Phytochemical Analysis and Biological potential of leaves and peels of three Eastern Cape Citrus Species
- Authors: Matuka, Thandiswa
- Date: 2019
- Subjects: Phytochemical -- Analysis Biology -- Leaves and peels Citrus species -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Sc
- Identifier: http://hdl.handle.net/11260/1362 , vital:32263
- Description: Citrus sinensis, Citrus reticulata and Citrus clementine are citrus species that belong to a large family Rutaceae. Citrus leaves and peels are often regarded as waste products. In view of the environment pollution impact, the search for end use of citrus waste products for economic value and medicinal purposes was sort after. The aim of this study was to investigate chemical composition of citrus waste products (leaves and peels) essential oils and determine biological active volatile compounds from Citrus sinensis, Citrus reticulata and Citrus clementine Leaves and peels of Citrus sinensis, Citrus reticulata and Citrus clementine collected twice from citrus farm were extracted for essential oils using hydrodistillation method and analysed by gas chromatography (GC) and gas chromatography-mass spectrometry (GC-MS) for plant samples collected in 2016 and, gas chromatography (GC) and gas chromatography-triple quadrupole-mass spectrometry (GC-MSMS) for plant samples collected in 2017. The oil yield for Citrus sinensis was 0.19 - 0.85 %v/w for fresh and dried leaf and peels for samples collected in 2016 and 0.26 – 0.87% v/w for those collected in 2017. Analysis of the essential oils analyses identified sabinene (20.4% GCMS, 22.6% GCMSMS), terpinen-4-ol (13.2% GCMS, 6.8% GCMSMS) and linalool (7.6% GCMS, 19.3% GCMSMS) as major compounds in fresh leaves essential oils while β-elemene (16.3% GCMS, 21.4% GCMSMS) and sabinene (10.7% GCMS, 20.8% GCMSMS) were major compounds characterized in dried leaves essential oils. Fresh and dried peels essential oils had limonene as the major constituent (49.6% GCMS, 87.1% GCMSMS) and (73.6% GCMS, 88.3% GCMSMS) respectively. Citrus reticulata essential oils percentage yield range between 0.44-0.80% v/w for fresh and dried leaf and peel oils. Analyses of the GCMS and GCMSMS chromatogram of the volatile oils analyses revealed linalool (33.4% GCMS, 19.6% GCMSMS), (+)-spathulenol (15.2% GCMS, 10.1% GCMSMS) and terpinene-4-ol (4.5% GCMS, 11.9% GCMSMS) as major compounds in fresh leaf essential oils while, sabinene (20.8% GCMS, 32.5% GCMSMS) and linalool (17.2% GCMS, 20.4% GCMSMS) were the major compounds found in dried leaf essential oils. Limonene (55.2%, 75.4% GCMS; 39.5%, 80.8% GCMSMS) was the major prominent compound identified in the C. reticulata peel essential oils in fresh and dried peels respectively, followed by linalool (12.8%, 2.9% GCMS; 48.4%, 7.4% GCMSMS). Percentage yields for the essential oils from C. clementine fresh and dried leaves and peels ranges from 0.40-0.62% v/w for. Fresh and dried leaves volatile oils had sabinene (22.7-27.1%) for GCMS and GCMSMS respectively), linalool (18.5- 20.9% GCMS and GCMSMS) and terpinene-4-ol (6.5- 11.8% GCMS and GCMSMS) as main compounds while fresh and dried peels oils were dominated by limonene (38.9- 86.5% GCMS and GCMSMS). Phytochemical screening experiment of the three citrus species leaves and peels aqueous extract reveal the prominent presence of flavonoids and phenolic compounds in high concentrations. C. reticulata and C. clementine peels and leaves volatile oils exhibited higher antioxidant activity as DPPH free radical scavengers and Ferric reducing power (FRAP) ability, when compared to C. sinensis essential oils which exhibited minimum antioxidant activity. Antioxidant activity of leaves and peels essential oils maybe due to the presence of oxygenated monoterpenes and high limonene content. C. sinensis peels oils showed non-toxic to extremely very low toxicity effect at highest dose 2000 mg/kg. C. reticulata and C. clementine peels oils showed toxicity effect in mice at high dose levels. It is suggested that citrus volatile oils could be safe to use at lower dose levels. Citrus species peels and leaves volatile compounds limonene linalool and sabinene exhibited antiinflammatory activity by significantly reducing rats paw oedema size induced by fresh egg albumin. The study suggests the use of Citrus waste products (leaves and peels) as natural antioxidants with antiinflammatory properties for medicinal value and volatile oils compounds for aroma in beverages and cosmetic industries.
- Full Text:
- Date Issued: 2019
- Authors: Matuka, Thandiswa
- Date: 2019
- Subjects: Phytochemical -- Analysis Biology -- Leaves and peels Citrus species -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Sc
- Identifier: http://hdl.handle.net/11260/1362 , vital:32263
- Description: Citrus sinensis, Citrus reticulata and Citrus clementine are citrus species that belong to a large family Rutaceae. Citrus leaves and peels are often regarded as waste products. In view of the environment pollution impact, the search for end use of citrus waste products for economic value and medicinal purposes was sort after. The aim of this study was to investigate chemical composition of citrus waste products (leaves and peels) essential oils and determine biological active volatile compounds from Citrus sinensis, Citrus reticulata and Citrus clementine Leaves and peels of Citrus sinensis, Citrus reticulata and Citrus clementine collected twice from citrus farm were extracted for essential oils using hydrodistillation method and analysed by gas chromatography (GC) and gas chromatography-mass spectrometry (GC-MS) for plant samples collected in 2016 and, gas chromatography (GC) and gas chromatography-triple quadrupole-mass spectrometry (GC-MSMS) for plant samples collected in 2017. The oil yield for Citrus sinensis was 0.19 - 0.85 %v/w for fresh and dried leaf and peels for samples collected in 2016 and 0.26 – 0.87% v/w for those collected in 2017. Analysis of the essential oils analyses identified sabinene (20.4% GCMS, 22.6% GCMSMS), terpinen-4-ol (13.2% GCMS, 6.8% GCMSMS) and linalool (7.6% GCMS, 19.3% GCMSMS) as major compounds in fresh leaves essential oils while β-elemene (16.3% GCMS, 21.4% GCMSMS) and sabinene (10.7% GCMS, 20.8% GCMSMS) were major compounds characterized in dried leaves essential oils. Fresh and dried peels essential oils had limonene as the major constituent (49.6% GCMS, 87.1% GCMSMS) and (73.6% GCMS, 88.3% GCMSMS) respectively. Citrus reticulata essential oils percentage yield range between 0.44-0.80% v/w for fresh and dried leaf and peel oils. Analyses of the GCMS and GCMSMS chromatogram of the volatile oils analyses revealed linalool (33.4% GCMS, 19.6% GCMSMS), (+)-spathulenol (15.2% GCMS, 10.1% GCMSMS) and terpinene-4-ol (4.5% GCMS, 11.9% GCMSMS) as major compounds in fresh leaf essential oils while, sabinene (20.8% GCMS, 32.5% GCMSMS) and linalool (17.2% GCMS, 20.4% GCMSMS) were the major compounds found in dried leaf essential oils. Limonene (55.2%, 75.4% GCMS; 39.5%, 80.8% GCMSMS) was the major prominent compound identified in the C. reticulata peel essential oils in fresh and dried peels respectively, followed by linalool (12.8%, 2.9% GCMS; 48.4%, 7.4% GCMSMS). Percentage yields for the essential oils from C. clementine fresh and dried leaves and peels ranges from 0.40-0.62% v/w for. Fresh and dried leaves volatile oils had sabinene (22.7-27.1%) for GCMS and GCMSMS respectively), linalool (18.5- 20.9% GCMS and GCMSMS) and terpinene-4-ol (6.5- 11.8% GCMS and GCMSMS) as main compounds while fresh and dried peels oils were dominated by limonene (38.9- 86.5% GCMS and GCMSMS). Phytochemical screening experiment of the three citrus species leaves and peels aqueous extract reveal the prominent presence of flavonoids and phenolic compounds in high concentrations. C. reticulata and C. clementine peels and leaves volatile oils exhibited higher antioxidant activity as DPPH free radical scavengers and Ferric reducing power (FRAP) ability, when compared to C. sinensis essential oils which exhibited minimum antioxidant activity. Antioxidant activity of leaves and peels essential oils maybe due to the presence of oxygenated monoterpenes and high limonene content. C. sinensis peels oils showed non-toxic to extremely very low toxicity effect at highest dose 2000 mg/kg. C. reticulata and C. clementine peels oils showed toxicity effect in mice at high dose levels. It is suggested that citrus volatile oils could be safe to use at lower dose levels. Citrus species peels and leaves volatile compounds limonene linalool and sabinene exhibited antiinflammatory activity by significantly reducing rats paw oedema size induced by fresh egg albumin. The study suggests the use of Citrus waste products (leaves and peels) as natural antioxidants with antiinflammatory properties for medicinal value and volatile oils compounds for aroma in beverages and cosmetic industries.
- Full Text:
- Date Issued: 2019
Stressful experiences of Primary school teachers in one education District: A South African case study
- Nomtshongwana, Thanduxolo Albert
- Authors: Nomtshongwana, Thanduxolo Albert
- Date: 2019
- Subjects: Stress -- School educators Frustration and strain(Primary) -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1401 , vital:34372
- Description: This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom.
- Full Text:
- Date Issued: 2019
- Authors: Nomtshongwana, Thanduxolo Albert
- Date: 2019
- Subjects: Stress -- School educators Frustration and strain(Primary) -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: http://hdl.handle.net/11260/1401 , vital:34372
- Description: This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom.
- Full Text:
- Date Issued: 2019
Barriers Inhibiting The Implementation Of Gender Equity And Accessibility Of Female Teachers To Management Positions In Oliver Reginald Tambo Inland District
- Authors: Mandi, Sisiwe
- Date: 2019-00
- Subjects: Gender
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6665 , vital:47200
- Description: The purpose of the study was to examine the barriers inhibiting the implementation of gender equity and accessibility of female teachers to management positions. This study was conducted in the OR Tambo inland, which is one of the Education Districts in the Eastern Cape Province of South Africa. It should be noted that in terms of intelligence, requisite skills to influence and motivate the workers to accomplish the organisational goals is not linked to gender. It is for this backdrop that motivated me to examine the factors prohibiting and limiting thereof the females from being offered and occupy the management positions in most organisational institutions. This study is aimed to promote a paradigm shift and transformation in overlooking the gender equity by the role-players in the societies and various institutions. Furthermore, the study intends to promote the awareness to stake holders and enactment that the management positions are for everyone who possesses the leadership and management skills. The feminist and social constructivism theories were employed in engaging with the literature reviewed in this research. The survey research design was adopted in this study. A mixed methods research was used to gather and analyse the collected data. Principals, deputy principals and heads of departments were the target population from which the sample was drawn. There were 90 subjects from which data were collected, where 78 were subjected to questionnaires while 12 of them were interviewed. The sample was purposefully selected from 4 high schools that are geographically located in the OR Tambo inland: one from circuit 9, one from circuit 11 and two from circuit 3 schools. The tools used for the gathering of the data were questionnaires, observation and interviews. The analyses of the two data sets were done separately and later put together for discussion. This implies that sequential data analysis was performed. Qualitative data were analysed using content analysis. The quantitative data collected through questionnaire were analysed by using valid percentages, and tables generated by the Statistical Package for Social Sciences (SPSS). The use of SPSS helped me to summarise the collected quantitative data in examining the relationships of variables towards the problem under study. The descriptive and inferential statistics were considered for quantitative data analysis. Upon the completion of the quantitative data analyses, the qualitative data were analysed using content analysis. The findings from this study reveal that the social and cultural stereotypes of female managers; females’ lack of capacity and motivation; male dominance and cultural perceptions/beliefs; union and school governing bodies (SGBs) interference and institutional policies are barriers inhibiting the implementation of gender equity and accessibility of female teachers to management positions. Based on the emerged findings, it is recommended that policy-makers, the administration officers and immediate supervisors encourage the panellists for short-listing and interviews to comply with the legislative that requires the transformation and adherence to gender equity in all recruitment processes and practices. It is also recommended that workshops about the compliance on the implementation of gender equity by the role-players in education sector are widely and often conducted. It is further recommended that through distribution of circulars and school newsletters, conducting of imbizo or the role-players about the adherence to gender equity and constant dialogue with the communities, teacher’ unions, parents and youth in meetings could improve their perceptions and understanding that management positions for employees should be based on efficiency, competence and professional qualification but not on gender perspective. , Thesis (D.Ed) -- Faculty of Education Sciences, 2019
- Full Text:
- Date Issued: 2019-00
- Authors: Mandi, Sisiwe
- Date: 2019-00
- Subjects: Gender
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6665 , vital:47200
- Description: The purpose of the study was to examine the barriers inhibiting the implementation of gender equity and accessibility of female teachers to management positions. This study was conducted in the OR Tambo inland, which is one of the Education Districts in the Eastern Cape Province of South Africa. It should be noted that in terms of intelligence, requisite skills to influence and motivate the workers to accomplish the organisational goals is not linked to gender. It is for this backdrop that motivated me to examine the factors prohibiting and limiting thereof the females from being offered and occupy the management positions in most organisational institutions. This study is aimed to promote a paradigm shift and transformation in overlooking the gender equity by the role-players in the societies and various institutions. Furthermore, the study intends to promote the awareness to stake holders and enactment that the management positions are for everyone who possesses the leadership and management skills. The feminist and social constructivism theories were employed in engaging with the literature reviewed in this research. The survey research design was adopted in this study. A mixed methods research was used to gather and analyse the collected data. Principals, deputy principals and heads of departments were the target population from which the sample was drawn. There were 90 subjects from which data were collected, where 78 were subjected to questionnaires while 12 of them were interviewed. The sample was purposefully selected from 4 high schools that are geographically located in the OR Tambo inland: one from circuit 9, one from circuit 11 and two from circuit 3 schools. The tools used for the gathering of the data were questionnaires, observation and interviews. The analyses of the two data sets were done separately and later put together for discussion. This implies that sequential data analysis was performed. Qualitative data were analysed using content analysis. The quantitative data collected through questionnaire were analysed by using valid percentages, and tables generated by the Statistical Package for Social Sciences (SPSS). The use of SPSS helped me to summarise the collected quantitative data in examining the relationships of variables towards the problem under study. The descriptive and inferential statistics were considered for quantitative data analysis. Upon the completion of the quantitative data analyses, the qualitative data were analysed using content analysis. The findings from this study reveal that the social and cultural stereotypes of female managers; females’ lack of capacity and motivation; male dominance and cultural perceptions/beliefs; union and school governing bodies (SGBs) interference and institutional policies are barriers inhibiting the implementation of gender equity and accessibility of female teachers to management positions. Based on the emerged findings, it is recommended that policy-makers, the administration officers and immediate supervisors encourage the panellists for short-listing and interviews to comply with the legislative that requires the transformation and adherence to gender equity in all recruitment processes and practices. It is also recommended that workshops about the compliance on the implementation of gender equity by the role-players in education sector are widely and often conducted. It is further recommended that through distribution of circulars and school newsletters, conducting of imbizo or the role-players about the adherence to gender equity and constant dialogue with the communities, teacher’ unions, parents and youth in meetings could improve their perceptions and understanding that management positions for employees should be based on efficiency, competence and professional qualification but not on gender perspective. , Thesis (D.Ed) -- Faculty of Education Sciences, 2019
- Full Text:
- Date Issued: 2019-00
Barriers to Collaborative Culture of Teaching and Learning in Selected High Schools of Libode In O.R. Tambo Coastal Education District
- Authors: Chenwi, Teh Albert
- Date: 2018-09
- Subjects: Physics--Laboratory blanks
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6637 , vital:47177
- Description: The purpose of this study was to investigate the barriers to collaborative culture of teaching and learning in selected high schools in Libode, O.R Tambo Coastal Education District. The literature review looked into each of the following aspects of teacher collaborative culture of teaching and learning in schools: theoretical framework, significance of changing the culture of teaching and learning and in schools, the nature of teacher resistance in collaborative teaching and learning in schools, the nature of teacher collaborative professional development activities in schools, the existence of collaborative learning culture in schools, leadership in collaborative culture of teaching and learning. This study was qualitative in nature and employed case study as the research design. The convenient sampling strategy was used to select three (3) high schools in Circuit 9 and 10 in Libode, O.R Tambo Coastal Education District. Four (4) teachers and one (1) principal were purposefully selected from each school the 3 schools and this made a total of fifteen (15) participants. Face-to-face individual interviews were conducted to gather data about the view points and opinions of the participants concerning the barriers to collaborative culture of teaching and learning in selected high schools of Libode, O.R Tambo Coastal Education District. Data collected was analyzed using the interpretational analytical strategies. Themes were drawn from the responses of the participants and analyzed. Some of the findings were that: There was inadequacy of positive attitudes towards collaboration with other teachers in the process of teaching and learning, teacher resistances was a barrier to collaboration in schools, there were inadequate collaborative strategies to provide the social, emotional, and intellectual engagement among teachers, knowledge sharing among teachers was limited, there was prevalence of teachers who work in isolation and strongly protect their individualism without professional collaboration and school managers played inadequate role in maintaining a collaborative learning environment among teachers. The researcher made some recommendations towards ensuring effective and efficient teacher collaboration in the high schools of Libode, O.R Tambo Coastal Education District. , Thesis (M.Ed) -- Faculty of Education Sciences, 2018
- Full Text:
- Date Issued: 2018-09
- Authors: Chenwi, Teh Albert
- Date: 2018-09
- Subjects: Physics--Laboratory blanks
- Language: English
- Type: Master's/Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6637 , vital:47177
- Description: The purpose of this study was to investigate the barriers to collaborative culture of teaching and learning in selected high schools in Libode, O.R Tambo Coastal Education District. The literature review looked into each of the following aspects of teacher collaborative culture of teaching and learning in schools: theoretical framework, significance of changing the culture of teaching and learning and in schools, the nature of teacher resistance in collaborative teaching and learning in schools, the nature of teacher collaborative professional development activities in schools, the existence of collaborative learning culture in schools, leadership in collaborative culture of teaching and learning. This study was qualitative in nature and employed case study as the research design. The convenient sampling strategy was used to select three (3) high schools in Circuit 9 and 10 in Libode, O.R Tambo Coastal Education District. Four (4) teachers and one (1) principal were purposefully selected from each school the 3 schools and this made a total of fifteen (15) participants. Face-to-face individual interviews were conducted to gather data about the view points and opinions of the participants concerning the barriers to collaborative culture of teaching and learning in selected high schools of Libode, O.R Tambo Coastal Education District. Data collected was analyzed using the interpretational analytical strategies. Themes were drawn from the responses of the participants and analyzed. Some of the findings were that: There was inadequacy of positive attitudes towards collaboration with other teachers in the process of teaching and learning, teacher resistances was a barrier to collaboration in schools, there were inadequate collaborative strategies to provide the social, emotional, and intellectual engagement among teachers, knowledge sharing among teachers was limited, there was prevalence of teachers who work in isolation and strongly protect their individualism without professional collaboration and school managers played inadequate role in maintaining a collaborative learning environment among teachers. The researcher made some recommendations towards ensuring effective and efficient teacher collaboration in the high schools of Libode, O.R Tambo Coastal Education District. , Thesis (M.Ed) -- Faculty of Education Sciences, 2018
- Full Text:
- Date Issued: 2018-09
Versions of masculinity in Zukiswa Wanners work
- Authors: Scina, Nontsikelelo
- Date: 2018-07
- Subjects: Gender , Zukiswa Wanner , Masculinity in literature , Sex roles
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6708 , vital:47459
- Description: Traditional notions of masculinity which give power and authority to one dominant form of masculinity in the contemporary era are under scrutiny as they are constantly being challenged through the emergence of alternative forms of masculinity. Through the use of Wanner’s novels, this work examines how South African masculinities are constructed, how they are challenged, and how alternative forms are negotiated. It unpacks Wanner’s depiction of hegemonic, thwarted, complicit and marginalised masculinities as it traces the diversity and fluidity of masculinities in these literary texts and the resultant alternative masculinities these novels propose. Furthermore, this work foregrounds the often taken-for-granted role of women and portrays it as the centre around which masculinities are constructed. This is achieved by probing deeper into the familial unit and looking at the traditional gender roles of women, taking into consideration that the South African constitution allows them either to stick to these roles or to choose from an array of career choices presented to them. It is suggested that instead of viewing masculinity as a standard uniform entity, it is profitable to perceive it as a heterogeneous entity, comprising of different versions which are determined by different factors. It is further suggested that the role of women in the construction of masculinities should be given recognition, as they seem to play a significant role in either inhibiting or promoting the transformation of masculinities through the choices they make. , Thesis (M.Arts) -- Faculty of Humanities, Social Sciences and Law, 2018
- Full Text:
- Date Issued: 2018-07
- Authors: Scina, Nontsikelelo
- Date: 2018-07
- Subjects: Gender , Zukiswa Wanner , Masculinity in literature , Sex roles
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/11260/6708 , vital:47459
- Description: Traditional notions of masculinity which give power and authority to one dominant form of masculinity in the contemporary era are under scrutiny as they are constantly being challenged through the emergence of alternative forms of masculinity. Through the use of Wanner’s novels, this work examines how South African masculinities are constructed, how they are challenged, and how alternative forms are negotiated. It unpacks Wanner’s depiction of hegemonic, thwarted, complicit and marginalised masculinities as it traces the diversity and fluidity of masculinities in these literary texts and the resultant alternative masculinities these novels propose. Furthermore, this work foregrounds the often taken-for-granted role of women and portrays it as the centre around which masculinities are constructed. This is achieved by probing deeper into the familial unit and looking at the traditional gender roles of women, taking into consideration that the South African constitution allows them either to stick to these roles or to choose from an array of career choices presented to them. It is suggested that instead of viewing masculinity as a standard uniform entity, it is profitable to perceive it as a heterogeneous entity, comprising of different versions which are determined by different factors. It is further suggested that the role of women in the construction of masculinities should be given recognition, as they seem to play a significant role in either inhibiting or promoting the transformation of masculinities through the choices they make. , Thesis (M.Arts) -- Faculty of Humanities, Social Sciences and Law, 2018
- Full Text:
- Date Issued: 2018-07
Barriers to Collaborative Culture of Teaching and Learning in Selected High Schools of Libode in O.R. Tambo Coastal Education District
- Authors: Teh Albert Chenwi
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2787 , vital:42865
- Description: ABSTRACT The purpose of this study was to investigate the barriers to collaborative culture of teaching and learning in selected high schools in Libode, O.R Tambo Coastal Education District. The literature review looked into each of the following aspects of teacher collaborative culture of teaching and learning in schools: theoretical framework, significance of changing the culture of teaching and learning and in schools, the nature of teacher resistance in collaborative teaching and learning in schools, the nature of teacher collaborative professional development activities in schools, the existence of collaborative learning culture in schools, leadership in collaborative culture of teaching and learning. This study was qualitative in nature and employed case study as the research design. The convenient sampling strategy was used to select three (3) high schools in Circuit 9 and 10 in Libode, O.R Tambo Coastal Education District. Four (4) teachers and one (1) principal were purposefully selected from each school the 3 schools and this made a total of fifteen (15) participants. Face-to-face individual interviews were conducted to gather data about the view points and opinions of the participants concerning the barriers to collaborative culture of teaching and learning in selected high schools of Libode, O.R Tambo Coastal Education District. Data collected was analyzed using the interpretational analytical strategies. Themes were drawn from the responses of the participants and analyzed. Some of the findings were that: There was inadequacy of positive attitudes towards collaboration with other teachers in the process of teaching and learning, teacher resistances was a barrier to collaboration in schools, there were inadequate collaborative strategies to provide the social, emotional, and intellectual engagement among teachers, knowledge sharing among teachers was limited, there was prevalence of teachers who work in isolation and strongly protect their individualism without professional collaboration and school managers played inadequate role in maintaining a collaborative learning environment among teachers. The researcher made some recommendations towards ensuring effective and efficient teacher collaboration in the high schools of Libode, O.R Tambo Coastal Education District.
- Full Text:
- Authors: Teh Albert Chenwi
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2787 , vital:42865
- Description: ABSTRACT The purpose of this study was to investigate the barriers to collaborative culture of teaching and learning in selected high schools in Libode, O.R Tambo Coastal Education District. The literature review looked into each of the following aspects of teacher collaborative culture of teaching and learning in schools: theoretical framework, significance of changing the culture of teaching and learning and in schools, the nature of teacher resistance in collaborative teaching and learning in schools, the nature of teacher collaborative professional development activities in schools, the existence of collaborative learning culture in schools, leadership in collaborative culture of teaching and learning. This study was qualitative in nature and employed case study as the research design. The convenient sampling strategy was used to select three (3) high schools in Circuit 9 and 10 in Libode, O.R Tambo Coastal Education District. Four (4) teachers and one (1) principal were purposefully selected from each school the 3 schools and this made a total of fifteen (15) participants. Face-to-face individual interviews were conducted to gather data about the view points and opinions of the participants concerning the barriers to collaborative culture of teaching and learning in selected high schools of Libode, O.R Tambo Coastal Education District. Data collected was analyzed using the interpretational analytical strategies. Themes were drawn from the responses of the participants and analyzed. Some of the findings were that: There was inadequacy of positive attitudes towards collaboration with other teachers in the process of teaching and learning, teacher resistances was a barrier to collaboration in schools, there were inadequate collaborative strategies to provide the social, emotional, and intellectual engagement among teachers, knowledge sharing among teachers was limited, there was prevalence of teachers who work in isolation and strongly protect their individualism without professional collaboration and school managers played inadequate role in maintaining a collaborative learning environment among teachers. The researcher made some recommendations towards ensuring effective and efficient teacher collaboration in the high schools of Libode, O.R Tambo Coastal Education District.
- Full Text:
Challenges to effective Foundation Phase Teaching of Mathematics in The Libode Education District, Eastern Cape, South Africa
- Authors: FAKU PUMEKA DOREEN
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2743 , vital:42857
- Description: Mathematics is an important learning area in the foundation phase. For effective learning and teaching of Mathematics, the foundation phase needs urgent attention. Rural area schools are often neglected by the government despite evidence that there are many challenges that hinder foundation phase teachers from implementing effective learning and teaching of Mathematics. This study investigated the prevailing challenges that affect learning and teaching of Mathematics, especially in the identified rural schools of the Libode Education District in the Eastern Cape Province of South Africa. The investigation of these challenges was conducted through the exploration of a main research question: What are the challenges to effective foundation phase learning and teaching of Mathematics in the rural schools of the Libode District? The subsidiary questions were derived from the above main research question. Three Junior Secondary Schools were selected from the population of schools in the Libode District of Education. The study made use of a case study design, purposive sampling of foundation phase teachers. Purposive sampling was used because the researcher was aware that the participants were teaching in the foundation phase. Data collected through interviews and observations were thematically analysed. Findings obtained include lack of teaching and learning materials and support for SMTs and parents; inadequate professional development and poor infrastructure. Key-words: Learning area, Mathematics, teachers, rural, challenges, learners, foundation phase.
- Full Text:
- Authors: FAKU PUMEKA DOREEN
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2743 , vital:42857
- Description: Mathematics is an important learning area in the foundation phase. For effective learning and teaching of Mathematics, the foundation phase needs urgent attention. Rural area schools are often neglected by the government despite evidence that there are many challenges that hinder foundation phase teachers from implementing effective learning and teaching of Mathematics. This study investigated the prevailing challenges that affect learning and teaching of Mathematics, especially in the identified rural schools of the Libode Education District in the Eastern Cape Province of South Africa. The investigation of these challenges was conducted through the exploration of a main research question: What are the challenges to effective foundation phase learning and teaching of Mathematics in the rural schools of the Libode District? The subsidiary questions were derived from the above main research question. Three Junior Secondary Schools were selected from the population of schools in the Libode District of Education. The study made use of a case study design, purposive sampling of foundation phase teachers. Purposive sampling was used because the researcher was aware that the participants were teaching in the foundation phase. Data collected through interviews and observations were thematically analysed. Findings obtained include lack of teaching and learning materials and support for SMTs and parents; inadequate professional development and poor infrastructure. Key-words: Learning area, Mathematics, teachers, rural, challenges, learners, foundation phase.
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Determinants of Type 2 diabetes mellitus among HIV/AIDS patients on antiretroviral drugs in the OR Tambo District, South Africa
- Authors: Bam, Nokwanda Edith
- Date: 2018
- Subjects: HIV/AIDS Diabetes mellitus (DM) -- Patients Antiretroviral drugs -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD Health Sciences
- Identifier: http://hdl.handle.net/11260/1476 , vital:35976
- Description: Type 2 diabetes mellitus (DM) is a frequent adverse effect of antiretroviral drugs for those who are on ARVS. People with type 2 DM can suffer multiple complications that hinder the quality of life. In South Africa research has shown significant increase in neuropathy, heart and kidney diseases among patients living with type 2 DM and HIV/AIDS compared to DM without HIV. Accessed knowledge lacked consistency on the predictors of DM in HIV/AIDS patients with regards to the type of ARVS with higher risks of DM. Research needed to be done to find the determinants of type 2 DM in HIV/AIDS context. The purpose of this study was to describe the determinants of type 2 DM among HIV/AIDS patients on ARVS in the OR Tambo District, SA in order to develop intervention strategies to mitigate the long-term effects of type 2 DM. A quantitative research methodology using a case control retrospective study was used. A sample of 177 (33%) cases with HIV/AIDS and type 2 DM was selected using a one stage stratified sampling with allocation proportional to size of each stratum of the four sub-districts of OR Tambo District. Two non-diabetic patients with HIV/AIDS were selected as controls per case unpaired and totalled up to 354 (67%) controls. A self-administration questionnaire adopted from the WHO (2011) STEPwise surveillance tool for chronic diseases was used for data collection. Stata (standard version 13.0, Stata Corp., Lakeway Drive USA) was used for data management and analysis. Findings of the study revealed determinants of type 2 DM grouped as the socio-demographic determinants; tertiary education and marital status, levels of physical activities; lack of vigorous activity and sport, types of diets; high fruits and vegetables and healthy eating out at restaurants, arterial blood pressure; lack of routine BP check and known HPT and types of ARVS used in HIV/AIDS therapy. Compared with patients who received FDC, the risk of type 2 DM was 43 times and 22 higher when a tri-therapy regimen contained Ritonavir and Lopinavir respectively . The majority of DM patients (n=177) were diagnosed type 2 DM after ARVS at n=108 (61%). In managing the diabetic patients a shift from a single disease to multiple-chronic disease focus is required to mitigate the complex drug interactions that exist in the control of NCDs such as HIV/AIDS, DM, HPT and other long-term diseases. The HIV/AIDS and type 2 DM awareness and care intervention strategy is recommended as healthy lifestyle, monitoring of side effects and drug interactions, enhanced FDC roll out and elimination of unsafe ARVS to improve the health outcomes of type 2 DM patients in an HIV/AIDS context in OR Tambo District.
- Full Text:
- Date Issued: 2018
- Authors: Bam, Nokwanda Edith
- Date: 2018
- Subjects: HIV/AIDS Diabetes mellitus (DM) -- Patients Antiretroviral drugs -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD Health Sciences
- Identifier: http://hdl.handle.net/11260/1476 , vital:35976
- Description: Type 2 diabetes mellitus (DM) is a frequent adverse effect of antiretroviral drugs for those who are on ARVS. People with type 2 DM can suffer multiple complications that hinder the quality of life. In South Africa research has shown significant increase in neuropathy, heart and kidney diseases among patients living with type 2 DM and HIV/AIDS compared to DM without HIV. Accessed knowledge lacked consistency on the predictors of DM in HIV/AIDS patients with regards to the type of ARVS with higher risks of DM. Research needed to be done to find the determinants of type 2 DM in HIV/AIDS context. The purpose of this study was to describe the determinants of type 2 DM among HIV/AIDS patients on ARVS in the OR Tambo District, SA in order to develop intervention strategies to mitigate the long-term effects of type 2 DM. A quantitative research methodology using a case control retrospective study was used. A sample of 177 (33%) cases with HIV/AIDS and type 2 DM was selected using a one stage stratified sampling with allocation proportional to size of each stratum of the four sub-districts of OR Tambo District. Two non-diabetic patients with HIV/AIDS were selected as controls per case unpaired and totalled up to 354 (67%) controls. A self-administration questionnaire adopted from the WHO (2011) STEPwise surveillance tool for chronic diseases was used for data collection. Stata (standard version 13.0, Stata Corp., Lakeway Drive USA) was used for data management and analysis. Findings of the study revealed determinants of type 2 DM grouped as the socio-demographic determinants; tertiary education and marital status, levels of physical activities; lack of vigorous activity and sport, types of diets; high fruits and vegetables and healthy eating out at restaurants, arterial blood pressure; lack of routine BP check and known HPT and types of ARVS used in HIV/AIDS therapy. Compared with patients who received FDC, the risk of type 2 DM was 43 times and 22 higher when a tri-therapy regimen contained Ritonavir and Lopinavir respectively . The majority of DM patients (n=177) were diagnosed type 2 DM after ARVS at n=108 (61%). In managing the diabetic patients a shift from a single disease to multiple-chronic disease focus is required to mitigate the complex drug interactions that exist in the control of NCDs such as HIV/AIDS, DM, HPT and other long-term diseases. The HIV/AIDS and type 2 DM awareness and care intervention strategy is recommended as healthy lifestyle, monitoring of side effects and drug interactions, enhanced FDC roll out and elimination of unsafe ARVS to improve the health outcomes of type 2 DM patients in an HIV/AIDS context in OR Tambo District.
- Full Text:
- Date Issued: 2018
Factors Influencing English Reading Competencies Of Grade 4 Learners in the Libode- Mega District of the Eastern Cape Province of South Africa
- Authors: CORNAS NGEPHI NOMKOPO
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2781 , vital:42864
- Description: Reading has become the national and international centre of debate as learners persistently read below the required levels and matriculation results are due to learners’ poor reading competencies. The concerns about poor reading competencies has mounted into inflammatory statements in articles and popular media nationally, continentally and internationally. Without the ability to read learners are deprived access to pertinent information and knowledge that can assist individuals in lifelong learning. Being a language teacher, the researcher in this study strongly believe that every learner can read appropriately and teachers can assist learners to improve their reading competencies. The purpose of the study wasto identify the factors contributing to poor reading competencies of grade 4 learners and to provide recommendations to assist in dealing with poor reading competencies. Qualitative research approach was undertaken to deal with all aspects related to research methodology.The data were collected using research instruments such as observation of six learners from three selected primaryschools. The observation was conducted during readingof textby learners in the presence of English teachers. The questionnaires were distributed to eleven teachers offering English in grade 4 as another means of data collection instrument.Major findings of the study revealed that factors affecting reading competencies are hugely emanated from schools, teachers, family background, departmental policy and learners themselves. Despite reading problems exist in schools, there are always positive solutions to bring hope and success to the learners
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- Authors: CORNAS NGEPHI NOMKOPO
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2781 , vital:42864
- Description: Reading has become the national and international centre of debate as learners persistently read below the required levels and matriculation results are due to learners’ poor reading competencies. The concerns about poor reading competencies has mounted into inflammatory statements in articles and popular media nationally, continentally and internationally. Without the ability to read learners are deprived access to pertinent information and knowledge that can assist individuals in lifelong learning. Being a language teacher, the researcher in this study strongly believe that every learner can read appropriately and teachers can assist learners to improve their reading competencies. The purpose of the study wasto identify the factors contributing to poor reading competencies of grade 4 learners and to provide recommendations to assist in dealing with poor reading competencies. Qualitative research approach was undertaken to deal with all aspects related to research methodology.The data were collected using research instruments such as observation of six learners from three selected primaryschools. The observation was conducted during readingof textby learners in the presence of English teachers. The questionnaires were distributed to eleven teachers offering English in grade 4 as another means of data collection instrument.Major findings of the study revealed that factors affecting reading competencies are hugely emanated from schools, teachers, family background, departmental policy and learners themselves. Despite reading problems exist in schools, there are always positive solutions to bring hope and success to the learners
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Literary representations of Zimbabwean migrants’ lives in selected texts
- Authors: Mpofu, Tarisai
- Date: 2018
- Subjects: Human rights -- Zimbabwe , Homelessness in literature , African diaspora in literature
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3402 , vital:43340
- Description: It has been nearly two decades since Zimbabwe has been engulfed in both political and economic crises which have had untold hardships to the majority of ordinary people. As the hardships worsened it pushed Zimbabweans to migrate to “greener pastures” as a survival strategy. Due to the sheer numbers of people who left the country, migration became a social phenomenon in the country that even literary writers also explored. It is the purpose of this study to analyse literary reactions to migration in Zimbabwe from the turn of the new millennium to date, with particular reference to selected Zimbabwean fiction in the form of the short story and novel. The dissertation examines how Zimbabwean literature represents life in Zimbabwe in the context of this economic malaise that emerged after the year 2000 and the resultant lives of migrants who left the country as a result of this political and economic crisis. Similar to the majority of African literatures, Zimbabwean literature emerges from specific historical events and this study therefore sought to describe literary representations of people’s responses to the crisis and the life of Zimbabwean migrants in the margins of host communities. This study reveals the intricate relationship between literary responses and the conditions that most migrants found themselves in especially as they fled the country and what obtained in host countries. , Thesis (MA) -- Faculty of Humanities, Social Sciences and Law, 2018
- Full Text:
- Date Issued: 2018
- Authors: Mpofu, Tarisai
- Date: 2018
- Subjects: Human rights -- Zimbabwe , Homelessness in literature , African diaspora in literature
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/3402 , vital:43340
- Description: It has been nearly two decades since Zimbabwe has been engulfed in both political and economic crises which have had untold hardships to the majority of ordinary people. As the hardships worsened it pushed Zimbabweans to migrate to “greener pastures” as a survival strategy. Due to the sheer numbers of people who left the country, migration became a social phenomenon in the country that even literary writers also explored. It is the purpose of this study to analyse literary reactions to migration in Zimbabwe from the turn of the new millennium to date, with particular reference to selected Zimbabwean fiction in the form of the short story and novel. The dissertation examines how Zimbabwean literature represents life in Zimbabwe in the context of this economic malaise that emerged after the year 2000 and the resultant lives of migrants who left the country as a result of this political and economic crisis. Similar to the majority of African literatures, Zimbabwean literature emerges from specific historical events and this study therefore sought to describe literary representations of people’s responses to the crisis and the life of Zimbabwean migrants in the margins of host communities. This study reveals the intricate relationship between literary responses and the conditions that most migrants found themselves in especially as they fled the country and what obtained in host countries. , Thesis (MA) -- Faculty of Humanities, Social Sciences and Law, 2018
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- Date Issued: 2018
Macroalgal Cultivation and Growth of Weaning Juvenile South African Farmed Abalone Haliotis Midae
- Authors: Sanele Qondani
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2765 , vital:42860
- Description: ABSTRACT Haliotis midae Linnaeus, 1758 is the largest among six abalone species found in South Africa, making it the second largest around the world. This species is highly sought after due to its size and delicacy. However, it’s expensive formulated feed and slow growth rate has prompted increasing research on improving its growth using natural feeds. Inclusion of fresh and dried macroalgae (Ulva lactuca Linnaeus, 1753 and Gracilaria gracilis Irvine & Farnham, 1995) onto artificially formulated feed (Abfeed®) was tested on the growth of juvenile weaning H. midae. Therefore the three treatments were referred to as: Abfeed®, Abfeed® plus fresh seaweed and Abfeed® plus dried macroalgae. The growth of U. lactuca and G. gracilis was also compared using four different liquid fertilizers. Results revealed that inclusion of dried macroalgae was the best feed as it showed better consumption (92±0.48%) and growth (SGR = 2.9±0.04 % g. day-1 , DISL = 12.04±0.48 µm. day-1 and CF= 0.97±0.07 g. mm-1 ) rates. The study exhibited no differences in survival rate and feed conversion ratio in all the treatments used. Enriching with different fertilizers at 10 % concentration revealed that Nutrisol® promoted the best growth for U. lactuca among four different fertilizers used while Kelpak® yielded the best growth for G. gracilis. Increasing concentrations to 20 % resulted in Nitrosol® performing better than other fertilizers in U. lactuca growth while G. gracilis grew best in Nitrosol® and Kelpak®. This study therefore demonstrates the potential to develop abalone feeds with inclusions of dried macroalgae meal. Abfeed® as a diet alone performed poorly against the feeds tested as expected due to many previous studies favoring mixed diet. The study further revealed that macronutrient (nitrogen and phosphorus) is the limiting ii factor for macroalgal growth and their level in culture system is very critical as it determines growth rate. Key words: Consumption rate, Feed conversion ratio, Fertilizer, Formulated feed, Survival rate
- Full Text:
- Authors: Sanele Qondani
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2765 , vital:42860
- Description: ABSTRACT Haliotis midae Linnaeus, 1758 is the largest among six abalone species found in South Africa, making it the second largest around the world. This species is highly sought after due to its size and delicacy. However, it’s expensive formulated feed and slow growth rate has prompted increasing research on improving its growth using natural feeds. Inclusion of fresh and dried macroalgae (Ulva lactuca Linnaeus, 1753 and Gracilaria gracilis Irvine & Farnham, 1995) onto artificially formulated feed (Abfeed®) was tested on the growth of juvenile weaning H. midae. Therefore the three treatments were referred to as: Abfeed®, Abfeed® plus fresh seaweed and Abfeed® plus dried macroalgae. The growth of U. lactuca and G. gracilis was also compared using four different liquid fertilizers. Results revealed that inclusion of dried macroalgae was the best feed as it showed better consumption (92±0.48%) and growth (SGR = 2.9±0.04 % g. day-1 , DISL = 12.04±0.48 µm. day-1 and CF= 0.97±0.07 g. mm-1 ) rates. The study exhibited no differences in survival rate and feed conversion ratio in all the treatments used. Enriching with different fertilizers at 10 % concentration revealed that Nutrisol® promoted the best growth for U. lactuca among four different fertilizers used while Kelpak® yielded the best growth for G. gracilis. Increasing concentrations to 20 % resulted in Nitrosol® performing better than other fertilizers in U. lactuca growth while G. gracilis grew best in Nitrosol® and Kelpak®. This study therefore demonstrates the potential to develop abalone feeds with inclusions of dried macroalgae meal. Abfeed® as a diet alone performed poorly against the feeds tested as expected due to many previous studies favoring mixed diet. The study further revealed that macronutrient (nitrogen and phosphorus) is the limiting ii factor for macroalgal growth and their level in culture system is very critical as it determines growth rate. Key words: Consumption rate, Feed conversion ratio, Fertilizer, Formulated feed, Survival rate
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Perceptions and Attitudes of Health Care Professionals Regarding the Role of Clinical Associates in District Hospitals in the Eastern Cape Province, South Africa
- Nomzingisi Princess Mnyipika
- Authors: Nomzingisi Princess Mnyipika
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2729 , vital:42848
- Description: ABSTRACT Introduction National Department of Health of South Africa introduced clinical associates in 2002 to work under the supervision of medical doctors in district hospitals. The first cohort of clinical associates was trained at Walter Sisulu Universty, Eastern Cape in 2008. However, there is no information about the attitudes and how other healthcare professionals within the health team and health setting perceive them. Aim The study assessed the knowledge, perceptions and attitudes of other health care professionals towards the clinical associates’ role. Methods This was a cross-sectional survey with attitudes and perceptions as dependent variables and role of clinical associates as independent variable. This study was carried out in four district hospitals in the Eastern Cape Province, South Africa, namely, Mthatha General, St Barnabas, Madwaleni and All Saints hospitals. Quantitative and qualitative approaches were used for this study. The study population included other healthcare professionals working within the study setting. A simple random sampling procedure was utilized to recruit doctors and nurses in the four district hospitals. Associations between dependent variables (inhibiting factors of effectiveness, scope of practice, benefits from clinical associates to health care, place and overall acceptance of clinical associates (CAS) in district hospitals, personnel monitoring CAS, concerns for diagnosis and management of patients, concerns about performing clinical procedures) and independent and explanatory variables (age, gender, occupation, ethnic group, qualifications, religion, inhibiting factors of effectiveness) were presented using Chi- square test. Student t- test and analysis of variance (ANOVA) were used to compare means between two groups and ≥3 groups, respectively. P-value < 0.05 was significant for differences.ii Results The participants were characterized by male predominance (28 male professionals vs 9 female professionals), mean age of 59.5 % married, 54 % Christians, 86.5 % Blacks, 78.4 % doctors vs 21.6 % nurses, duration for clinical associates ≥ 1 year by 71.1 % participants, clinical associates supervision in the department by 51.4 % participants. The perceptions were positive about clinical associates on scope of practice (as assistant doctors) in 73 %, Benefits to healthcare in 86.5 %, no concerns on diagnosis and management of patients in 83.8 % and positive relevance in 73.3 %. The magnitude of barriers to positive perceptions about CAS was in non-acceptance by doctors in 67.6 %, concerns about performing clinical procedures in 94.6 %, and knowledge in 94.6 %. For attitudes, personnel monitoring of CAS was positive in 81.1 %, and appointment of more number of CAS was also positive in 83.3 %, need of CAS in district hospitals was expressed in 81.1 %. Respondents with positive perceptions of CAS considered as assistant doctors were older (age = 42.7 ± 16.3 years: P = 0.039) than those with negative perceptions (age = 31 ± 8.7 years). Respondents with negative perceptions from CAS were younger (age = 25.6 ± 5.3: P = 0.028) than those with positive perceptions (age = 41.7 ± 15.4 years). Female gender, Blacks, Christian religion, lowest qualifications of respondents were significantly associated with positive perceptions. There was agreement between quantitative approach and qualitative approach according perceptions and attitudes on the role of CAS. Conclusion These findings demonstrated excellent levels of social accountability for the role of clinical associates in the healthcare system and delivery of patient care. However, recommendations are necessary to minimize few barriers to integration of CAS in the healthcare system.
- Full Text:
- Authors: Nomzingisi Princess Mnyipika
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2729 , vital:42848
- Description: ABSTRACT Introduction National Department of Health of South Africa introduced clinical associates in 2002 to work under the supervision of medical doctors in district hospitals. The first cohort of clinical associates was trained at Walter Sisulu Universty, Eastern Cape in 2008. However, there is no information about the attitudes and how other healthcare professionals within the health team and health setting perceive them. Aim The study assessed the knowledge, perceptions and attitudes of other health care professionals towards the clinical associates’ role. Methods This was a cross-sectional survey with attitudes and perceptions as dependent variables and role of clinical associates as independent variable. This study was carried out in four district hospitals in the Eastern Cape Province, South Africa, namely, Mthatha General, St Barnabas, Madwaleni and All Saints hospitals. Quantitative and qualitative approaches were used for this study. The study population included other healthcare professionals working within the study setting. A simple random sampling procedure was utilized to recruit doctors and nurses in the four district hospitals. Associations between dependent variables (inhibiting factors of effectiveness, scope of practice, benefits from clinical associates to health care, place and overall acceptance of clinical associates (CAS) in district hospitals, personnel monitoring CAS, concerns for diagnosis and management of patients, concerns about performing clinical procedures) and independent and explanatory variables (age, gender, occupation, ethnic group, qualifications, religion, inhibiting factors of effectiveness) were presented using Chi- square test. Student t- test and analysis of variance (ANOVA) were used to compare means between two groups and ≥3 groups, respectively. P-value < 0.05 was significant for differences.ii Results The participants were characterized by male predominance (28 male professionals vs 9 female professionals), mean age of 59.5 % married, 54 % Christians, 86.5 % Blacks, 78.4 % doctors vs 21.6 % nurses, duration for clinical associates ≥ 1 year by 71.1 % participants, clinical associates supervision in the department by 51.4 % participants. The perceptions were positive about clinical associates on scope of practice (as assistant doctors) in 73 %, Benefits to healthcare in 86.5 %, no concerns on diagnosis and management of patients in 83.8 % and positive relevance in 73.3 %. The magnitude of barriers to positive perceptions about CAS was in non-acceptance by doctors in 67.6 %, concerns about performing clinical procedures in 94.6 %, and knowledge in 94.6 %. For attitudes, personnel monitoring of CAS was positive in 81.1 %, and appointment of more number of CAS was also positive in 83.3 %, need of CAS in district hospitals was expressed in 81.1 %. Respondents with positive perceptions of CAS considered as assistant doctors were older (age = 42.7 ± 16.3 years: P = 0.039) than those with negative perceptions (age = 31 ± 8.7 years). Respondents with negative perceptions from CAS were younger (age = 25.6 ± 5.3: P = 0.028) than those with positive perceptions (age = 41.7 ± 15.4 years). Female gender, Blacks, Christian religion, lowest qualifications of respondents were significantly associated with positive perceptions. There was agreement between quantitative approach and qualitative approach according perceptions and attitudes on the role of CAS. Conclusion These findings demonstrated excellent levels of social accountability for the role of clinical associates in the healthcare system and delivery of patient care. However, recommendations are necessary to minimize few barriers to integration of CAS in the healthcare system.
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Perceptions of school based support teams about providing support to Foundation Phase Teachers in two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2018
- Subjects: School based support--Teams Foundation phase--Teachers--Eastern Cape Education support--Primary schools
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1410 , vital:34373
- Description: The policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of SBSTs whose main function is to support teaching and learning in schools. This study used interpretive paradigm to explore perceptions of SBST about providing support to foundation phase (FP) teachers and to interpret what they said. Nonetheless, there seemed to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study was to explore the perceptions of the School-Based Support Teams (SBSTs) about providing support to the foundation phase teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Semi-structured interviews using one on one, observations and document analysis were used to collect the data from the SBSTs about their perceptions of providing support to the FP teachers. Purposeful sampling was used where two mainstream primary schools were conveniently selected with six SBST participants from each school, making a total of six participants. Twelve SBST members were interviewed. Data were analysed and common themes emerged. The findings revealed that the SBSTs did not have enough knowledge and skills to support the FP teachers. Some of the challenges they cited included inadequate training, lack of communication, overcrowding and lack of support from the parents. In an attempt to alleviate the above-raised challenges, a model was proposed. These are some of the recommendations that resulted from the findings: all schools should have SBSTs, they should be composed of all the important stakeholders as proposed by the DoE, frequent SBST meetings should be held and further recommendations are made.
- Full Text:
- Date Issued: 2018
- Authors: Luningo, Mziwonke
- Date: 2018
- Subjects: School based support--Teams Foundation phase--Teachers--Eastern Cape Education support--Primary schools
- Language: English
- Type: Thesis , Doctoral , D Ed
- Identifier: http://hdl.handle.net/11260/1410 , vital:34373
- Description: The policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of SBSTs whose main function is to support teaching and learning in schools. This study used interpretive paradigm to explore perceptions of SBST about providing support to foundation phase (FP) teachers and to interpret what they said. Nonetheless, there seemed to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study was to explore the perceptions of the School-Based Support Teams (SBSTs) about providing support to the foundation phase teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Semi-structured interviews using one on one, observations and document analysis were used to collect the data from the SBSTs about their perceptions of providing support to the FP teachers. Purposeful sampling was used where two mainstream primary schools were conveniently selected with six SBST participants from each school, making a total of six participants. Twelve SBST members were interviewed. Data were analysed and common themes emerged. The findings revealed that the SBSTs did not have enough knowledge and skills to support the FP teachers. Some of the challenges they cited included inadequate training, lack of communication, overcrowding and lack of support from the parents. In an attempt to alleviate the above-raised challenges, a model was proposed. These are some of the recommendations that resulted from the findings: all schools should have SBSTs, they should be composed of all the important stakeholders as proposed by the DoE, frequent SBST meetings should be held and further recommendations are made.
- Full Text:
- Date Issued: 2018
Stressful Experiences of Primary School Teachers in One Education District: A South African Case Study
- Nomtshongwana Thanduxolo Albert
- Authors: Nomtshongwana Thanduxolo Albert
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2794 , vital:42867
- Description: ABSTRACT This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom.
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- Authors: Nomtshongwana Thanduxolo Albert
- Date: 2018
- Language: English
- Type: Master
- Identifier: http://hdl.handle.net/11260/2794 , vital:42867
- Description: ABSTRACT This study sought to establish ways of dealing with stress as experienced by primary school teachers. Stress is a global phenomenon that affects everyone regardless of gender, resources and environment. Although this phenomenon is well researched, it remains a worrying challenge particularly to schools’ effectiveness. Teachers face many challenges in South African schools such as the ill-discipline of learners and overcrowding of schools. It is vital that schools come up with better intervention programs that can assist teachers to overcome stress. This study involved qualitative approach method and a case study design was used for sampling purposes in which five (5) post level 1 Mathematics teachers from different schools responded to interviews. Data were analysed using categories or themes. The findings of this study revealed that stressful experiences of primary school teachers were overcrowding, infrastructure, lack of parental involvement and lack of reliability in doing homework and extra-co-curriculum activities. It is recommended that the school disciplinary committees should be trained in various disciplinary measures that can be implemented in the school to curb learner ill-discipline and lack of commitment. It is also recommended that a working relationship should be built properly between the school and the Department of Basic Education, motivational speakers and educational counsellors should meet with all learners to motivate them to have high desire for and interest in education and to build their self-confidence in the classroom.
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The perceptions of Nursing service and Operational Managers on the role of nursing sub-professionals in the Health Service System at Mhlontlo Municipality
- Authors: Mpini, Minah Malakiwe
- Date: 2018
- Subjects: Health service management -- South Africa -- Eastern Cape Nursing sub-professional
- Language: English
- Type: Thesis , Masters , M Nursing
- Identifier: http://hdl.handle.net/11260/1341 , vital:32258
- Description: South Africa is experiencing a serious shortage of nurses, especially nursing sub-professionals. The Eastern Cape Province is among the provinces with highest percentage of vacancies for nurses in all nursing categories. Nursing shortage has compromised South African health care services as health services are mostly supported by this group of health professionals. As a result of this shortage, rural health services have for a long time depended on the nursing sub-professionals to perform basic nursing services. This category is however also decreasing, which makes it difficult for nursing professionals to cope with the amount of work. South African rural health centres put pressure on professional nurses to do some of the health care activities that are meant to be done by medical doctors. The aim of the study was to explore the role and value of nursing sub-professionals in the health care system as viewed by the nursing managers. A qualitative exploratory study was conducted to get the perceptions of nursing service managers and operational managers on the role and value of nursing sub-professionals in the health service. A purposive sample of 23 participants was selected and interviewed. Most of the participants viewed the retention of nursing sub-professionals as crucial in the health service system. The participants saw sub-professionals as playing a vital role in the health services as the latter have a scope of practice that enables them to work independently. The reasons they put forth in support of their retention include reduction of litigations, easing the work load of professional nurses, sometimes performing non-nursing duties during crisis periods, reduction in the waiting time for patients/clients, and enabling professional nurses to perform more sophisticated professional duties which include management. Few managers viewed the existence of sub-professional nurses as increasing the work of nursing professionals. They felt that nursing sub-professionals worked under the supervision of nursing professionals. This, according to them, resulted in more work for nursing professionals who had to check and/or repeat what had been done in the name of supervision.
- Full Text:
- Date Issued: 2018
- Authors: Mpini, Minah Malakiwe
- Date: 2018
- Subjects: Health service management -- South Africa -- Eastern Cape Nursing sub-professional
- Language: English
- Type: Thesis , Masters , M Nursing
- Identifier: http://hdl.handle.net/11260/1341 , vital:32258
- Description: South Africa is experiencing a serious shortage of nurses, especially nursing sub-professionals. The Eastern Cape Province is among the provinces with highest percentage of vacancies for nurses in all nursing categories. Nursing shortage has compromised South African health care services as health services are mostly supported by this group of health professionals. As a result of this shortage, rural health services have for a long time depended on the nursing sub-professionals to perform basic nursing services. This category is however also decreasing, which makes it difficult for nursing professionals to cope with the amount of work. South African rural health centres put pressure on professional nurses to do some of the health care activities that are meant to be done by medical doctors. The aim of the study was to explore the role and value of nursing sub-professionals in the health care system as viewed by the nursing managers. A qualitative exploratory study was conducted to get the perceptions of nursing service managers and operational managers on the role and value of nursing sub-professionals in the health service. A purposive sample of 23 participants was selected and interviewed. Most of the participants viewed the retention of nursing sub-professionals as crucial in the health service system. The participants saw sub-professionals as playing a vital role in the health services as the latter have a scope of practice that enables them to work independently. The reasons they put forth in support of their retention include reduction of litigations, easing the work load of professional nurses, sometimes performing non-nursing duties during crisis periods, reduction in the waiting time for patients/clients, and enabling professional nurses to perform more sophisticated professional duties which include management. Few managers viewed the existence of sub-professional nurses as increasing the work of nursing professionals. They felt that nursing sub-professionals worked under the supervision of nursing professionals. This, according to them, resulted in more work for nursing professionals who had to check and/or repeat what had been done in the name of supervision.
- Full Text:
- Date Issued: 2018
Vulnerabilities of Coastal Tourism destinations to climate change related incidents: a case study selected holiday resorts along the wildcoast, Eastern Cape, South Africa
- Authors: Van Der Byl, Athina
- Date: 2018
- Subjects: Coastal Tourism destinations -- Wildcoast Wildcoast -- Holiday resorts -- South Africa -- Eastern Cape Climate change -- Tourism
- Language: English
- Type: Thesis , Masters , M Sc
- Identifier: http://hdl.handle.net/11260/1337 , vital:32259
- Description: Climate change is a global phenomenon with major impacts on coastlines, leaving coastal areas vulnerable to conditions such as sea level rise, flooding as well as storm surges, which results in increased damage to or loss of coastal property and infrastructure. The study examined the vulnerability of the Eastern Cape’s Wild Coast resorts to climate change related impacts. Both qualitative and quantitative methods aided by questionnaires and GIS mapping were used to identify vulnerable settlements as well as their impacts. A meta analysis of the identified vulnerabilities was studied and strategies employed to reduce the impacts was also done. Results indicated that almost 80% of the Wild Coast resorts occur within the low-lying areas of the coast and these areas were mostly affected by impacts such as sea level rise, heavy rainfall and floods accompanied by storm surges. Another alarming challenge faced by the King Sabata Dalindyebo Municipality was controlling unplanned developments within these low-lying zones of the coast. Therefore, it is recommended that relevant departments provide awareness through various platforms such as workshops, programmes and campaigns to ensure that people understand the risk of climate change on low-lying areas as well as mainstreaming climate change in long term development planning. This study highlights a need for monitoring of coastal environments vulnerable to the impact of climate change along a South African coastline.
- Full Text:
- Date Issued: 2018
- Authors: Van Der Byl, Athina
- Date: 2018
- Subjects: Coastal Tourism destinations -- Wildcoast Wildcoast -- Holiday resorts -- South Africa -- Eastern Cape Climate change -- Tourism
- Language: English
- Type: Thesis , Masters , M Sc
- Identifier: http://hdl.handle.net/11260/1337 , vital:32259
- Description: Climate change is a global phenomenon with major impacts on coastlines, leaving coastal areas vulnerable to conditions such as sea level rise, flooding as well as storm surges, which results in increased damage to or loss of coastal property and infrastructure. The study examined the vulnerability of the Eastern Cape’s Wild Coast resorts to climate change related impacts. Both qualitative and quantitative methods aided by questionnaires and GIS mapping were used to identify vulnerable settlements as well as their impacts. A meta analysis of the identified vulnerabilities was studied and strategies employed to reduce the impacts was also done. Results indicated that almost 80% of the Wild Coast resorts occur within the low-lying areas of the coast and these areas were mostly affected by impacts such as sea level rise, heavy rainfall and floods accompanied by storm surges. Another alarming challenge faced by the King Sabata Dalindyebo Municipality was controlling unplanned developments within these low-lying zones of the coast. Therefore, it is recommended that relevant departments provide awareness through various platforms such as workshops, programmes and campaigns to ensure that people understand the risk of climate change on low-lying areas as well as mainstreaming climate change in long term development planning. This study highlights a need for monitoring of coastal environments vulnerable to the impact of climate change along a South African coastline.
- Full Text:
- Date Issued: 2018
Perceptions Of School Based Support Teams About Providing Support To Foundation Phase Teachers In Two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School support teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6668 , vital:47202
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2017-11
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School support teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6668 , vital:47202
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2020
- Full Text:
- Date Issued: 2017-11
Perceptions of School Based Support Teams about Providing Support to Foundation Phase Teachers in Two Butterworth Primary Schools, Eastern Cape
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School Support Teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6653 , vital:47204
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Date Issued: 2017-11
- Authors: Luningo, Mziwonke
- Date: 2017-11
- Subjects: School Support Teams
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/6653 , vital:47204
- Description: The Policy on Inclusive Education acknowledges that all children can learn if they are given the necessary support. In order to achieve this goal, the Department of Education (DoE) introduced the establishment of School-Based Support Teams (SBSTs) whose main function is to support teaching and learning in schools. Nonetheless, there seems to be challenges on how to support learners experiencing barriers to learning among the members of the SBST. The aim of this study is to explore the perceptions of the SBSTs about providing support to the Foundation Phase (FP) teachers in two Butterworth Primary Schools in the Eastern Cape. This study used the qualitative mode of inquiry and a case study as a research design. Face-to face semi-structured interviews, observations and document analysis were used to collect the data from the SBSTs about their perceptions in providing support to the FP teachers. Data was analysed by identifying common themes. The findings revealed that the SBSTs do not have enough knowledge and skills on how to support the FP teachers. Some of the challenges they cited include inadequate training, lack of communication, overcrowding in classrooms, lack of support from the parents and from the Department of Education. In an attempt to alleviate the above raised challenges, a model has been proposed. , Thesis (D.Ed) -- Faculty of Education Sciences, 2017
- Full Text:
- Date Issued: 2017-11
Mediating teaching and learning in Foundation Phase Grade 3 Life Skills classrooms: role and use of learning and teaching support materials :
- Nqabeni, Pelokazi, Cishe, E.N
- Authors: Nqabeni, Pelokazi , Cishe, E.N
- Date: 2017-04
- Subjects: Mthatha (South Africa) Maps , Eastern Cape (South Africa) Maps , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9302 , vital:73337
- Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (Phd) -- Faculty of Education, 2017
- Full Text:
- Date Issued: 2017-04
- Authors: Nqabeni, Pelokazi , Cishe, E.N
- Date: 2017-04
- Subjects: Mthatha (South Africa) Maps , Eastern Cape (South Africa) Maps , South Africa
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/11260/9302 , vital:73337
- Description: The study explored the role and use of learning and teaching support materials (LTSMs) to mediate teaching and learning in Life Skills Grade 3 classrooms of Dutywa District, in the province of the Eastern Cape, South Africa. It was prompted by a deep concern about the role and use of LTSMs to mediate teaching and learning in the Foundation Phase. While studies have been carried out on LTSMs in Foundation Phase, few studies have looked at the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. The study used a qualitative approach and is a multiple-case study of three purposively sampled schools from the rural areas. Teachers who participated in the study were Grade 3 teachers from the three schools. A pilot study was conducted in three schools with Foundation Phase, which were not used for the main study, for the purpose of validity and reliability. In this study, Cultural Historical Activity Theory (CHAT) was used as a framework to understand that actions are mediated by a complex network of socio-historical activities. I drew on the second generation of the activity theory, which has roots in Leontiev’s work on the Cultural Historical Activity Theory (CHAT), which provided both explanatory and analytical tools. I collected data using documents including journal entries, individual semi-structured interviews, and structured observations. The interviews were voice recorded with participant’s permission in order to present verbatim statements. In structured observations, I observed the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in the three selected schools. Content analysis guided the data analysis through themes derived from the subsidiary questions and coded for easy referencing. Data reporting took the form of thick description and verbatim quotations in line with the qualitative approach of the study. The study’s findings revealed non-availability of learning and teaching support materials in Life Skills subject. This suggests that intervention is needed by the Department of Education such as providing LTSMs which are essential in order to address the problem of not being used to mediate teaching and learning in classrooms. Language used in the role and use of learning and teaching support materials to mediate teaching and learning, lack of professional development, the effect of the non-examinable nature of Life Skills, and shortage and overcrowded classrooms were some of the aspects affecting the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms. Based on the study findings, then I recommend that further research be conducted on strategies that could be employed to improve the role and use of LTSMs to mediate teaching and learning in Life Skills Grade 3 classrooms in a way that benefits learners. The Departmental officials including subject advisors, principals, teachers and learners should work together to improve the role and use of LTSMs to mediate teaching and learning in classrooms for quality education and to improve results in Foundation Phase. A model is proposed as the new knowledge for the existing literature on the role and use of LTSMs to mediate teaching and learning in classroom based on the theoretical framework and findings of this study. , Thesis (Phd) -- Faculty of Education, 2017
- Full Text:
- Date Issued: 2017-04
Implications of Risks and Vulnerability challenges for Teaching and Learning in Libode - Mega District Rural Schools: Eastern Cape: South Africa
- Authors: Noloyiso Nongalo
- Date: 2017
- Subjects: Educational Management
- Language: English
- Type: Thesis, D Ed
- Identifier: http://hdl.handle.net/11260/2214 , vital:40917
- Full Text: false
- Authors: Noloyiso Nongalo
- Date: 2017
- Subjects: Educational Management
- Language: English
- Type: Thesis, D Ed
- Identifier: http://hdl.handle.net/11260/2214 , vital:40917
- Full Text: false