and to maintain rigour in the research. In order to qualify as an ‘insider and outsider’, one ought to be as an insider: (a) from the same ethnic group, (b) qualified in Mechanical Engineering with Thermodynamics as a major course, (c) had no power disposition e.g. a former student or a laboratory assistant (excluding staff members within the mechanical engineering department) and as an outsider, one who was not part of the GEBL process. The quantitative scores from the assessments were analysed with Predictive Analysis Software (PASW) to determine the extent to which interventions had assisted student performance. The qualitative data from the interviews were analysed with N-Vivo to reveal the impact of GEBL on student learning and understanding of MTHE 2. The results indicated that with GEBL, the students’ overall scores improved from the first assessment score of 46% written on half of the first module to the final assessment score of 55% written on all seven modules. Students could handle larger volumes of work and still obtain a higher percentage. GEBL assisted students’ in recalling factual MTHE 2 concepts, understanding of MTHE 2 concepts, principles and applications. GEBL also enhanced students’ ability to communicate procedures and processes related to MTHE 2. KPIs formulated to measure the extent to which the outcomes were met in terms of student achievement indicated a 57% achievement thereof. The KPIs developed gave a percentage achievement of the specified outcomes for MTHE 2 with GEBL. Theses KPIs can be used in future to measure the effectiveness of different teaching and learning methods in terms of achieving the outcomes. It is therefore recommended that GEBL be introduced into other engineering courses also to assist students in understanding course content and in achieving the course outcomes.
- Full Text:
- Date Issued: 2012